Technology-Enabled Learning Systems and Leadership Support: Effects on Employee Creativity and Knowledge-Sharing Behaviour

Abstract

Workplaces are becoming more reliant on technology-enabled learning systems for skills development, teamwork as well as adaptation. They make knowledge easier to access, they make self - learning simpler, and they bring employees together across roles and locations. However, knowing technologies doesn't guarantee creativity nor energetic knowledge sharing. They have an impact where leadership frames learning, participation as well as electronic tools in daily work. Technology-enabled learning systems make employees creative by exposing them to diverse ideas, to various learning paths & to experimentation. Creative thinking is boosted when employees can explore content, insights & results. Knowledge sharing also becomes even more comprehensible when expertise is made apparent on platforms. But without leadership support, such mechanisms are underutilized or the learning becomes a matter of regular completion instead of engagement. Leadership support decides if learning technologies are places to discover or repositories being retrieved. Leaders that make time for learning, experimentation and knowledge sharing develop psychological safety around learning. That safety enables employees to ask questions, to ask concepts and to contribute knowledge without being judged. When leadership establishes expectations in line with learning objectives employees see knowledge sharing as work not optional effort. Interaction between learning systems and leadership supports knowledge flow. Technology allows access and connection; leadership inspires application and trust. Creative outcomes exist when employees are supported to put learning insights in practice. Knowledge sharing happens when leadership promotes openness and collaboration. Together they build learning environments for innovation, collective intelligence and organisational advancement.