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Learning from errors is a complex process that requires careful support. Building on affective events theory, the purpose of this paper is to explore how a supportive learning from error climate can contribute to social learning from errors through affective and cognitive error responses by individual professionals.

A total of 139 early-career auditors completed an online questionnaire consisting of validated survey scales, allowing for serial mediation analysis to compare direct and indirect effects.

Learning from error climate was directly and positively related to engagement in social learning activities after committing an error. Furthermore, the authors found a double mediation by error strain (an affective error response) and reflecting on errors (a cognitive error response) on this relationship.

Organizations can actively encourage professionals to learn from their errors by creating a supportive learning from error climate and holding professionals accountable for their errors.

The present study enriches the authors’ understanding of the mechanisms through which learning from error climate influences engagement in social learning activities. It extends prior research on learning from errors by investigating the sequential effects of engagement in error-related learning activities performed individually and in social interaction.

This paper aims to investigate how organizational learning (OL) affects the development of anticipatory adaptation to climate change in companies. Because the need to learn increases in circumstances of greater uncertainty such as the case of climate change, one of the processes that can explain different levels of anticipatory adaptation to climate change (AACC) by companies is OL.

The research uses a case study design. Following the procedures of qualitative sampling, an exemplary case of organizational adaptation to climate change in a sector that is extremely affected by the impacts of weather events was chosen. Empirical data collection includes semi-structured interviews and the collection of private and public documents. Such data were analyzed through thematic analysis.

The process of OL for anticipatory adaptation to climate change presents substantial differences from the traditional OL process presented by the specialized literature. In particular, the concepts of single- and double-loop learning were challenging to fit into the learning processes required for AACC.

Organizations have historically been working towards the adaption to external unforeseen events, but anticipatory adaptation to climate change presents new challenges and requires new forms of learning. Previous research has examined the interplay between learning and climate change adaptation, especially at the inter-organizational level. By developing research at the organizational level, this paper addresses a gap in the literature and shows that the required learning to adapt to climate change differs from the traditional learning, described in the management literature.

This study examines the relationship between trust, organizational climate and team learning among project team members (PTM). In recent years, many companies have come to recognize the important role team learning plays in achieving competitive advantage.

Data were collected through a survey questionnaire, and responses from 86 PTM provide support for the research model and demonstrate that how organizational climate mediates the relationship between trust and team learning.

The structural equation analysis of the data collected from 86 project team members indicate that both vertical and horizontal trust influences organizational climate, which, in turn, is a determinant of team learning. In addition, although both types of trust contributed to organizational climate, the results indicated that horizontal trust had a greater influence on organizational climate and team learning.

The study employed the survey method and is not without limitations. The first limitation concerns our sample size, which was selected from one global company. Second, the survey data were all collected at a single point in time. Therefore, the authors cannot unambiguously infer causality. To attempt to do so, it would be useful to investigate the model in the context of organizational and development change. Despite these limitations, the results of the study have implications for theory and practice.

The implication for theory is that the results provide empirical support for the view that organization climates mediate the relationship between trust and team learning. On the practical side, the organizations should also pay more attention to increasing trust at the work place, especially among PTM that may contribute to favorable organizational climate, which is vital for team learning.

This paper addresses the simultaneous role of vertical and horizontal trust on organizational climate and how it contributes to team learning. The results indicate that organizations emphasis on horizontal trust can plays a vital role in team learning, which is a contribution to enhancing teamwork and performance in organizations.

This study examines whether learning climate relates to employability competences through social informal learning (i.e. feedback, help and information seeking).

Multiple regression analyses and structural equation modeling were used to test direct and indirect effects in a sample of 372 employees working in two Dutch governmental institutes.

The analyses confirmed that learning climate has an indirect effect on employability competences through feedback, help and information seeking. More specifically, the findings suggest that learning climate is important for employees' engagement in proactive social informal learning activities. Engaging in these learning activities, in turn, relates to a higher level of employability.

This study employs an integrative approach to understanding employability by including the organization's learning climate and employees' social informal learning behavior. It contributes to the extant literature on professional development by unraveling how proactive social informal learning relates to employability competences. It also provides new insights on learning climate as a determinant for social informal learning and employability.

Conservation agriculture-based wheat production system (CAW) can serve as an ex ante measure to minimize loss due to climate risks, especially the extreme rainfall during the wheat production season in India. This study aims to examine whether farmers learn from their past experiences of exposure to climate extremes and use the knowledge to better adapt to future climate extremes.

The authors used data collected from 184 farmers from Haryana over three consecutive wheat seasons from 2013-2014 to 2015-2016 and multivariate logit model to analyse the driver of the adoption of CAW as an ex ante climate risk mitigating strategies based on their learning and censored Tobit model to analyse the intensity of adoption of CAW as an ex ante climate risk mitigation strategy. Farmer’s knowledge and key barriers to the adoption of CAW were determined through focus group discussions.

The analysis shows that the majority of farmers who had applied CAW in the year 2014-2015 (a year with untimely excess rainfall during the wheat season) have continued to practice CAW and have increased the proportion of land area allocated to it. Many farmers shifted from CTW to CAW in 2015-2016.

While farmers now consider CAW as an ex ante measure to climate risks, a technology knowledge gap exists, which limits its adoption. Therefore, designing appropriate methods to communicate scientific evidence is crucial.

This paper uses three years panel data from 184 farm households in Haryana, India, together with focus groups discussions with farmers and interviews with key informants to assess if farmers learn adaptation to climate change from past climate extremes.

This study aims to understand and compare how the mechanism of innovative processes in the information technology (IT) industry – the most innovative industry worldwide – is shaped in Poland and the USA in terms of tacit knowledge awareness and sharing driven by a culture of knowledge and learning, composed of a learning climate and mistake acceptance.

Study samples were drawn from the IT industry in Poland (n = 350) and the USA (n = 370) and analyzed using the structural equation modeling method.

True learning derives from mistake acceptance. As a result of a risk-taking attitude and critical thinking, the IT industry in the USA is consistently innovation-oriented. Specifically, external innovations are highly correlated with internal innovations. Moreover, a knowledge culture supports a learning culture via a learning climate. A learning climate is an important facilitator for learning from mistakes.

This study revealed that a high level of mistake acceptance stimulates a risk-taking attitude that offers a high level of tacit knowledge awareness as a result of critical thinking, but critical thinking without readiness to take a risk is useless for tacit knowledge capturing.

This study aims to present the overview of intellectual capital creation micro-mechanisms concerning formal and informal knowledge processes. The organizational culture, transformational leadership and innovativeness are also included in the investigation as ascendants and consequences of the focal relation of intellectual capital and knowledge processes.

Based on a sample of 1,418 Polish knowledge workers from the construction, healthcare, higher education and information technology (IT) industries, the empirical model was developed using the structural equation modeling (SEM) method.

The study exposes that the essence of transformational leadership innovativeness oriented is developing all intellectual capital components. To do so, leaders must support both formal and informal knowledge processes through the organizational culture of knowledge and learning. Furthermore, for best results of the knowledge transformation into intellectual capital, the learning culture must be shaped by both components: learning climate and acceptance of mistakes.

Presented findings can be directly applied to organizations to enhance innovativeness. Namely, leaders who observe that the more knowledge is formally managed in their organizations, the less effective the knowledge exchange is-should put more effort into supporting informal knowledge processes to smoothly develop human and relational intellectual capital components. Shortly, leaders must implement an authentic learning culture, including the mistakes acceptance component, to use the full organizational potential to achieve intellectual capital growth. Intellectual capital growth is essential for innovativeness.

This study presents the “big picture” of all intellectual capital creation micro-mechanisms linking transformational leadership with organizational innovativeness and explains the “knowledge paradox” identified by Mabey and Zhao (2017). This explanation assumes that intellectual capital components are created informally (i.e. human and relational ones) and formally (i.e. structural ones). Therefore, for best effects, both formal and informal knowledge processes, must be supported. Furthermore, this study exposes that the intensity of all explored micro-mechanisms is industry-specific.

The COVID-19 pandemic compelled the education system to switch over to emergency learning-teaching that is organised remotely. The present study investigated the experience of emergency remote learning (ERL) provided to higher-education learners. The study explores learners' perceived experience regarding the quality of learning resources, the effectiveness of teaching in a virtual climate and the scope of interaction in ERL.

Utilising a snowball sampling method, data were obtained from 470 Indian students of higher education through a cross-sectional online survey using a questionnaire through social media platforms. Data were analysed with relevant statistics.

The majority of students agreed that they had benefited from ERL. The overall impression of the ERL is positive; nevertheless, the students are perplexed and lack confidence in many aspects of the ERL. The Quality of ERL Resources, Teaching Effectiveness, Peer Interaction and Workloads were found to be significant factors in determining the quality of ERL.

Learning from the crisis of a pandemic is paramount for the education system. The education system could not go back to what was considered normal before the pandemic; rather it is time to assess and finalise strategies from the experience during this pandemic that could be taken by the higher-education institutions to make the ecosystem better equipped to create 21st-century learning climate. Accommodating the components of remote learning-teaching and engaging technology towards hybridisation are the needs of the time. Hence, assessing the quality of ERL from the learner's perspective might contribute to redesigning future remote learning.

This study aims to examine the micromechanisms of how knowledge culture fosters human capital development.

An empirical model was developed by using the structural equation modeling method based on a sample of 321 Polish knowledge workers employed in different industries.

This study provides direct empirical evidence that tacit knowledge sharing supports human capital, whereas tacit knowledge hiding does not, and this hiding is considered a waste of knowledge. If tacit knowledge does not circulate within an organization, it is a severe waste of an organization. The findings indicate that shame from making mistakes might impede the sharing of knowledge gained from making those mistakes, and in such cases, the knowledge remains hidden.

Leaders aiming to ensure human capital growth should implement an authentic learning culture composed of a learning climate and mistakes acceptance components that enable open discussion about mistakes on each organizational level.

The knowledge culture is found to be an essential element of building human capital but, at the same time, not sufficient without a learning culture, and its mistakes acceptance component. A permanent organizational learning mode that supports a continuous organizational shared mental model reframing is an antidote to tacit knowledge hiding.

The paper aims to compare and evaluate two Norwegian municipal networks for climate change adaptation, to see how such networks should be initiated and implemented as a means of achieving adaptation measures within municipalities.

The findings are based on 12 qualitative interviews taken from two case studies, and the results are explained in relation to the multilevel network framework and environmental psychology.

Multilevel networks can promote learning and identification of specific actions in connection with climate change adaptation. The aim should be to establish interdisciplinarity, with participants from at least two authority levels. Representatives should be in positions that enable them to introduce acquired knowledge to the organization and influence its application. A network requires organizational commitment, during the initial phase and throughout the follow-up process. Municipal leaders (mayors) must be aware of the network, act as signatories to relevant documents, and be familiar with participating representatives. Commitment to knowledge application within the organization also requires that participants understand where and how to work strategically to convert new ideas into action.

This paper presents practical and research-based guidelines for the management of climate change adaptation networks at municipal, county and national authority levels.

This paper combines political science and environmental psychology perspectives as a means of analysing network achievements. A psychological approach may help to promote a greater understanding of why and how network knowledge is transferred.