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This study examined the relationships among transformational leadership, organizational climate, employees' knowledge-sharing behavior and organizational learning.

Data were collected from 282 responses from multiple companies in South Korea. Descriptive statistics and correlations were provided. The structural equation modeling was primarily used to test the proposed hypotheses and model comparisons.

The results indicated direct effects of transformational leadership on organizational climate, knowledge-sharing and organizational learning. In addition, organizational climate was positively related to knowledge-sharing behavior. Finally, knowledge-sharing behavior was found to affect organizational learning and to be a mediator in linking transformational leadership and organizational learning.

This study contributes to the literature on the role of leader’s support to enhance employees' outcomes related to knowledge and learning. By investing different antecedents of organizational learning, this study will help scholars and professionals pay more attention to organizational learning, its process and outcomes, which can promote organizational effectiveness and next outcomes from organizational learning.

Organizations need to pay continuous attention to maintaining and strengthening employees’ knowledge-sharing behavior and learning, which is positively influenced by organizational efforts (i.e. leader’s support and supportive organizational climate).

The significance of this study is that the findings add to the academic work on organizational learning by empirically examining how leadership and organizational climate factors influence knowledge and learning outcomes and through which mechanisms.

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.

The purpose of this study was to examine the organizational context that may support learning and change readiness climates that previous research has found to be conducive to implementing evidence-based interventions.

An exploratory, mixed method evaluation that included 15 rheumatology clinics throughout the United States was performed. Quantitative data were collected using a web-based survey completed by 135 clinic members. Qualitative data were collected via semi-structured interviews with 88 clinic members.

In general, clinics reported strong, positive learning and change readiness climates. More complex organizations (e.g. multispecialty, academic medical centers) with rational/hierarchical cultures and members with longer tenure were associated with less supportive learning and change readiness climates. The authors’ findings highlight opportunities for organizational leaders and evidence-based intervention sponsors to focus their attention and allocate resources to settings that may be most susceptible to implementation challenges.

First, the authors address a deficit in previous research by describing both the level and strength of the learning and change readiness climates for implementing an evidence-based shared decision-making aid (SDMA) and examine how these vary as a function of the organizational context. Second, the study examines a broader set of factors to assess the organizational context (e.g. organizational culture, organizational structure, ownership) than previous research, which may be especially salient for shaping the climate in smaller specialty clinics like those we study. Third, the authors utilize a mixed methods analysis to provide greater insights into questions of how and why organizational factors such as size and structure may influence the learning and change readiness climate.

The purpose of this study is to examine the relationships among transformational leadership, knowledge sharing climate and behavior, interpersonal trust and organizational learning.

Data from 209 participants from a manufacturing company in Korea were analyzed using the structural equation modeling method.

The findings of the study indicated that transformational leadership directly affected the knowledge sharing climate and behavior, interpersonal trust and organizational learning of an organization. Transformational leadership also indirectly affected organizational learning through knowledge climate and behavior, and interpersonal trust. In addition, a knowledge sharing climate directly affected interpersonal trust and knowledge sharing behavior and indirectly affected organizational learning through interpersonal trust and knowledge behavior. Interpersonal trust directly affected knowledge sharing behavior and indirectly affected organizational learning through knowledge sharing behavior. Finally, knowledge sharing behavior positively affected organizational learning.

The results highlight the important role of transformational leadership to enhance the knowledge sharing climate and behavior of employees, interpersonal trust and organizational learning. This study also indicated that transformational leadership, interpersonal trust and knowledge sharing behavior are antecedents of organizational learning.

The study’s findings could motivate practitioners to place more emphasis on leadership support, knowledge sharing and organizational learning in the manufacturing sector.

The study provided diverse paths indicating how transformational leadership can impact organizational learning by examining both the direct and indirect paths between transformational leadership, multiple mediators and organizational learning. It also suggested a research framework for supporting transformational leadership, knowledge sharing and organizational learning, as well as their relationships by examining the three variables in one research model.

The study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.

Data were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).

The analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence.

This research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.

The purpose of this paper is to determine the influence of organizational factors such as leadership commitment, incentives and interaction on learning outcomes defined as performance improvement and organizational climate.

Different aspects of knowledge acquisition, sharing and utilization were examined, related to outcomes. Design professionals in Vietnam construction firms were surveyed. The sample was 339 designers.

The impact of leadership commitment was significantly related to both performance and organizational climate. Incentives were only positively correlated with performance and staff interaction was only positive with organizational climate. The paper is supportive of many conceptual studies in the literature. The results show that each of these factors has a different role and impact on the organizational learning process and outcome.

The limitations of this study are that the sample comes from only one industry in a developing country, and it uses an attitudinal survey. Replications of this analysis in other research contexts, industries, countries and organizational characteristics would enhance the generalizability of the findings.

From the practical perspective managers who would like to facilitate learning in the organization, improve performance and promote a better organizational climate should demonstrate their commitment to learning, provide incentives to use that learning and use a more collaborative approach.

This study provides empirical evidence for the importance of leadership commitment, incentives and staff interaction on the process and outcome of organizational learning.

The increasingly uncertain and unstable factors in the internal and external environments of megaprojects lead to more potential crises and challenges, hence increasing the importance of improving organizational resilience. This study aimed to explore the effects of transformational leadership and employee self-efficacy on organizational resilience from a leader–employee perspective.

By combining the perspectives of leaders and employees, this study constructed a development mechanism of the organizational resilience of megaprojects. Organizational climate and organizational learning were selected as two organizational resources to study the mediating roles of leaders and employees. A partial least-squares structural equation model was used to test the hypotheses based on data collected from 243 respondents.

Results show that transformational leadership and employee self-efficacy positively affect organizational resilience and organizational resources. Organizational learning positively mediates the effects of leader–employee factors on organizational resilience, whereas organizational climate does not.

This study verifies the positive role of transformational leadership and employee self-efficacy in organizational resilience and reveals the development mechanism of using organizational resources to build organizational resilience. This paper enlightens project managers and employees on how to well respond to the uncertainty and complexity of megaprojects.

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.

The purpose of this study is to ascertain whether there were differences in how one public and two private South African organizations created a learning climate.

This article is based on a survey and comparative analysis of specific departments in a chemical and gas company, an insurance company, and a semi‐private state‐owned organization (SPSOO) to establish dimensions that foster the creation of a learning climate.

The findings indicated that management support, autonomy and responsibility, time, the opportunity to develop, and guidelines to access information were pivotal in the creation of a learning climate and varied across organizations.

The results indicated that variations across departments within each of these three organizations relating to employees' perceptions of a learning climate were not considered.

The study revealed that a learning climate can be created in different types of organizations through organizational, group and individual drivers. It further revealed that the strategy in creating a climate of learning should be aligned with the organization's structure, culture and goals.

This article makes a contribution to the literature on talent development in organizations as it indicates that different strategies can be utilized in successfully creating a learning climate in different types of organizations.

Organisational learning is fundamental in establishing a fearless organisation, creating a competitive advantage and maintaining a sustained growth. While research suggests that leaders can influence organisational learning, there is currently no empirical evidence on how inclusive leadership fosters organisational learning behaviour. Therefore, the purpose of this study is to investigate the relationship between inclusive leadership and organisational learning behaviour. It also seeks to explore the mediating role of psychological safety and climate for initiatives in the mentioned relationship.

The study used a two-wave quantitative examination with 317 respondents. Online survey was used to collect data from randomly selected full-time Australian employees in two times. The data were then analysed using partial least squares structural equation modelling to provide insights.

The study found empirical evidence on the positive association of inclusive leadership and organisational learning behaviour. Moreover, the two mediation paths of psychological safety and climate for initiative were supported for the relationship between inclusive leadership and organisational learning behaviour.

The current study contributes to theory by examining the role of inclusive leadership on organisational learning behaviour through two relatively unexplored mediating paths. It suggests how inclusive leadership can create a fearless organisation through fostering learning behaviour within the organisation which empowers organisations to sustain growth. Despite controlling for and assessing endogeneity, due to the cross-sectional design of the study, it is limited in demonstrating causal links.

The current study provides empirical evidence on the role of inclusive leadership in fostering organisational learning behaviour through two mediating paths of psychological safety and climate for initiatives. The proposed model sets the ground for future research to further develop insights on positive impacts of inclusive leadership within organisations.