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The purpose of this study is to examine the factors related to the employee as an individual, that affect the quality and level of the individual’s assimilation of knowledge (AOK) which is transmitted by way of organizational learning.

All subjects (317) of this research were employed at different positions in day camps of a social organization. The study examined the subjects’ AOK relating to the organization’s security and safety procedures. The variables examined in this study include: the employee’s organizational commitment; the employee’s perception of the organization’s culture; the employee’s perception of the advantage inherent in the security and safety information; the employee’s self-efficacy; and the employee’s motivation to assimilate the new knowledge.

The research variables explained a significant part (37 per cent) of the variance obtained with respect to assimilation and learning in the organization. The most powerful explanation for the variance in degree of implementation was the perception of the organization’s security and safety culture and the subject’s self-efficacy. Subjects’ perceived advantage from the knowledge did not make a significant contribution and motivation serves as a mediator but it does not mediate directly between the variables and AOK.

The research was conducted in a single organization. We recommend conducting similar studies in other organizations, including other types of organizations, to strengthen the conclusions which derive from our research. We also recommend that future research should use alternative methodologies (e.g. qualitative research and review of the results by experts) since other methodologies might reveal new facts that may have been uncovered in the use of the quantitative method applied in our research.

We recommend that an organization which strives to be a learning organization, should pay attention, inter alia, to factors relating to the employees themselves, and in particular: increasing the employees’ self-efficacy, clarifying the benefits to the employee of the transmitted knowledge; and bringing the organization’s values and culture into clearer focus for the employees.

The unique nature of our research model is twofold: first, the variables on which we have chosen to focus are different from other studies, and to our knowledge, the combination of these variables and the examination of these variables in relation to learning in the context of organizations have not been examined in other studies. Second, our model gauges the effects of an employee’s subjective perception with relation to his organization’s culture, his perceived advantage with regard to the subject-matter which he is learning and his self-assessed existing knowledge.

The purpose of this study is to explore the relationship and effect of management support on individual creativity performance by focusing on the individual learning opportunity, adaptability to change and learning motivation in Hong Kong manufacturing companies.

This study is based on survey data collection by using a respondent-driven approach from 266 employees working in Hong Kong-based manufacturing firms. The model and hypotheses were tested by employing variance-based structural equation modeling.

The findings indicate that management support has a positive effect on individual learning opportunity and creativity performance. Also, a significant positive relationship between individual creativity, performance, individual learning opportunity, adaptability to change, and learning motivation has been yielded. The management support has an overall positive link with all variables directly and indirectly.

Top management can foster employee creativity by supporting and providing learning opportunities and motivating employees to develop adaptive capability at an individual level.

An empirical study of how management support can foster individual creativity performance and individual learning opportunity. This study is one of the first to examine the positive relationship between management support and individual creativity by validating a purposed model, especially in the context of the Hong Kong manufacturing industry.

The present study used the job-demands and resources (JD-R) framework to understand how the training is transferred to an extreme working context through the analysis of job and personal resources (social support from the leader and colleagues and adaptability). Specifically, the authors tested the mediating role of motivation to transfer in the relationship (1) between the perceived support from the supervisor and colleagues and performance after training and (2) between adaptability and performance in an extreme context of the pandemic crisis – the first peak of COVID-19 in Portugal. Further, an inspection of the factors that predicted knowledge transfer and adaptability under an extreme context was carried out.

To do so, necessary training about the new safety rules regarding the pandemic crisis of COVID-19 was implemented in a healthcare institution as a strategy to help healthcare workers deal with the increasing uncertainty and complexity that was threatening their work. It consisted of three sessions (each with one hour of training) regarding procedures, rules and safety norms. The training occurred in May 2020. Overall, 291 healthcare workers participated in the study and answered one online questionnaire one week after training completion.

The results showed that the motivation to transfer had a significant indirect effect on the relationship between colleagues' and supervisors' support and performance and between adaptability and performance. Additionally, complementary analyses showed that the mediations depended on the levels of self-efficacy in such a way that the indirect relationships were stronger when self-efficacy was higher. Thus, adaptability and support, both from colleagues and the supervisor, are determining factors for knowledge transfer and resultant performance in extreme contexts, such as the COVID-19 pandemic crisis. Lastly, the results showed that the most significant predictors of transference were self-efficacy and the motivation to transfer the learned knowledge. On the other hand, self-efficacy, peer support and the opportunity to use the knowledge were the most significant predictors of adaptability.

These findings provide support for the role of employee motivation to transfer as a mechanism connecting both perceived support and adaptability to performance outcomes under extreme working contexts.

This study, conducted in the middle of the COVID-19 pandemic context – an extreme and uncertain working context – shows the relevance of both job and individual factors to predict employees' adaptability to such contexts.

The purpose of this paper is to investigate the effects of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborers’ cross-cultural adjustment.

This paper uses structural equation modeling to analyze the data from a sample of 258 Vietnamese laborers in Taiwan.

The results show a significantly positive impact of extrinsic motivation, workplace learning, employer trust and self-efficacy on cross-cultural adjustment.

The findings of this study provide important implications for academic researchers and organizations concerning management and development of successful foreign laborers. From a theoretical aspect, this study shows new evidence on the impacts of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborer cross-cultural adjustment. In addition, this study enriches theories in the field of self-determination motivation, workplace learning, trust and self-efficacy literature. From a practical aspect, this study provides implications for business managers to make better policies in training and managing foreign laborers.

The purpose of this paper is to investigate the effect of transformational leadership on employee’s innovative work behavior, and the mediating role of motivation to learn, and the moderating role of task complexity and innovation climate on the link between transformational leadership and innovative work behavior.

A questionnaire, designed as a self-reported survey, was distributed to full-time employees and their respective supervisors working in 35 firms (services and manufacturing sectors) in Pakistan. Data were collected from 338 employee–supervisor dyads. The hypotheses were tested using structural equation modeling.

Results showed that transformational leadership had a positive impact on employees’ innovative work behavior and motivation to learn mediated transformational leadership–innovative work behavior link. The study further showed that task complexity and innovation climate moderated the relationship between transformational leadership and employees’ innovative work behavior.

Based on the premises of interactionist perspectives on individual innovation, this study integrated multi-level variables to investigate leaders’ influences on followers’ innovative work behavior. This study contributed to the existing literature by providing empirical evidence on influence of transformational leadership on employees’ innovative work behavior as well as the impact of both individual and organizational level variables.

The close connection among transformational leadership, motivation to learn and innovative work behavior suggests that transformational leadership traits among managers are important to enhance employees’ innovative work behavior. Organizations should pay attention to creating a climate that is supportive of innovation and encourage individuals to learn new knowledge and skills, and provide employees with opportunities to use their acquired knowledge and skills.

This paper contributed to leadership and innovation literatures and provided insights into how the practitioners could use an appropriate leadership style to enhance innovative work behavior among employees. The study adopted a distinct model comprising five variables to investigate innovative work behavior from a multi-level perspective, i.e., motivation to learn and innovative work behavior at the individual level, task complexity at the unit level and innovation climate and leadership at the organizational level. This integrated model of using predictors from multiple levels supported the theoretical assumptions that innovative work behavior resulted from the interaction of individual, group and organizational level factors.

The purpose of this study is to augment knowledge of how work environment and personal characteristics affect intention to transfer in a work context. This study aims to investigate the factors that can influence intention to transfer training in a professional development training context. The study examined the predictive capacity of organizational support, supervisor support, training readiness and learning motivation on transfer intention among the study respondents.

Data were collected from teachers in secondary schools in the USA. The structural equation modeling method was adopted to analyze 216 responses using a self-report survey.

We found that (a) organizational support was directly associated with supervisor support for training, (b) supervisor support for training significantly influenced training readiness and motivation to learn, (c) training readiness positively affected motivation to learn, and (d) motivation to learn positively influenced intention to transfer. In addition, supervisor support mediated the relationships between organizational support and training readiness and between organizational support and motivation to learn. Training readiness linked intention to transfer and motivation to learn. Motivation to learn also played a mediating role in the relationship between supervisor support and intention to transfer.

Our findings add to the academic work on training transfer by empirically analyzing how both the environment (e.g. organizational support) and individual factors (e.g. learning motivation) influence employees’ intention to transfer. In particular, we investigated the potential impact of both organizational support and supervisory support on intentions to transfer, compared to previous studies emphasizing only supervisory support to improve training outcomes.

This study aims to examine a structural relationship among agreeableness, similarity in agreeableness, positive affect and transfer of informal learning. Also, it investigates the mediating role of motivation.

Data were collected by a survey via snowball sampling. In total, 742 respondents at 72 companies from multiple industries in South Korea participated. The authors performed exploratory confirmatory factor analyses and structural equation modeling to test the research model and hypotheses.

The results showed that agreeableness made a dual impact as a personal and a relational trait enhancing the employee’s positive affect, and motivation to learn fully mediated the relationship between agreeableness and transfer of informal learning. This supports that prosocial personality traits enhance the employee’s motivation, learning and learning application. The full mediation of motivation to learn between positive affect and informal learning transfer emphasizes the importance of intentionality on the part of employees in informal learning contexts.

Organizational research pays little attention to social perspectives of informal learning (Varela et al., 2011). The results highlight that workplace informal learning is a socio-psychological process; thus, examining social and psychological factors together would be beneficial.

In this paper, we suggest a contemporary view of learning during the process of organizational socialization. The relationship between learning and socialization is implicit in much of the existing socialization literature. In an attempt to make this research more explicit, we suggest a theoretical approach to the actual learning processes that underlie workers’ socialization experiences. In order to accomplish this, we review previous work on socialization, information seeking and feedback seeking during socialization, and learning. In doing so we describe the learning process that underlies socialization, highlighting the beginning of the process, the role of information during the process, and integrating three different types of learning (planned, deutero, and meta) into the process of organizational socialization. In addition, we also discuss the implications of these three types of learning during the process of socialization and directions in future research on the socialization process.

This study aims to focus on determining the influence of transformational leadership on work engagement as mediated by employee motivation.

The research findings are based on a quantitative analysis of a survey of 443 full-time employees working in the Guangdong–Hong Kong–Macao Great Bay Area (GBA) of China.

The positive perception of transformational leadership from employees enables them to accomplish tasks beyond expectations. With the help of structural equation modeling, this study reveals that the influence path of perceptions of transformational leadership on work engagement is partially mediated through employee motivation.

Employee motivation is not the only mediating factor, other factors mediate the relationship between transformational leadership and work engagement. The problem of sample size and sampling collection, the survey only focuses on samples working in the GBA.

The analysis and results based on data from mainland China, especially the GBA, expands the boundaries of the role of transformational leaders in learning organization and provides additional data support and sources for future relevant research. At the same time, the study of the mediation models between leadership and work engagement also hints more potential possible mediation factors.

This research aims to explore the relationship between transformational leadership and employee creativity. In addition, we intend to study the moderating role played by learning orientation in the relationship between transformational leadership and employee creativity.

Data have been collected from employees working at the Airtel and Aircel call centers of J&K (India). A two-step approach to structural equation modeling (SEM) was applied. Confirmatory factor analysis was conducted to assess the proposed measurement model fit and construct validity. The structural model was generated to test the significance of the theoretical relationships.

The results revealed that there is a positive relationship between transformational leadership and employee creativity, and it is being moderated by learning orientation.

Although this study expands our knowledge about the role of learning orientation between transformational leadership and employee creativity, the prospects for further research are still present. The cross-sectional design of study might not have been able to extract the true essence of the cause-and-effect relationship between transformational leadership and employee creativity.

Transformational leaders promote followers’ creativity, so the management may find it valuable to invest in transformational leadership training for supervisors and team leaders, or use personality testing to screen for high-caliber candidates, who have high potential of becoming a transformational leader. The characteristics of a transformational leader, when coupled with the learning orientation of employees, yield positive results in the form of employee creativity, which managers can use to generate sustainable competitive advantages for their organizations.

This paper is original, as it contributes to existing theory by establishing the moderating role played by learning orientation in between transformational leadership and employee creativity. The moderation has been proved via SEM with the help of latent constructs, which is seldom done.