Toward contingency theory of organizational learning, innovation and performance

According to contingency theory, the analysis of organizational learning, innovation and performance must consider their context. Then this perspective, a conceptual framework is presented to explain the relationship among determinants of learning, innovation, performance and situational factors. With the survey data from the 112 Chinese Mainland firms, the conceptual framework is validated. Results of empirical analysis suggest that the three determinants of learning - motivation, opportunity and capability of a learning entity - are significant predictors of innovation. Meanwhile, opportunity and capability are also significant predictors of performance, but the relationship between motivation and performance is not significant. Results also show that different situational factors - external environment, Top Management Team's management styles, problem-solution complexity, and firm size - play different roles in organizational learning, innovation and performance.