Simultaneously, it is important for

Simultaneously, it is important for our work to highlight that
transformational leadership and organizational learning are also
related. This circumstance implies indirect influences on
organizational innovation, influences that have usually been
absent from previous research analysis.
Many authors have asserted relationships between leadership
and organizational learning (e.g., Senge, 1990; Senge et
al., 1994; Tushman & Nadler, 1986). Traditional leadership has
been characterized as highly individualistic and asystematic
and as making the learning of organizational teams difficult;
however, transformational leadership is focused on active
promotion of employees’ participation in collective decisions
and activities (Adair, 1990; Bass, 1991). Transformational
leaders should be able to build teams and provide them with
direction, energy, and support for processes of change and
organizational learning (Blackler & McDonald, 2000; McDonough,
2000; Nadler & Tushman, 1990).
More specifically, transformational leadership fuels organizational
learning by promoting intellectual stimulation, inspirational
motivation, and self-confidence among organization
members (Coad & Berry, 1998). A capability for transformational
leadership has been even described as one of the most
important means of developing learning organizations (e.g.,
Maani & Benton, 1999; Slater & Narver, 1995; Snell, 2001).
Thus, we predict:
Hypothesis 3a. Transformational leadership positively influences
organizational learning.
Hypothesis 3b. Transformational leadership positively and
indirectly influences firm innovation through organizational
learning.

Hasil (Bahasa Indonesia) 1:

Simultaneously, it is important for our work to highlight thattransformational leadership and organizational learning are alsorelated. This circumstance implies indirect influences onorganizational innovation, influences that have usually beenabsent from previous research analysis.Many authors have asserted relationships between leadershipand organizational learning (e.g., Senge, 1990; Senge etal., 1994; Tushman & Nadler, 1986). Traditional leadership hasbeen characterized as highly individualistic and asystematicand as making the learning of organizational teams difficult;however, transformational leadership is focused on activepromotion of employees’ participation in collective decisionsand activities (Adair, 1990; Bass, 1991). Transformationalleaders should be able to build teams and provide them withdirection, energy, and support for processes of change andorganizational learning (Blackler & McDonald, 2000; McDonough,2000; Nadler & Tushman, 1990).More specifically, transformational leadership fuels organizationallearning by promoting intellectual stimulation, inspirationalmotivation, and self-confidence among organizationmembers (Coad & Berry, 1998). A capability for transformationalleadership has been even described as one of the mostimportant means of developing learning organizations (e.g.,Maani & Benton, 1999; Slater & Narver, 1995; Snell, 2001).Dengan demikian, kami memperkirakan:Hipotesis 3a. Kepemimpinan transformasi positif mempengaruhiorganisasi belajar.3b hipotesis. Kepemimpinan transformasi positif dantidak langsung mempengaruhi perusahaan inovasi melalui organisasibelajar.