Interrelationships between learning and contextual performance: A viewpoint from one EdTech start-up

Abstract

Background

Performing contextual activities (i.e., performing beyond the formal tasks to support team members) among employees is essential for start-ups after their initial survival phase. Despite its importance, start-ups cannot apply training and formal education to achieve contextual performance.

Objective

The research aims to gain a deeper understanding of the relationship between learning and contextual performance.

Method

A 10-month experiment was conducted by integrating constructive feedback and informal learning into one education-technology (EdTech) start-up. It was founded in 2022 and is continuing to expand. 100 employees (83% of the workforce) completed the open-ended survey which was used since contextual performance could not be standardized. Content Analysis (CA) and Thematic Analysis (TA) were applied to identify behavioral patterns.

Result

There is a clear relationship between learning and contextual performance. A work condition (where employees were repeatedly engaged through constructive feedback, social interactions, peer-to-peer learning, etc.) can help employees achieve contextual performance. This is due to an improvement in skills and knowledge, psychological safety, and level of motivation.

Conclusion

For start-ups which have survived the initial business stage, it is important to recognize the impacts of learning on contextual performance which contributes to continuous business success of start-ups.