Critical role of the learning transfer climate in fostering innovation in construction

Abstract

Because learning is a key antecedent to innovative activities, more attention needs to be paid to the climate, within the organization or project settings, that supports learning. The objectives of this paper are (1) to empirically examine the influences of the learning transfer climate on innovation and (2) to investigate how the between-group variability in the learning transfer climates of clients, contractors, and consultants affects innovation. The learning transfer climates are assessed in terms of the task-support and motivational elements adopted from the well-tested questionnaire of the Learning Transfer System Inventory. Based on the 147 survey returns collected from construction participants, factor analysis, correlation analysis, and regression analysis are conducted (the latter two using the total sample and the subsamples of client developers, contractors, and consultants). It is found from the total sample that openness to change (task-support element), performance-outcome expectations, and performance self-efficacy (motivational elements) are significant predictors of innovation. Whereas a successful construction project requires the interaction of multiple waves of innovation, contributed by various construction participants throughout the project, it is important to acknowledge the heterogeneity of these participants in considering the innovation process. The results also indicate that, with regard to their innovations, the different groups are influenced by different learning transfer climate factors: clients are affected by openness to change and performance self-efficacy; contractors are affected by openness to change; and consultants are affected by performance-outcome expectations. Analysis of these findings leads to a conceptual model of learning transfer climate and interactions between the clients, contractors, and consultants. From the theoretical perspective, the findings of this study lay ground for an interorganizational framework for further innovation-learning transfer studies. From the managerial perspective, this study provides empirical confirmation of the importance of measuring the learning transfer climate in construction organizations and of developing strategies for facilitating an innovation-conducive climate that fits each particular organization.