Title: Potential influence of performance management on knowledge management in the light of organisational learning - an empirical study in Indian software industry

Authors: K. Veena; Nasina Jigeesh

Addresses: The Centre for Distance and Online Education (CDOE), ICFAI Foundation for Higher Education (IFHE), Deemed to be University, Donthanapally, Shankarapalli Road, Hyderabad, 501203, Telangana, India ' Department of Operations and IT, Faculty of Management (IBS Hyderabad), Icfai Foundation for Higher Education (IFHE), Deemed to be University, Donthanapally, Shankarapalli Road, Hyderabad, 501203, Telangana, India

Abstract: Almost all kinds of industries accepted and adopted organisational learning to improve the performance of individual employees, groups of employees (teams) and the organisation as a whole. Knowledge acquired through observation, learning and experience can contribute to gain skills required to perform a given job or task. Knowledge management can optimise the collection, retrieval and application of useful knowledge. Organisational learning represents learning at three levels - individual, group and organisation. It is composed of several components like collaboration and team learning and performance management. This paper is intended to examine the organisational learning happening and the knowledge management procedures being adopted and their relationship in software firms in India. The research used a questionnaire adopted from DLOQ and KM tool and collected data from the employees working at different levels in various software companies, especially in South India. The results derived from structural equation modelling, suggest that performance management, followed by collaboration and team learning, contributes well to knowledge management, by ruling out the contribution of other components of organisation learning.

Keywords: organisational learning; OL; knowledge management; KM; performance management; PM; software industry; India.

DOI: 10.1504/IJKL.2025.148774

International Journal of Knowledge and Learning, 2025 Vol.18 No.5, pp.511 - 548

Received: 14 Jul 2023
Accepted: 11 Oct 2024
Published online: 23 Sep 2025 *

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