"Employee learning satisfaction in Pakistani startups: exploring employee preferences of leader supervision and autonomy based learning"

Abstract

This study examines employee learning satisfaction in startups by exploring employee preferences towards leader supervision-based learning and autonomy-based learning. Using a multiple case study approach across six startups in Pakistan, semi-structured interviews were conducted with leaders and employees to understand their learning expectations and the impact of different learning environments. The findings indicate that employee learning satisfaction is significantly influenced by the alignment between preferred and actual learning conditions. Importantly, leader prestige emerged as a critical factor shaping these preferences: employees under highly regarded leaders tended to prefer supervision-based learning, while those in startups led by less prestigious leaders favoured autonomy. These results highlight the practical importance for startup leaders of recognizing and responding to employees’ learning preferences. Aligning leadership styles with these preferences not only enhances learning satisfaction but also contributes to stronger employee engagement and retention within startup environments.