Proceedings of the 8th International Conference on Intellectual ...

Brigita Janiunaite et al.
learning are weakly manifested. The atmosphere <strong>of</strong> self-education is most strongly manifested in all
<strong>the</strong> organizations. The weakest points in educational organizations are teamwork, tolerance <strong>of</strong>
mistakes; mistakes are not treated as learning opportunities, time for learning is not planned and
scheduled for <strong>the</strong> employees. Similar tendencies were disclosed in pr<strong>of</strong>it organizations.
Figure 9: Total Mean <strong>of</strong> all <strong>the</strong> statements in <strong>the</strong> factors and Standard Deviation
In <strong>the</strong> frame <strong>of</strong> <strong>the</strong> above-mentioned project, a research on <strong>the</strong> manifestation <strong>of</strong> citizens’ innovative
culture characteristics in three cities was carried out; 100 <strong>of</strong> employees <strong>of</strong> different levels were
surveyed in every city. The research highlighted <strong>the</strong> following tendencies: even though <strong>the</strong>
respondents have possitive attitudes towards learning, tolerate social mobility, innovations and
changes, orientation to <strong>the</strong> use <strong>of</strong> possibilities, <strong>the</strong>y are also characterized by adaptive, not innovative
behaviour; low risk tolerance, i.e. people are inclined to adapt to o<strong>the</strong>rs, to implement o<strong>the</strong>rs ideas,
but not generate <strong>the</strong>m by <strong>the</strong>mselves, demonstrate non-standart behaviour.
Jucevicius (2009) analysed <strong>the</strong> manifestation <strong>of</strong> innovative culture characteristics (tolerance <strong>of</strong> risk,
uncertainty and change; emphasis on mobility and flexibility, emphasis on learning and networking) in
modern organizations <strong>of</strong> Lithuania. The research results also correlate with <strong>the</strong> tendencies presented
in this paper. These findings indicate that <strong>the</strong> most problematic aspects <strong>of</strong> organizational practices
concern <strong>the</strong> tolerance <strong>of</strong> risk, uncertainty and change, which is usually considered to be <strong>of</strong>
fundamental importance to <strong>the</strong> success <strong>of</strong> innovation-oriented performance.The mobility/flexibility
dimension also faces certain constraints. On <strong>the</strong> o<strong>the</strong>r hand, <strong>the</strong> dimensions <strong>of</strong> networking and
learning are relatively well represented in <strong>the</strong> surveyed organizations.
6. Limitations <strong>of</strong> <strong>the</strong> research
It should be noted that this paper presents <strong>the</strong> results <strong>of</strong> expert survey, which was mainly concerned
with <strong>the</strong> validation <strong>of</strong> <strong>the</strong> research instruments. Therefore, <strong>the</strong> results reveal only certain tendencies.
Fur<strong>the</strong>r research will involve a representative sample <strong>of</strong> enterprises and organizations. The research
will employ not only quantitative but also qualitative research strategy, combine <strong>the</strong>m and analyse <strong>the</strong>
nature <strong>of</strong> innovative activity in separate organizations and <strong>the</strong>ir clusters, also <strong>the</strong> relationship between
organizational learning and o<strong>the</strong>r constituent elements <strong>of</strong> innovative culture.
7. Conclusions
Drawing on <strong>the</strong> premise that organizational learning is one <strong>of</strong> <strong>the</strong> important premises <strong>of</strong> organizational
culture, <strong>the</strong> research has come up with <strong>the</strong> following conclusions:
organizational learning as a system unifying efforts <strong>of</strong> individual and collective learning is absent
in both types <strong>of</strong> organizations; learning is quite fragmentary, learning for innovations is not
highlighted;
<strong>the</strong> ways <strong>of</strong> organizational learning are more oriented to <strong>the</strong> paradigm <strong>of</strong> teaching: learning takes
place when <strong>the</strong>re is teaching. Learning tends to be adaptive ra<strong>the</strong>r than innovative: it supports or
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