Publication Type

Journal Article

Publication Date

2001

Abstract

Although much has been written about how to set up learning organizations, there is a paucity of research on understanding employees’ willingness to learn or contribute knowledge in such activities, a key element in the success of organizational learning. This paper presents models for understanding individuals’ willingness to learn and individuals’ willingness to contribute in organizational settings. Through the examination of the psychological mechanisms underlying individuals’ willingness to learn and to contribute, we will further our understanding on the individual and contextual factors that affect employees’ decision to learn and contribute in organizational learning activities. Drawing from the literature, we assert that in the learning model, willingness to learn would be affected by individual level variables such as learning orientation, risk-taking propensity and self-efficacy and contextual variables such as the quality of working relationship, organizational norms favoring learning and compensation systems favoring learning. For the contribution model, willingness to contribute would be affected by the same set of contextual variables while at the individual level, innovative cognitive style, expert power and self-efficacy are key to willingness to contribute.

Discipline

Business | Organizational Behavior and Theory

Research Areas

Organisational Behaviour and Human Resources

Publication

Research and Practice in Human Resource Management

Volume

9

Issue

1

First Page

77

Last Page

100

ISSN

0218-5180

Publisher

National University of Singapore

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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