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This paper primarily aims to identify the multilevel learning processes emerging from abrupt telework implementation in a public knowledge-intensive organization (KIO) amid the COVID-19 crisis.

This single-case process research was guided by interpretivist epistemology. Empirical data from documentary research and 41 interviewed managers were processed by inductive qualitative analysis using the multilevel learning theoretical model.

Eight types and three modes of learning processes during the COVID-19 pandemic were identified in a public KIO, iteratively emerging in multilevel learning dynamics during the compulsory adoption of telework and replacing the face-to-face work mode conducted since its foundation.

As insider researchers, while daily and privileged access to the field was obtained, it also demanded their continuous effort to maintain transparency and scientific distancing; conceptual results are restricted to process theorisation studies, specifically the 4Is theoretical model in the scope of crisis learning process studies concerning KIOs.

This study provides evidence for managers to adopt interactive dynamics among eight multilevel types and three learning modes of emergent learning, developed during the COVID-19 pandemic, and support learning practices’ implementation and routinisation across three organizational levels in crisis situations. In addition, evidencing emergent types of learning enables organizational learning (OL) researchers to examine how organizational structures and work practices either promote or inhibit different learning types and impact multilevel learning when adopting teleworking during a crisis.

This research has theoretical value in two ways: (i) Providing empirically supported knowledge: This involves understanding multilevel learning processes resulting from emergent learning in a public KIO that abruptly adopted teleworking during a crisis context; (ii) deepening process theorization studies on OL: To achieve this, we enhance the 4I model by incorporating eight types and two modes of learning processes. These processes iteratively emerge from the individual and group levels towards the institutional level in a public KIO.

Well-being at work is a prime concern for learning organizations where work is knowledge-intensive and the need for updated learning exerts high work pressure. This study aims to examine the mediating influence of organizational learning capability in facilitating routine and novel knowledge sharing to foster employees’ well-being at work in Indian information technology (IT) organizations. This research explores whether the sharing of routine knowledge and novel knowledge contributes to employees’ well-being at work by enhancing organizational learning capability.

Using a quantitative approach, the authors collected data from 209 employees in IT organizations in India via a questionnaire survey. After verifying the reliability and validity of the data, the authors analysed the data using co-variance-based structural equation modelling using AMOS 26.

The results show that the indirect effect of routine and novel knowledge sharing on well-being at work was influenced by the mediating role of organizational learning capability. Routine knowledge sharing has a significant positive impact on organizational learning capability and well-being at work. While novel knowledge sharing positively predicted organizational learning capability, it did not have a direct impact on well-being at work. Moreover, organizational learning capability has a direct positive effect on employees’ well-being at work.

The cross-sectional design of the study makes the cause-and-effect relationship difficult to conclude. Moreover, the use of self-report measures poses methodological biases. Thus, longitudinal studies with objective measurements are recommended. Future studies can examine the role of individual characteristics such as learning orientation and personality in the studied framework.

Employee well-being and organizational learning can be enhanced through knowledge sharing practices, promoted by human resource policies and leaders. This promotes on-the-job learning, reducing working hours for training and learning purposes. By fostering a culture of openness, mutual trust and networking, organizations can enhance their employees’ work−life balance and overall performance.

This paper addresses a paucity in the literature concerning the outcomes of knowledge sharing and factors that lead to well-being at work. Drawing on the learning-based well-being perspective and job-demand resource theory, this research pioneers the examination of the mediating effect of organizational learning capability in the link between routine and novel knowledge sharing and employees’ well-being in IT learning organizations in India. Findings of this study may help managers of IT firms boost organizational learning and improve knowledge workers’ well-being, thus helping to maximize their performance and enhance employee retention and welfare.

This study aims to explore school health promotion (HP) as a set of institutionally embedded professional practices.

This is a qualitative study using data from nineteen interviews with school professionals in Sweden. Data analysis was informed by practice theory and an institutional logic perspective.

School professionals constructed practical understandings of HP at the intersection between institutional directives and professional values. Professionals were challenged by multiple and occasionally ambiguous policy directives as well as by multiple tiers of governance. Professional understandings of institutional directives were mediated by a bureaucratic logic and three instantiations of a professional logic (competence, pragmatic and entrepreneurial). School leadership was perceived as a crucial link between institutional directives and professional practices.

The findings draw attention to the need for policy revision and disambiguation as well as the need for establishing dynamic institutional dialogues across levels of governance. These measures can foster sage leadership and fruitful interprofessional collaboration within school HP.

The findings provide a multi-perspective view of school HP and link professional values to institutional ones. The study sheds light on the explanatory relevance of human cognition in practice contexts.