Organizational Learning and Interpersonal Conflict: The Mediating Role of Role Ambiguity

Abstract

Organizational learning enables organizations to acquire, interpret, share, integrate, and institutionalize knowledge in response to changing internal and external conditions. This study examines the relationship between organizational learning and interpersonal conflict and tests role ambiguity as a mediating mechanism. Using a cross-sectional quantitative design, data were collected through closed-ended questionnaires from 245 employees working at different organizational levels across public, private, and non-governmental service organizations. Established multi-item measures assessed organizational learning at the individual, group, organizational, and inter-organizational levels, together with role ambiguity and interpersonal conflict. Regression and bootstrapped mediation analyses showed that organizational learning was negatively associated with role ambiguity and interpersonal conflict, whereas role ambiguity was positively associated with interpersonal conflict. The overall indirect effect of organizational learning on interpersonal conflict through role ambiguity was negative and statistically significant (β = −0.4753, SE = 0.0683, 95% CI [−0.6517, −0.2949]). Significant indirect effects were also observed for individual-, group-, organizational-, and inter-organizational-level learning, indicating that learning processes across organizational levels may reduce conflict by improving employees’ understanding of responsibilities, authority, procedures, priorities, and performance expectations. The study extends organizational behaviour research by identifying role ambiguity as an explanatory link between organizational learning and interpersonal conflict. Practically, the findings suggest that organizations can strengthen role clarity and workplace relationships by improving knowledge sharing, collective interpretation, learning systems, and the institutionalization of knowledge. Because the study used cross-sectional, self-reported data and convenience sampling, the findings indicate statistical associations rather than causal effects.

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