IMPACT OF ORGANISATIONAL LEARNING ON JOB PERFORMANCE: A STUDY OF EDUCATION SECTOR Ravi Kumar*, Vikrant Singh** *Physical Director (PTI), Govt. Degree College, Billawar (Kathua), UT Jammu and Kashmir, India. Email: phyedrk12@gmail.com **Department of Youth Services and Sports Reasi, India. Email: bhalwalvikrant@gmail.com Abstract The purpose of this study is to examine the impact of organisational learning on job performance. Organisational learning include a) knowledge acquisition, b) knowledge distribution, c) knowledge interpretation and d) organisational memory. Census method has been used for data collection from teachers working in education sector in Jammu city. Questionnaires were sent to 250 employees, 226 useable questionnaires were returned back and response rate was found to be 90%. The scales have been duly validated with the help of confrmatory factor analysis (CFA) and reliability has been checked through Cronbach’s alpha and composite reliability. The hypotheses were tested with the help of structural equation modelling. The results showed that organisational learning is refected through knowledge acquisition, knowledge distribution, knowledge interpretation and organisational memory. Further, organisational learning has a signifcant impact on job performance. The major limitation of this study is that it is conducted in the education sector only. Keywords: Knowledge Acquisition, Knowledge Distribution, Knowledge Interpretation, Organisational Memory, Job Performance Introduction In recent decades, knowledge has become one of the most important intangible assets in the business world, which enables organisations produce better quality products or services in order to attain the competitive advantage. Researchers such as Noruzy et al. (2013), Baker and Sinkula, (2002); Huber, (1991) have argued that the new knowledge and skills obtained through learning improve frm’s innovative capabilities thus enhancing the organizations’ competitiveness and performance. In other words, organizational learning is the process by which the frm develops new knowledge and insights from the common experiences of people in the organisation, and has the potential to influence behaviours and improve the frm’s capabilities (Slater & Narver, 1995). It has been emphasised that organisational to learn faster and respond to rapid change in the environment, otherwise they will suffer various losses (Yeo, 2003). Further, all the aforesaid mentioned studies have been conducted in manufacturing companies, banks, universities, etc. No study related to organisational learning has been conducted in education sector in developed and developing settings. Education sector, where organisational learning plays very important role in improving the job performance has yet to be explored. Thus, the aim of this study is to examine the effect of organisational learning (knowledge perspective) on job performance in the education sector of India. Literature Review Organisatonal Learning Organisational learning can be considered as an organisational process through which individuals, groups, teams, communities and the organisations itself learn (Firestone and McElroy, 2004). It is an effective strategy for sustaining and improving a frm’s competitive edge and performance (Sinkula et al., 1997). It is dynamic as it involves basic elements of organisational development and growth (Holland & Salama, 2010). Alerga and Chiva (2008) have identifed that it is a process through which organisation can learn and this learning indicates entire change in organisational structure that relates to the improvement or preservation of organisation performance. Generally, it occurs through acquisition of new knowledge by employees who are able and willing to apply that knowledge in decision-making or influencing others in the organisation (Miller, 1996). Further, it aims at creating, acquiring and transferring knowledge within an organisation (Mashmoum et al., 2019; Jimenez-Jimenez & Sanz-Valle, 2011, Muhammed et al., 2011). Organisations are seen as International Journal of Knowledge Management and Practices 8 (1) 2020, 23-32 http://publishingindia.com/ijkmp/