The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation

Abstract

This study explores how quiet quitting moderates the relationship between organizational learning and innovation, with control variables including gender, job level, and occupation. The subconstructs of organizational learning and innovation form the foundation of this analysis. Grounded in Organizational Learning Theory, the study identifies a link between disengagement, often leading to quiet quitting, and the broader implications for organizational outcomes. Prior research underscores a robust connection between organizational learning and innovation, emphasizing the high costs associated with employees performing only the minimum required. Despite its relevance, this topic remains largely under-researched, particularly concerning the moderating effect of quiet quitting. To bridge this gap, the study evaluates the constructs' validity and reliability and investigates the relationships between them.. The study posits two main hypotheses. Firstly, organizational learning positively influences innovation without considering the moderation of quiet quitting, and second, that quiet quitting potentially moderates this relationship. Both hypotheses were tested within a South African context, using data from 160 participants and analysed through quantitative cross-sectional methods, including descriptive, factor, and regression analyses. Findings indicate that organizational learning positively impacts innovation, yet the moderating role of quiet quitting on this relationship is not statistically significant, even with control variables. Interestingly, existing knowledge suggests that quiet quitting may reduce engagement in collaborative efforts critical for knowledge acquisition and transfer, which are essential for innovation. However, quiet quitting appears to have minimal impact on specific learning facets, such as managerial commitment and external collaboration, indicating resilience in these areas despite employee disengagement. These insights underline the importance of addressing quiet quitting, especially in organizations that rely on teamwork and knowledge-sharing to foster innovation. By fostering a culture of active participation, organizations can counteract the adverse effects of disengagement on collaborative learning processes. Practical recommendations include strategies to enhance learning culture, reduce disengagement, and sustain innovation. This study highlights the need for proactive engagement strategies to harness the full potential of organizational learning, supporting adaptability and competitiveness in dynamic environments.