In this study, we examined the conditions under which organizational change (e.g., digitalization, restructuring) characterized by high event strength (e.g., novelty, disruptiveness) fosters workplace learning. Guided by the Adaptation-Activation Model, we aimed to gain a deeper understanding of the processes underlying workplace learning during ongoing organizational changes.
Hypotheses. First, we hypothesized that organizational change with high event strength promotes workplace learning by encouraging employees to engage in adaptive behaviors, particularly knowledge sharing and feedback seeking. Second, we proposed that the adaptive demands associated with such change events enhance knowledge sharing and feedback seeking. For instance, employees experiencing increased learning demands are more likely to develop new competencies in response. Third, we suggested that this adaptation process (organizational change → adaptive demands → knowledge sharing and feedback seeking → workplace learning) is amplified by the presence of strong adaptive resources. These include ample learning opportunities, instrumental support from supervisors and colleagues, and a workplace climate characterized by psychological safety.
To test these hypotheses, we conducted a moderated mediation analysis using the PROCESS tool on a longitudinal dataset representative of the Dutch working population (N = 682). All variables were measured using validated and widely used questionnaires.
Results.Theanalysesconfirmedourhypotheses.First,organizationalchangecharacterizedbyhigheventstrengthpositivelyinfluencedknowledgesharingandfeedbackseekingsixweekslater,which,inturn,facilitatedworkplacelearning.Second,suchorganizationalchangepromotedknowledgesharingandfeedbackseekingbyincreasingcriticaldevelopmentaladaptivedemands,suchaslearningdemandsandcognitiveload.Finally,thismediationalprocesswasmoderatedbykeysocialjobresources.Specifically,theeffectoflearningdemandsonknowledgesharingwasstrengthenedinapsychologicallysafeclimate,inthepresenceofengagedleadership,andwheninstrumentalsupportandlearningopportunitiesfromcolleagueswereabundant.
Conclusion. ThisstudyhighlightsthevalueofexaminingworkplacelearningduringperiodsofintenseorganizationalchangethroughthelensoftheAdaptation-ActivationModel,offeringnovelinsights.Inparticular,itunderscorestheimportanceofadaptivebehaviors,adaptivedemands,andadaptiveresources.Whenemployeesfacesubstantialorganizationalchange,theytendtoengageindevelopmentalactionssuchasknowledgesharingandfeedbackseeking.Thesebehaviorsarisefromtheadaptivedemandstriggeredbychange,suchasincreasedlearningandcognitivedemands,whichdriveemployeestoacquirenewcompetencies.Knowledgesharingandfeedbackseekingarekeycontributorstothisprocess.Fromatheoreticalperspective,thisstudyemphasizesthecriticalroleofadaptivemechanismsinworkplacelearningprocesses,advancingourunderstandingofhowlearningcanbeeffectivelypromotedduringperiodsofsignificantchange.Fromapracticalperspective,thefindingsunderscoretheimportanceofensuringtheavailabilityofsufficientadaptiveresources,particularlysocialjobresources.Workplacelearningdrivenbyknowledgesharingisenhancedbyaclimateofpsychologicalsafety,engagedleadership,andcolleagueswhoprovidebothinstrumentalsupportandlearningopportunities.