The purpose of this research is twofold: (a) develop a validated measure for learning initiatives based on knowledge-creation theory and (b) conduct a quantitative study to investigate the relationships between electronic learning systems, learning-organization culture, efficacious knowledge creation (EKC), and innovativeness. Although Cheng-Chang Sivo, Gunter, and Cornell (2005) and Y.-S. Wang, Wang, and Shee (2007) made initial attempts to valuate e-learning systems success, they failed to take into account performance-based measures, the cultural construct, and other related determinants. Based on Nonaka and Takeuchi's (1995) knowledge-creation phases and Oh's (2001) and Song's (2008) actionable knowledge-creation research, this study tests EKC processes and, ultimately, innovativeness as the principal performance-based outcomes of e-learning systems. Using the knowledge-creation phases proposed by Nonaka and Takeuchi as a guide, the five dimensions of the EKC instrument are actionable learning, autonomous participation, collaborative participation, engagement, and equivalency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]