Workplace learning in times of organizational change: exploring the role of psychological safety

In this study we examined the conditions under which organizational change (e.g. digitalization, restructuring) promotes workplace learning. Based on the Adaptation-Activation Model, we want to gain deeper insight into the process of workplace learning during ongoing organizational changes. We assumed that organizational changes promote learning at work because employees experience higher learning demands. These encourage the acquisition of new competencies, especially when sufficient learning opportunities are available and there is a climate of psychological safety in the workplace.
Moderated mediation analysis (PROCESS) was performed on a dataset representative of the Dutch working population (N = 923). All variables were measured with validated and commonly used questionnaires.
Results confirm that different types of organizational change under study stimulate learning in the workplace by installing higher learning demands. This learning effect of higher learning demands is enhanced as more learning opportunities are available and when employees simultaneously experience a high degree of psychological safety. Moreover, this finding holds for different types of organizational change, namely: digitalization, process innovation, expansion and restructuring.
In conclusion, learning demands mediate the relationship between different kinds of organizational change and learning. Additionally, this learning effect partly depends on boundary conditions. In particular, this research highlights the importance of psychological safety in workplace learning processes in times of change and thus contributes to a deeper understanding of how workplace learning can be further promoted during digitalization.