Learning-Structure Fit Part I: Conceptualizing the Relationship between Organizational Structure and Employee Learning

Autor/inn/en	Sitar, Aleša Saša; Škerlavaj, Miha
Titel	Learning-Structure Fit Part I: Conceptualizing the Relationship between Organizational Structure and Employee Learning
Quelle	In: Learning Organization, 25 (2018) 5, S.294-304 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-09-2015-0050
Schlagwörter	Organizational Culture; Administrative Organization; Employees; Cognitive Style; Workplace Learning; Information Sources + Suchen Sie Ihr Suchwort? Unternehmenskultur; Employee; Arbeitnehmer; Beschäftigter; Cognitive styles; Kognitiver Stil; Information source; Informationsquelle
Abstract	Purpose: The purpose of this study, which consists of two parts, is to bring together literature on organizational design and learning of individuals in organizational settings. The literature suggests that learning takes place in organic and less-structured organizational designs, whereas empirical research provides conflicting evidence. This first part theorizes about the influence of mechanistic vs organic designs on three different aspects of employees' learning behavior: knowledge sourcing, learning styles and learning loops. Design/methodology/approach: This paper is built on previous research on the impact of structure on learning and theorizes about the relationship between mechanistic/organic design and specific learning behavior at work. Findings: Four propositions are developed in this paper, regarding how a different structure leads to a different learning behavior. Mechanistic structure is associated with internal learning, independent learning and single-loop learning, whereas organic design leads to external learning, collaborative learning and double-loop learning. Research limitations/implications: Because the paper is conceptual in nature, the propositions are in need of empirical validation. Some directions for empirical testing are proposed. Practical/implications: For an organization design practice, managers should be aware of the distinct impact different structures have on individual learning at work. Furthermore, the appropriate organizational structure for learning must be considered in the broader context of contingencies. Originality/value: This paper contributes to the organizational design literature and to the organizational learning theory by conceptualizing the relationship between structure and learning of individuals at work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01