Trainers training trainers: the factors of cooperative learning in times of digital transformation

Purpose The rapid pace of digital transformation demands continuous learning from workers, especially in high-tech industries. Corporate trainers face unique challenges, as the knowledge they deliver evolves rapidly and is deeply tied to organizational contexts. Cooperative learning offers a promising response, yet its enabling conditions are insufficiently explored. This paper aims to examine the factors that enhance cooperative learning among corporate trainers in a high-tech industry workplace setting. Design/methodology/approach A case study with sequential mixed-methods design analyzed data from 21 semi-structured interviews and a survey of 175 members of a German multinational’s corporate training division. Partial least squares structural equation modeling was used for data analysis. Findings Both individual and social factors significantly influence cooperative learning. Individual factors such as motivation, passion and problem-solving orientation indirectly support cooperative learning. Social factors, including people-orientation, open learning environments, relational abilities, trainers’ boundary spanning capacities and a collaborative organizational culture play a direct role. Research limitations/implications The single-case study’s inherent limitations regarding validity and generalizability are set off by robust out-of-case predictions using PLSPredict, strengthening the model. Originality/value As a single-case study within a German high-tech multinational, this research offers valuable insights into otherwise inaccessible field data and organizational advice as to cooperative learning interventions.