Impacts from constructive feedback and learning environment on employees' learning: a start-up case in education technology

Abstract

Purpose:
The purpose of this study is to examine the impacts of constructive feedback and learning environment on employees’ attitude and their learning intention and behavior in one EdTech start-up. This start-up has operated in education technology since 2022. Learning while continuing to perform their work is essential because of a lack of formal training and skill development in start-ups.

Design/methodology/approach:
The 10-month experiment was conducted by integrating constructive feedback and creating positive learning environment through openness and opportunity to learn. The survey was later conducted with the participation of 100 employees or 83% of the total employees. Data analysis applied SPSS and SMART partial least squares to test the research model.

Findings:
Constructive feedback and learning environment clearly show positive relationships with employees’ attitudes and their desirable learning behavior. Attitude also relates positively to this learning behavior. On the contrary, employees’ intention to learn is not significantly changed by attitude, constructive feedback and positive learning environment.

Research limitations/implications:
For start-ups, instead of mainly focusing on enterprise-related determinants, described by Theory of Planned Behavior for employees’ intention to learn, external factors such as competition should be considered. These factors increase job demands which can distort this intention. Second or double-loop feedback is needed to tackle employees’ mindset which prevents desirable learning behavior.

Originality/value:
This research illustrates the importance of constructive feedback and positive learning environment for employees’ learning. Also, a future construct for this learning needs to include external consideration when start-ups survive and continue to expand.