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The overall aim of the present study was to investigate the learning climate and work group skills perceived by managers and their subordinates in the municipal elderly care, prior to a development project. The specific research questions were: Are managers' and their subordinates' perceptions of the learning climate related? and Does the manager's assessment of the work group skills correlate with the work group's perception of the learning climate?

A total of 12 managers and 130 of their subordinates were selected, and answered a questionnaire. The subordinates belonged to work groups with five to 19 care assistants working in elderly care. The majority of the participants were women (92 per cent). The mean age was 43 years old, range 20‐63.

Results suggest that the perception of the learning climate has a correspondence between the organisational levels (managers and their subordinates) and that there is a correspondence between managers' ratings of work group skills, in particular skills for effectively managing change, and the work groups' perception of their learning climate, in particular decision autonomy and developmental and collaborative potentials.

The manager sample was small and from one single organisation.

The relations between the learning climate and the assessment of staff skills are important to the actions taken in order to facilitate workplace learning and development.

This study contrasted the managers' assessment of skills with their work groups' perceptions of learning climate, which is quite unusual in learning climate studies.

The purpose of this paper is to examine the learning climate in elderly care, its potential improvements after the “Steps for skills”, and its influence on knowledge from formal training. The assumptions were: the different activities of the Steps for skills should enhance the perceived learning climate; differences in working conditions in home help and residential homes should influence the perceived learning climate and its improvements; and changes in the perception of the learning climate should bring changes in the perceived usefulness of new knowledge.

The study is a case study carried out in the public elderly care in Sweden, and used a repeated measurements design. A total of 270 nursing assistants answered a questionnaire at Time I, and 174 at Time II.

Results show no improvements of the learning climate for the full sample. When contrasting the learning climate in home help services and in residential homes significant differences are found, and also a tendency for their learning climate to change in opposite directions. The perception of the learning climate seems to influence the perceived usefulness of new knowledge.

The sample was from one single organization.

Developmental interventions should take in to consideration that context matters, and that the perceived learning climate influences the use of new knowledge.

In this study, a 15‐items learning climate scale (LCS) is presented. Another contribution is identifying working condition failure as a potential explanation to why interventions usually do not result in expected changes.

The study aims to determine how the acceptance of mistakes is related to adaptability to change in a broad organizational context. Therefore, it explores how knowledge, collaboration and learning cultures (including “acceptance of mistakes”) might help organizations overcome their resistance to change.

The study used two sample groups: students aged 18–24 years (330 cases) and employees aged >24 years (326 cases), who worked in knowledge-driven organizations. Structural equation models were developed, assessed and compared.

The effect of the “learning climate” on “adaptability to change” mediated by “acceptance of mistakes” has been detected for young students aged 18–24 years; however, this relationship is not significant for business employees aged >24 years. This result indicates that organizations, unlike universities, do not use mistakes as a tool to support learning that is to lead to change.

Both samples used in the study were obtained from Poland. The business sample was in the majority represented by small and medium-sized enterprises. Therefore, the presented findings may only be applicable to Poland.

Acceptance of mistakes is vital for developing a learning culture. Mistakes help employees adapt to change. Hence, a learning culture that excludes the acceptance of mistakes is somehow artificial and may be unproductive. Paradoxically, the findings reveal that the fact that employees’ intelligence (adaptability to change) improves via mistakes does not mean that organizational intelligence will also increase. Thus, organizations that do not develop mechanisms of learning from mistakes lose the learning potential of their employees.

This study proposes a constant learning culture scale that includes the “acceptance of mistakes” and “learning climate” dimensions. Further, it empirically proves the value of mistakes for adaptability to change. Moreover, it also contributes to the existing literature by demonstrating the mechanism of the relationship between knowledge, collaboration and learning cultures in the context of adaptability to change. This study breaks with the convention of “exaggerated excellence” and promotes the acceptance of mistakes in organizations to develop organizational intelligence.

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.

The purpose of this paper is to empirically investigate the effects of subjective career success, organizational learning climate, and the calling work orientation on the protean career.

For this study employees of a Korean financial service company are encouraged to answer a web survey. To examine the hypotheses, structural equation modeling is used.

The results provide evidence of potential predictors of the protean career based on the empirical approach. Also, this study shows an integrative model for predictors of the protean career with the structural equation modeling method. All independent variables – subjective career success, the calling work orientation, and organizational learning climate – have a significant relationship with the protean career. Among the independent variables, the calling orientation has the strongest effect on the protean career.

The generalization of the results may be limited to the research population. Also, as results are based entirely on cross‐sectional self‐report data, the causality of the findings cannot be confirmed.

The importance of the protean career concept has increased in the modern career context, underscoring the individual's self‐direction of career management. This study uses empirical evidence to examine the psychological and environmental predictors of the protean career.

This study aims to identify the relationship between protean career attitude (PCA) and organisational commitment (OC) in a learning organisation (LO) climate. The study also identified whether negative relationships exist between the structure dimension of LO (SDLO) and PCA, and between PCA and OC, and whether such relationships can be moderated by the people dimension of LO (PDLO).

Data collected from 305 employees of 26 firms were analysed using the PROCESS macro for SPSS.

This study found that SDLO had a negative relationship with PCA, whereas PCA was negatively associated with OC. Furthermore, this study found that PDLO moderated these relationships, in that the negative relationships were absent when PDLO activities were stronger, in contrast to when they were weaker.

The study is among the first to identify the negative relationships that exist between SDLO and PCA and between PCA and OC in Korean firms. An important implication for managers or OD professionals is that PDLO plays an important role in not only reducing the negative mediation effects of PCA in the relationships but also making the relationships positive.

This study aims to develop a conceptual model linking the relationship between individual learning, organizational learning and organizational commitment. A multi-layered conceptual model involving three dimensions of organizational commitment: normative, affective and continuance, and individual and organizational learning is presented.

The two well-known theories – organizational learning theory and organizational commitment theory – have been combined to systematically explain the importance of the interaction of variables benefitting both individuals and organizations. As learning involves change, a climate of organizational learning would foster connectivity of structure, people and process. At the same time, when an individual expands his learning and gets necessary skills, it is more likely they get connected to the organization and increase their level of commitment. In this study, the authors develop a conceptual model, and the authors apply this to the health-care industry and provide the results in the second paper.

The authors postulate that (i) individual learning will be positively related to organizational learning and continuance commitment; (ii) organizational learning will be positively related to continuance commitment; and (iii) organizational learning mediates the relationship between individual learning and continuance commitment. Furthermore, they also postulate that (i) normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment; and (ii) three-way interaction between organizational learning, normative commitment and affective commitment will strengthen continuance commitment of employees.

The conceptual model can be applied to organizations from any industry. In the second part, the authors would test the model to the health-care industry and provide the results.

This study contributes to both practicing managers and the literature on organizational learning and organizational commitment. The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contributing to organizational effectiveness. The results of this study highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance.

This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors’ knowledge, the multilayered model showing three-way interactions between the three dimensions of organizational commitment is the first of its kind and is a novel idea.

Despite the enormous investment in employee training, training effectiveness is often hampered by insufficient transfer of learning (TOL) among trainees, making the return on training investment suboptimal. The challenge of effective TOL among employees is enormous, including personal and organizational factors, and research exploring this is inconclusive. This study aims to investigate organizational climate and TOL and the mediating role of emotional intelligence.

Applying identical elements and social cognitive theories, the study used multistage sampling techniques through purposive, convenience and simple random sampling collected using validated measures of the study constructs formed into a survey questionnaire. Multiple Regression and Process Macro were used to analyze the data.

Results revealed significant relationships between formalization, performance feedback, employee participation, innovation and flexibility with TOL. Organizational climate dimensions jointly and independently predicted TOL. However, only formalization was inversely related to TOL. Emotional intelligence partially mediates the relationship between organizational climate dimensions and TOL. The study recommends the need for managers to encourage autonomy, creativity and flexibility and provide honest and valid feedback to foster the TOL.

By addressing the limitations of other studies, this study advances knowledge by underlining the significance of including and further exploring the mediating role of trainees’ emotional intelligence on the relationship between organizational climate (formalization, performance feedback, employee participation, innovation and flexibility) and TOL.

This study explores the role of leadership in organisational innovation by reviewing several publications that discuss the relationship between various leadership styles and innovation.

The study followed a descriptive research methodology by reviewing 64 journal articles on the relationship between various leadership styles and innovation. The articles were analysed descriptively and then reviewed based on the leadership style it discusses to derive meaningful findings on the relationship between leadership and innovation.

Various leadership styles had a positive impact on organisational innovation either directly or indirectly, by influencing the organisational climate, employees' and leaders' behaviours or other organisational variables such as learning and knowledge sharing. Some leadership styles had both direct and indirect impacts on organisational innovation.

This study collected journal articles published in almost all major electronic databases such as Emerald, ScienceDirect, Taylor & Francis and Scopus. However, the review is limited to journal articles in which the title, abstract or author-specified keywords contain the search terms “leadership” and “innovation,” and published between 2000 and 2019. Therefore, this review may miss some relevant research insights mentioned in the literature that discussed innovation or leadership separately not combined.

This study contributes to the existing body of research on leadership and innovation by extensively discussing the role of various leadership styles in determining organisational innovation. The analysis reveals that prior studies had many limitations and focused on specific leadership styles only. The study goes a step further by explaining how the leadership and innovation aspects are related, and classifying various leadership styles according to their impact on organisational innovation being direct, indirect or both.

The purpose of this paper was to explore if and to what extent workplace identity can mediate the relationship between learning climate dimensions and job satisfaction in a group of apprentices.

Data were gathered thanks to a non-profit organization devoted to vocational training. Participants (N = 87) were apprentices working in different job contexts in central Italy.

Results showed that the relationship between learning climate and job satisfaction was mediated by workplace identity.

To the author’s knowledge, this is the first attempt to evaluate the effect of learning climate and workplace identity on job satisfaction during apprenticeship.