Learning-Structure Fit Part II: Empirical Examination of the Relationship between Employee Learning and Formalization, Specialization and Standardization of Work

Purpose: This study, which consists of two parts, investigates the influence of structure on the learning of individuals in organizational settings. This second paper (Part II) builds on the conceptual paper (Part I) and explores the relationships between three structural dimensions of individual work -- formalization, specialization and standardization -- on employee learning behavior. Design/methodology/approach: Multiple regression analysis was used to test the proposed relationships. Data were gathered in a large multinational corporation; 90 employees from 12 units participated in the research. Findings: The results offer support for some of the proposed hypotheses, showing that employee learning behavior varies depending on how activities are structured. Employees perceiving their work to be less structured, with lower formalization, standardization and specialization, rely on external sources of knowledge and experience double-loop learning, whereas employees with a more structured work are inclined to an individual learning style. Structure thus determines learning. Research limitations/implications: Because this exploratory study used a single-company research setting, the use of multiple companies from different industries and additional measures of learning behavior are proposed to increase generalizability. A quasi-experimental research design would add to causality claims. Practical implications: Implications for broader organization design practice to stimulate learning are proposed. Managers should be aware of the distinct impacts different structures have on learning behavior. Originality/value: This paper contributes to the discussion on the relationship between structure and the learning of individuals at work. [To view Part I, see EJ1196362.]