Purpose

The purpose of this study is to deepen understanding of the effects of using social media technologies to acquire technological knowledge and organizational learning competences, of technological knowledge competences on organizational learning and finally of organizational learning on organizational performance.

Design/methodology/approach

The study was performed by analyzing data from a sample of 197 technology firms located in Spain. The hypotheses were tested using a structural equations model with the program LISREL 8.80.

Findings

This study’s conceptual framework is grounded in complexity theory – along with dynamic capabilities theory, which complements the resource-based view. The study contributes to the literature by proposing a model that reflects empirically how business ecosystems that use social media technologies enable the development of interorganizational and social collaboration networks that encourage learning and development of technological knowledge competences.

Research limitations/implications

It would be interesting for future studies to consider other elements to conceptualize and measure social media technologies, including (among others) significance of the various tools used and strategic integration. The model might also analyze other sectors and another combination of variables.

Practical implications

The results of this study have several managerial implications: developing social media technologies and interorganizational social collaboration networks not only enables the organizational learning process but also encourages technological knowledge competences. Through innovation processes, use of social media technologies also contributes to strengthening companies’ strategic positioning, which ultimately helps to improve firms’ organizational performance.

Social implications

Since social media technologies drive information systems in contemporary society (because they enable interaction with numerous agents), the authors highlight the use of complexity theory to develop a conceptual framework.

Originality/value

The study also deepens understanding of the connections by which new experiential learning contributes to the generation of coevolutionary adaptive business ecosystems and digital strategies that enable development of interorganizational and social collaborative networks through technological knowledge competences. Only after examining the impact of social media technologies on organizational performance in prior literature, did the authors underscore that both quantity and frequency of social media technology use are positively related to improvement in knowledge processes that lead to employees’ creation and acquisition of new metaknowledge.

中文翻译：

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“社交媒体技术：浪费时间还是学习和提高技术能力的好方法？”

目的

本研究的目的是加深对使用社交媒体技术获取技术知识和组织学习能力、技术知识能力对组织学习以及组织学习对组织绩效的影响的理解。

设计/方法/方法

该研究是通过分析来自西班牙的 197 家科技公司的样本数据进行的。假设使用结构方程模型和程序 LISREL 8.80 进行测试。

发现

本研究的概念框架以复杂性理论以及动态能力理论为基础，补充了基于资源的观点。该研究通过提出一个模型来对文献做出贡献，该模型从经验上反映了使用社交媒体技术的商业生态系统如何促进组织间和社会协作网络的发展，从而鼓励学习和发展技术知识能力。

研究限制/影响

未来的研究考虑其他元素来概念化和衡量社交媒体技术，包括（除其他外）所使用的各种工具的重要性和战略整合，这将是有趣的。该模型还可能分析其他部门和其他变量组合。

实际影响

本研究的结果具有若干管理意义：开发社交媒体技术和跨组织的社会协作网络不仅可以促进组织学习过程，还可以鼓励技术知识能力。通过创新过程，社交媒体技术的使用也有助于加强公司的战略定位，最终有助于提高公司的组织绩效。

社会影响

由于社交媒体技术推动了当代社会的信息系统（因为它们能够与众多代理进行交互），因此作者强调使用复杂性理论来开发概念框架。

原创性/价值

该研究还加深了对新体验式学习有助于产生协同进化适应性商业生态系统和数字战略的联系的理解，这些战略通过技术知识能力促进组织间和社会协作网络的发展。只有在研究了先前文献中社交媒体技术对组织绩效的影响之后，作者才强调社交媒体技术使用的数量和频率都与导致员工创造和获取新元知识的知识过程的改进呈正相关。