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The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation
Mini Dissertation (MBA)--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613500838248448 |
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| access_status_str | Open Access |
| author2 | Mamabolo, Anastacia |
| author_browse | Mamabolo, Anastacia |
| author_facet | Mamabolo, Anastacia |
| collection | Thesis |
| dc_rights_str_mv | © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Mini Dissertation (MBA)--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/101906 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:08.629Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/101906 The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation Mamabolo, Anastacia ichelp@gibs.co.za Das, Riyanka UCTD Organizational Innovation Organizational Learning Quiet Quitting Employee Disengagement Knowledge Sharing Mini Dissertation (MBA)--University of Pretoria, 2024. 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. Gordon Institute of Business Science (GIBS) MBA Unrestricted Gordon Institute of Business Science (GIBS) SDG-04:Quality Education SDG-08:Decent work and economic growth 2025-04-08T09:57:59Z 2025-04-08T09:57:59Z 2025-05-05 2024-11 Mini Dissertation * A2025 http://hdl.handle.net/2263/101906 en © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Organizational Innovation Organizational Learning Quiet Quitting Employee Disengagement Knowledge Sharing The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation |
| title | The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation |
| title_full | The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation |
| title_fullStr | The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation |
| title_full_unstemmed | The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation |
| title_short | The moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation |
| title_sort | moderating effect of quiet quitting on the relationship between organizational learning and organizational innovation |
| topic | UCTD Organizational Innovation Organizational Learning Quiet Quitting Employee Disengagement Knowledge Sharing |
| url | http://hdl.handle.net/2263/101906 |