Building and nurturing a learning culture: a cross-dynamic and interactional perspective

Abstract

Purpose If building and nurturing a learning organization is not a random chance, the question of where organizations should start is patent. Because learning culture is one of the core components of learning organizations, it is wondered how individuals and organizations contribute to this phenomenon. Under an interactional perspective, the authors explore the cross-dynamics between learning resources, structure and support (organizational level), and self-directed learning (individual level). Design/methodology/approach The authors conducted qualitative and exploratory research in Spring 2021 in France. They used semi-structured interviews with HRMs and a Delphi panel as the main instruments. This dual approach brings a reflexive and complementary dialogue to the research question. Findings The results show that non-learning organizations took advantage of the Covid-19 period. They created a learning biotope and fostered learning dynamics. Although this biotope acted as a learning marketplace and lacked guidance, individuals interacted with this learning biotope. They took learning initiatives and developed their self-directed learning. This understanding argues for constant interaction and co-influence between organizations and individuals to build and nurture a learning culture. Originality/value There is little discussion on how individuals and organizations contribute to building and nurturing a learning culture from an interactional perspective. Furthermore, literature on learning organizations considers self-directedness as a whole, considering self-directed learning as a characteristic and a process sharpens thinking. On methodological concerns, the authors used a dual qualitative approach with interviews and Delphi for the first time in research on learning organizations.

How to develop a learning culture

“…The role of individuals and organizations in developing a learning culture is further explored by Alves and Thiebaut (2023) in a study conducted in France in 2021. This was a time when many work practices had been transformed by restrictions imposed during the Covid-19 pandemic.…”

Working and learning in a hybrid workplace: challenges and opportunities

“…In this special issue, Alves & Thiebaut (2024) examined how both individuals and organizations contribute to the creation of a learning culture. In other words, the question was how organizations can create an environment that fosters employees' willingness to learn, share knowledge and maintain a positive attitude toward learning.…”

“…One of the best situations to study how people learn formally and informally, share knowledge, engage in dialog and think critically are crisis situations. Alves & Thiebaut (2024) used such an opportunity during the lockdowns in France in 2021 and studied such processes in organizations that do not consider themselves learning organizations with the aim of determining the level of their learning culture. This period allowed employees to invest time and effort in learning.…”

“…For this reason, in Issue 1 of Volume 31, we explored the possibilities of working and learning in a hybrid workplace and highlighted the associated challenges and opportunities. In this special issue, Alves & Thiebaut (2024) have taken one such opportunity during the 2021 lockdowns in France and explored how both individuals and organizations contribute to creating a learning culture. The need to understand what kind of resources and support stimulate hybrid work and lead to positive outcomes for employees led Mishra & Bharti (2024) to further research in this area.…”

Guest editorial: Learning in hybrid workplace: past, present and future

“…Individuals and entities should actively contribute to this trend, as learning organizations require a culture of continuous learning. The article titled "Building and nurturing a learning culture: a cross-dynamic and interactional perspective" by Alves and Thiebaut (2023) delved into the interplay between the organizational and individual levels. At the organizational level, factors include resources for learning, organizational structure and support, while at the individual level, it involves self-directed learning.…”