Learning Climate and Workplace Learning

Abstract

Abstract. In the current study, we propose that organizational learning climate in terms of facilitation learning climate, appreciation learning climate, and error-avoidance climate has the capacity to enhance employees’ level of newly acquired competences. Additionally, we investigated whether this relationship holds when employees face work restructuring. Structural equation modeling was used to test the hypotheses on a large sample of the Dutch working population (N = 1,013). The results showed that work restructuring moderated the hypothesized relationships. Under conditions of high restructuring, facilitation learning climate was an important predictor of learning outcomes; yet, under conditions of low work restructuring, appreciation learning climate was more effective. The current paper contributes to research on organizational change and workplace learning by providing evidence that organizational change can impact the way organizational learning climate supports employee learning.

The role and related variables of workplace learning in quantitative research

“…The rest of the articles approached workplace learning toward learning outcomes such as acquisition of knowledge and skills (Nikolova et al , 2016; Virtanen et al , 2014) and workplace learning efficacy (Pineda-Herrero et al , 2015), workplace learning success such as professional learning and workplace learning satisfaction (Nisula and Metso, 2019), development of professional skills during workplace learning (Metso, 2014; Metso and Kianto, 2014) and socialization-related learning or organizational learning. The review of workplace learning articles produced no consensus on how it should be understood.…”

“…Multiple studies have presented workplace learning as an outcome (Table 4) (Harteis et al , 2015; Jönsson and Schölin, 2014; Kyndt et al , 2013; Matsuo and Nakahara, 2013; Metso, 2014; Nikolova et al , 2016; Nisula and Metso, 2019; Pineda-Herrero et al , 2015; Raemdonck et al , 2014; Van der Zwet et al , 2010; Weststar, 2009). When workplace learning is an outcome, its antecedents have various individual, group and leadership, job and organizational levels.…”

Post-covid theoretical Perspectives on Social factors for the Successful Implementation of ERM in Developing Countries’ informal SME

“…The interaction among measurable objective factors in the organizational system and perceptive processes of the individual organization's members will lead to this result(Wagstaff, Flores, Cannella, Sarkar, & Choirat, 2020). It follows the principle to control the meaning of the environment by properly forming organizational context factors and mechanisms (Nikolova, Van Ruysseveldt, Van Dam, & De Witte, 2016). The conceptualization of the organizational environment globally could prove insignificant to research a given phenomenon.…”

Learning Climate Perceptions as a Determinant of Employability: An Empirical Study Among European ICT Professionals

“…Derived from the concept of psychological climate (indicating perception, e.g., Parker et al, 2003), and adapted from Nikolova et al (2016, p. 259) we use the following definition of psychological learning climate: The individual perception of an employee of organizational policies and practices aimed at supporting employees' learning behaviors. In this empirical study, we will use a conceptualization of psychological climate that acknowledges situational constraints (Parker et al, 2003 after Jones and James, 1979), based on several work domains.…”

“…For an organization to be attractive to employees, it should provide lifelong and challenging learning opportunities: that is, chances to improve existing knowledge and skills and to develop new ones. Fortunately, several organizational policies and practices can be utilized to promote growth and learning behavior and to prevent obsolescence (e.g., Borghans et al, 2006; Bartram and Roe, 2008; Fouarge et al, 2009; Nikolova et al, 2016), herewith introducing the concept of learning climate.…”