Organizational learning among senior public‐service executives: An empirical investigation of culture, decisional latitude and supportive communication
Bibliographic record
Abstract
Abstract: For several years, organizational learning has been a concept of interest in the search for efficiency, innovation, and knowledge management in both the private and public sectors. In general, three determinants of organizational learning are identified in the literature: the organizational learning culture as a major determinant, the control or decisional latitude that individual employees have over their work, and the impact of supportive supervisor communication. However, little empirical research has been offered to substantiate the relationship between these variables. As part of the national Association of Professional Executives of the Public Service of Canada (apex) study on work and health, a representative sample of 1,822 public‐service executives were surveyed. Results showed that organizational learning culture and decisional latitude played an important role in the acquisition of organizational learner attitudes and behaviour. Supportive supervisor communication was not significantly related to individual organizational learning. This article offers unique empirical evidence concerning the relationship between organizational learning culture, decisional latitude and individual learning attitudes and behaviour. The discussion emphasizes the contribution of theoretical models of organizational learning and suggests future avenues of research. Sommaire: Depuis plusieurs années, l'apprentissage organisationnel est un concept interessant pour la recherche de l'efficience, de l'innovation et pour la gestion des connaissances, a la fois ans dans les secteurs privé et public. On retrouve generalement trois determinants de l'apprentissage organisationnel dans la documentation: la culture de I'apprentissage organisationnel comme determinant principal, le con‐trôle ou la latitude de décision que les employés individuels ont sur leur travail, et l'impact de la communication des superviseurs attentionnés. Cependant, peu de recherche empirique a été entreprise pour corroborer les relations entre ces variables. Dans le cadre de I'étude nationale de Aapex (Association professionnelle des cadres de la fonction publique du Canada) sur le travail et la santé, un échantillon représentatif de 1 822 cadres supérieurs de la fonction publique ont participéà un sondage.* Les résultats ont indiqué que la culture d'apprentissage organisationnel et la latitude de décision jouaient un rôle important dans l'acquisition d'attitudes et de comportements de l'apprenant organisationnel. La communication des superviseurs attentionnés n'était pas liée de manière significative à l'apprentissage organisationnel individuel. Le présent article offre une évidence empirique unique en ce qui concerne les relations entre la culture d'apprentissage organisationnel, la latitude de décision et l'attitude et les comportements lies à l'apprentissage individuel. Le débat met l'accent sur la contribution des modèles théoriques de l'apprentissage organisationnel et offre des pistes de recherche pour l'avenir.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".