Leadership and Learning Climate in a Work Setting

Abstract

The aim of this study is to investigate the relationship between transformational and passive-avoidant leadership and learning climate in a work setting. A sample consisting of 1,061 employees from the Norwegian Postal Service completed the multifactor leadership questionnaire and the learning climate questionnaire. Learning climate dimensions used in the analyses were time, autonomy, team style, opportunities to develop, and guidelines. Findings revealed significant positive paths between transformational leadership and opportunities to develop (β .53), autonomy (β .34), guidelines (β .30), and team style (β .29). Further, significant negative associations were found between passive-avoidant leadership and time (β −.42), team style (β −.30), and guidelines (β −.20). In conclusion, the findings indicate that there is a substantial relationship between leadership and perceptions of a context supporting creativity and learning. The results reveal systematically different patterns of relationships between transformational and passive-avoidant leadership, and aspects of the learning climate, positive and negative, respectively. Based on the findings we emphasize the interpretation of the results and suggest some practical implications for interventions.

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