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Antecedents and Consequences of Organizational Learning Climates:A Meta-Analysis Using Maslow's Hierarchy of Needs Theory |
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| รหัสดีโอไอ | |
| Creator | Sanhakot Vithayaporn |
| Title | Antecedents and Consequences of Organizational Learning Climates:A Meta-Analysis Using Maslow's Hierarchy of Needs Theory |
| Contributor | Rungkaew Katekaew, Chantarat Vorapanya , Sutha Sanpetpanich |
| Publisher | Graduate School of Business and Advanced Technology Management Assumption University Thailand |
| Publication Year | 2565 |
| Journal Title | ABAC ODI Journal Vision. Action. Outcome |
| Journal Vol. | 9 |
| Journal No. | 2 |
| Page no. | 38-58 |
| Keyword | organizational learning climate, hierarchy of needs theory, physical climate, social climate, technological climate |
| URL Website | http://www.assumptionjournal.au.edu/index.php/odijournal |
| Website title | ABAC ODI Journal Vision. Action.Outcome |
| ISSN | 2408-2058 |
| Abstract | The purpose of this paper is to determine the antecedents and consequences of โorganizational learning climatesโ; which are the co-creation of an organization and employees. It presents the diverse definitions of organizational learning climates from various studies. Four main elements/factors that impact an organizational learning climate include the physical; psychological; social; and technological learning climates that influence employees to participate in any learning activity (Gregory; 2016). Maslowโs hierarchy of needs theory was used to explain the elements/factors of learning climates according to the basic needs of humans. This conceptual paper used a literature review; document analysis; and meta-analysis methods to examine organizational learning climates. The primary 100 articles were initially analyzed and extracted to a final 50 articles using categorization criteria to synthesize the results. The study found that the four main elements of learning climates are aligned with Maslowโs theory's hierarchy of needs: physical needs; security and safety; love and belonging; self-esteem; and self-actualization; which are integrated with the physical; psychological; social; and technological learning climates that impact individualsโ willingness to learn; and organizationsโ emphasis on encouraging employeesโ learning. The discussion and conclusions also present how organizational learning climates make a transitional leap to a learning organization. The limitations and recommendations are involved with the fact that the empirical studies of learning climates in a business management context are limited. Thus; it is recommended that future research should be based on a large organization; to identify the strategic activities that may cause the transition to a learning organization. |
