Organizational Learning Culture and Innovative Work Behavior among Generation Z Radiologic Technologists

Abstract Background: Organizational learning culture may influence innovative work behavior among allied health professionals working in increasingly digital and collaborative healthcare environments. This study explored the relationship between perceived organizational learning culture and innovative work behavior among Generation Z radiologic technologists and identified organizational learning-culture dimensions associated with innovative work behavior. Methods: A quantitative cross-sectional exploratory correlational design was employed. A total of 154 licensed Generation Z radiologic technologists participated through criterion-based convenience sampling supplemented by snowball recruitment. Participants completed contextually adapted versions of the Dimensions of the Learning Organization Questionnaire and Janssen’s Innovative Work Behavior Scale. Descriptive statistics, Pearson correlations, simultaneous multiple regression, and exploratory stepwise multiple regression were performed. Results: Overall perceived organizational learning culture (M=4.91, SD=0.70) and innovative work behavior (M=4.13, SD=0.55) were above their respective scale midpoints. All seven organizational learning-culture dimensions demonstrated statistically significant positive correlations with innovative work behavior (r=.287–.466, all p<.001). In the simultaneous regression model, the seven dimensions collectively explained 27.8% of the variance in innovative work behavior (adjusted R 2 =.243). Continuous learning was the only dimension with a statistically significant unique coefficient, although its negative direction was interpreted cautiously because of predictor overlap and the subscale’s low internal consistency. In the supplementary exploratory stepwise regression, team learning and collaboration and systems connection were retained, collectively explaining 24.2% of the variance in innovative work behavior. Conclusion: Perceived organizational learning-culture dimensions were positively associated with innovative work behavior among the participating Generation Z radiologic technologists. The differing results between the simultaneous and exploratory regression models suggest that substantial overlap exists among learning-culture dimensions. Consequently, the retained stepwise predictors should be interpreted as preliminary and hypothesis-generating rather than confirmatory findings and should be validated in independent samples.