The scope of the HOMEIMP-VPAINT IOLR is broad and general.
Third, it is apparent that the research in this area (i.e., IORs for ligistics and transportation functions, or IOLRs) uncritically accepts (or rejects) existing theories instead of first examining the compatibility (or lack thereof) between the theory and the context of its application.
Viewed together, these three "faces" integrate into a single, cohesive theoretical model describing inter-organizational logistics relationships (IOLRs) when considered from an organizational learning perspective.
FACE ONE: Birth of Strategic Inter-Organizational Logistics Relationships (IOLRs)
Thus, a first step in understanding IOLRs is to categorize them based on the nature of their inception/conception; thus, the Designed-Evolutionary dimension.
Careful scrutiny of the characteristics of learning systems of IOLRs found in each cell reflects those characteristics identified by Shrivastava (1983).
In this section, all those IOLRs which were established for transportation-related objectives are discussed.
These IOLRs also have the characteristics of Shrivastava's (1983) "formal management system." As he notes, "By far the most common way of perpetuating organizational learning is through the design and implementation of formal management systems for information, planning, and control" (p.
Thus characteristics of learning systems in IOLRs such as the one Thomas has in COMM-1 are a combination of Shrivastava's (1983) "one-man learning system" and "participative learning system." Learning orientation is, however, vastly different from earlier IOLRs.
Greg's and Perry's comments indicate that communications in IOLRs such as the one between HOMEIMP and VPAINT are varied and open.
While Table 1 presents a synthesis of the characteristics of IOLRs found within cells identified on Face Two, Table 2 presents the learning characteristics identified within each cell on Face Three.
Motivation: It will be noticed that as IOLRs proceed from an operational level of criticality to a strategic level, motivations increase in subjective content.