Effects of career‐related continuous learning: a case study

Abstract

Purpose

Although proposed from theory, the assumption that career‐related continuous learning (CRCL) has a positive impact on subsequent job performance has not been tested empirically. The present study aims to close this gap in the literature. A model is derived from theory that predicts a positive impact of CRCL, learning climate, and initial job performance on consequent job performance. In addition, CRCL is hypothesized to mediate the impact of learning climate on final job performance.

Design/methodology/approach

Implementing a longitudinal approach, this model was tested empirically in a call center context. Within the first year of their respective career, multiple source data were gathered from employees about their formal CRCL activities, their initial performance, as well as their perception about learning climate.

Findings

Results indicated that CRCL predicted final job performance and mediated the impact of learning climate on final job performance. A total of 28 percent of final job performance was explained by the proposed model, highlighting the importance of CRCL for organizational contexts.

Practical implications

The results of this study support the notion that CRCL programs are highly useful for both employees and organizations.

Originality/value

For the first time, the impact of CRCL on job performance is demonstrated empirically.

Citation

Rowold, J., Hochholdinger, S. and Schilling, J. (2008), "Effects of career‐related continuous learning: a case study", The Learning Organization, Vol. 15 No. 1, pp. 45-57. https://doi.org/10.1108/09696470810842484