The purpose of this paper is to investigate the relationship between satisfaction with ambient conditions and perceptions of situated learning in knowledge-intensive organizations. The paper argues that satisfaction with ambient conditions facilitates situated learning in open office environments.
A cross-sectional study was conducted on 117 professionals from IT and consultancy companies. Hierarchical linear regression was used to analyze the impact of satisfaction with ambient conditions on perceptions of situated learning.
Learning that occurs in everyday activities on the job is enhanced by satisfying ambient conditions in the physical environments of open offices.
The paper contributes to literature on organizational learning by examining aspects of the physical environment as antecedents of organizational learning, thereby providing insights for design and management of office environments to maximize employee outcomes.
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