There is a wide range of academic perspectives and rapidly growing interest in organizational learning in the literature. Along with the concept of organizational learning, learning organizations and organizational learning perspectives have become popular. Learning organizations; They are defined as organizations that constantly expand their capacity to create the results they really want, develop new thinking patterns, create common desires, and learn together by seeing people (Panayides, 2007). In organizations, because of the rapid depreciation of a stock of information that is not constantly updated, the organizational learning process should continue continuously and the information should be constantly updated (Jiménez-Jiménez & Cegarra-Navarro, 2007). Organizational learning is different from individual learning. First, organizations can learn faster because organizational learning reveals shared content, knowledge, and mental models. Second, learning from past knowledge and experience is also necessary. This is related to organizational memory, organizational memory depends on the industrial mechanism (Sinkula et al., 1997). Organizational learning; system thinking, planning, quality development, organizational behavior and information systems serves as an umbrella (Stata, 1989). Organizational learning is the production and use of information against competitors. Customer needs are created through the acquisition and sharing of information about market changes and the actions of competitors (Bolivar-Ramos et al., 2012). Learning orientation refers to the activity of creating and using information throughout the organization to increase the competitive advantage (Hult et al., 2003). Learning orientation affects what kind of information is collected and how it is interpreted, evaluated and shared. According to Cerasoli et al. (2014) stated in their research that individuals with learning goal orientation can show higher performance because they believe that they can improve their abilities. Lee et al. (2017) state that although learning goal orientation is believed to be positively related to performance in their research, empirical studies show inconsistent findings. At the same time, in the study conducted by Lim and Shin (2021), they state that there is no positive relationship between learning goal orientation and employee performance. Therefore, to gain a more comprehensive understanding, within the scope of the research model, the impact of learning goal orientation on both executive support and creativity of employees and service development process is examined.

When a performance focus is identified, individual initiatives demonstrate the competence of employees in their task performance. From the perspective of learning orientation, it is possible to learn a new concept or increase personal development through individual efforts (Button et al., 1996). Performance-oriented is a concept that goes beyond the market where organizations are located (Porter, 2005). Employees in enterprises with a strong performance-oriented aim are constantly questioning the organizational norms that guide them while carrying out their activities (Zweig & Webster, 2004). In this context, the focus on performance increases the courage of the employees and reveals that more efforts should be made in order to achieve the determined goals. Performance-oriented businesses that proactively question their long-term assumptions, routines, and beliefs, deliberately try to abandon them and realize organizational change (Hirst et al., 2009). From this point of view, performance focus can be explained as an organizational feature that not only intelligently responds to environmental changes but also struggles with the assumptions regulating the relations of the enterprise with its environment. Commitment to learning was previously discussed in Senge’s (1990) learning principles studies, and the importance of commitment to learning was discussed in later studies (Sinkula et al., 1997). The value and cultural commitment to learning facilitates the creation of a positive climate in achieving the intended performance in the organization (Whitaker & Levy, 2012). In order to be successful in the outcomes of organizations, both learning and performance focus should be adopted. Cyert and March (1963) argue that organizational learning is a process and that organizations begin to learn by interacting with their environment. Argyris and Schön (1978) emphasized the importance of individuals for organizational learning and stated that individual learning is necessary but not sufficient for organizational learning. Senge (1992) emphasized the importance of shared mental models and stated that open-mindedness should be present in organizations to gain performance-oriented learning skills. Since employees can be motivated when their talents are rewarded with organizational incentives, employees who are focused on performance goal orientation will be able to do more useful work in the organization by getting the appreciation of their good work (Lu & Guy, 2019). This situation can positively affect the team’s creativity, that is, the working together of the employees, as well as positively affect the performance of new service development. Within the scope of the research model, the effects of performance goal orientation on both executive and team creative and new service development are analyzed.

The concept of executive support is one of the sub-components of organizational support theory. The concept of organizational support is the interest that a business gives to its employees in terms of the value they contribute to their overall values and their well-being (Eisenberger et al., 1986). In some studies, the concept of ’organizational support’ has been expressed as ’social support’ (LaRocco et al., 1980). Employees’ perception of the support they receive from their managers in return for their contribution to the organization and for their well-being is defined as executive support (Kottke & Sharafinski, 1988). Managers are both a stakeholder of the organization and representatives of the organization because of their proximity to employees (Gagnon & Michael, 2004). At the same time, managers have an important role in shaping the attitudes and behaviors of employees and the formation of organizational commitment (Tymon Jr. et al., 2011). When employees in organizations receive support from their managers, they see this as a duty by showing positive attitude and behavior to their organization (Kuvaas & Dysvik, 2010). It has been determined that organizational and individual performance is positively increased in enterprises where executive support is provided (DeConinck, 2010). Many inadequately or poorly designed applications can be recovered with good executive support; good human resources (HR) practice can be denied because of poor management or poor leadership. Since managers implement HR policies, it is accepted that executive support, job satisfaction and organizational commitment positively affect (Purcell & Hutchinson, 2007). The manager has a much greater role than the employee in increasing the commitment of the employee to the organization (Dysvik & Kuvaas, 2013). The manager should be aware of the employee’s ability and contribution, provide the necessary practices for empowering employees and manage their career plans in line with the employees’ goals. Executive support should also be effective in rewarding employee contributions. Due to the success of the employees, intangible awards should also be given and congratulated for their actions. Thus, employees have more positive feelings about their work (Thomas & Tymon Jr., 1997). Within this scope, the mediation variable effect of the concept of executive support in the research model is examined.

The concept of team is a concept that has been frequently discussed and widely agreed upon in the literature. According to Tannebaum et al. (1996), the concept of team is a unit formed by the gathering of two or more individuals whose roles are clearly defined and working on the basis of mutual solidarity in order to achieve a common goal and purpose. In this definition, the most important emphasis is placed on the importance and necessity of mutual solidarity. A team is a structure of individuals who are locked in to a common goal and common performance goals and that have a common approach to the task they are responsible for and which have complementary features (Katzenbach & Smith, 2015). According to another definition, the team is the sum of the individuals who carry out their duties independently and share the responsibility of the results obtained (Cohen & Bailey, 1997). Teams are structures that involve much more than being together, owing their success to the ability of individuals to work together (Shin & Eom, 2014). In the literature of creativity, it is suggested that it is possible to “contribute to team creativity by increasing the motivation of team members (Shin & Zhou, 2007). Through interaction and socialization, team members develop a common belief in the team’s ability to produce new and creative ideas that contribute to the team (Ford, 1996). If a team has a strong common belief in creative outcomes, employees are more likely to take innovations as a result of persistence and persistence in trying different methods to solve difficult problems (Shin & Zhou, 2007). In situations where manpower and character are at the forefront, many factors affect performance (Hon & Chan, 2013). Performance targets set from the start raise team effectiveness and ensure that objectives are understandable, observable, and measurable (Dampérat et al., 2016). In this direction, the ongoing processes and the targets determined are controlled and the performance is increased through the necessary inputs. In this context, the concept of team creative efficacy, learning and performance goal orientation variables and how management support is examined are examined.

Service; it is a concept that includes the prerequisites for service delivery, customer outcomes and process (Matear et al., 2004). Service system resources generally; service company employees, customers, physical and technical environment, organization and control can be divided into sub-categories (Edvardsson & Olsson, 1996). A good understanding of the strategic factors such as new service development capacity, speed and efficiency make a significant contribution to company performance (Melton & Hartline, 2013). Information technology and service integration, which emerge with the concept of new economy, greatly accelerates the efforts to develop new services (Froehle et al., 2000). New services include increasing the profitability of existing products for companies; attracting new customers; increase existing customer loyalty; increasing the image of the company, creating a platform for future new products; creating market opportunities; offers a number of benefits such as changing the image of the company (Storey & Easingwood, 1999). In addition, the first service providers of the new service can obtain great technological benefits by preventing the proliferation of specific technological information through patent applications. However, new service development inventors who are successful in targeting and identifying the high potential market segment will be able to best meet the demands of the class and take advantage of being a pioneer against competitors. In order to provide continuity in services or to design new services, it is necessary to evaluate the level of success in existing services (Menor & Roth, 2008). In the new service development process, the active role of customers compared to new product development and the continuation of revisions along with customer feedback at every stage of the process is an important element that separates new service development from product-oriented developments. In the development of new services, taking into account this typical feature of the service, the service innovations to be addressed should be evaluated in this respect. The research model examines the effects of learning goal orientation, performance goal orientation and executive support on new service development performance.

In order to examine the relationships between the variables that make up the research model and to establish hypotheses, it should be supported by previous studies in the literature. In this context, when previous studies on variables were examined: Gong et al. (2009) stated that employee learning orientation is positively related to employee creativity in a study they conducted at an insurance company in Taiwan. Melton and Hartline (2013) state that as a result of the analysis of the surveys they collected from various companies in the service sectors, the organization’s learning orientation positively affects the effectiveness of new service development. Yee et al. (2013) emphasized that learning goal orientation has a positive and direct effect on service quality as a result of the analysis of data collected from 230 service companies in Hong Kong. However, Yee et al. (2013) stated in their study that there is no relationship between performance goal orientation and service quality. They assume that the reason for this is that there is no effect on service quality because employees do not have a long-term perspective in performance goal orientation, even if there is a desire and desire in the employees. Choi et al. (2014) state that there is a relationship between individual learning goal orientation and creative contribution of a group member in their research with data collected from undergraduate business students from a large university in North America. Bodouva (2016) emphasized that employee learning goal orientation and performance goal orientation affect the perceived service quality in their research as a result of the analysis of 184 questionnaires they collected from hotels. However, Shin et al. (2017) stated in their study on 68 student teams and 108 working teams in Korean companies that the learning and performance of teams are positively related to creative performance. At the same time, Ladeira et al. (2018) emphasize that the moderated effects of learning goal orientation and performance goal orientation are positive on behavioral performance in their research with data collected from sales representatives. As a result of these researches, hypotheses have been established in order to examine the effects of learning goal orientation and performance goal orientation on team creative efficacy and new service development performance. Some studies have been taken into account in order to establish hypotheses regarding the executive support variable, in which both the independent and mediator variable effects are examined. These; In research, Wajdi (2018) states that leaders with positive characteristics have positive effects if they support employee creativity. Zaitouni and Ouakouak (2018) state that there is a positive and significant relationship between leadership support and employee creativity as a result of the analysis of the questionnaires they collected from 299 employees working in eight different public and private organizations in Kuwait. Susskind et al. (2003) investigated the effects of setting service standards. They studied 354 service workers and 269 customers and found a positive relationship between setting service standards (including aspects of appreciation) and employees’ perceptions of leader support. As a result of these studies, hypotheses were established to examine the effects of the executive support variable.

Based on the literature review, a quantitative study was adopted since the analysis of data was a statistical case in order to examine the relationships between variables. In quantitative studies based on statistics, analysis methods are used to interpret the relationships between the variables examined. Within the framework of the research model (Figure 1), the relationships between variables are examined (Thomas et al. 2015).