The relationship between multiple levels of learning practices and objective and subjective organizational financial performance
基于澳大利亚样本的纵向研究，发现组织层面的学习实践正向影响主观和客观财务绩效，而个体与团队学习实践的交互作用表明，在个体学习实践较少时，团队学习实践对生产力的提升效果更佳。
Abstract Multi‐level learning approaches suggest that individuals, groups and organizations act both independently and interact dynamically to contribute to organizational performance. We directly examined this proposition in an Australian sample using a longitudinal design that employed subjective and objective financial performance data. Respondents completed a survey that provided details on their individual, team and organizational learning practices (ILP, TLP and OLP, respectively), and self assessed performance compared to 3 years ago. Concurrently, we collected objective performance data (sales/employee numbers) at 3 yearly intervals and averaged these data to create an index. Using hierarchical and moderated regression, we found a positive main effect for OLP with both subjective and objective performance. Main effects for ILP and TLP were not found. Further, we found a significant interaction between ILP and TLP such that the effect of TLP on productivity was better in organizations with less ILP. Three‐way interactions were not found. Overall, these results provide some support for the model. We discuss some limitations of the study and make recommendations for future studies. Copyright © 2009 John Wiley & Sons, Ltd.