Showing papers in "Journal of Workplace Learning in 2021"

Dwelling within the fourth industrial revolution: organizational learning for new competences, processes and work cultures

Abstract: Purpose: This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a literature review, highlighting the new competences required in innovative workplaces and a pivotal case, which explores challenges and skill models diffused in industry 4.0, describing the role of proper organizational learning processes in shaping new work cultures. Design/methodology/approach: The paper aims to enhance the discussion around the 4.0 industrial revolution addressing both a theoretical framework, valorizing the existing scientific contributes and the situated knowledge, embedded in a concrete organizational context in which the fourth industrial revolution is experienced and practiced. Findings: The findings acquired through the case study endorse what the scientific literature highlights about the impact, the new competences and the organizational learning paths. The conclusions address the agile approach to work as the more suitable way to place humans at the center of technological progress. Research limitations/implications: The paper explores a specific organizational context, related to a high-tech multinational company, whose results illustrate the empirical evidence sustaining transformations in the working, professional and organizational cultures necessary to face the challenges of the fourth industrial revolution. The research was conducted with the managers of an international company and this a specific and limited target, even though relevant and interesting. Practical implications: The paper connects the case with the general scenario, this study currently faces, to suggest hints and coordinates for crossing the unfolding situation and finding suitable matching between technological evolution and the development of new work and professional cultures and competences. Social implications: Due to the acceleration that the COVID-19 has impressed to the use of digital technologies and remote connexion, the paper highlights some ambivalences that the quick evolution of the new technologies entails in relation to work and social conditions. Originality/value: The opportunity to match both a literature analysis and an in-depth situated case study enhances the possibility to achieve a more articulated and complex view of the viral changes generated in the current context by the digitalization process. © 2021, Silvia Ivaldi, Giuseppe Scaratti and Ezio Fregnan.

Sustainable development through commitment to organizational change: the implications of organizational culture and individual readiness for change

Abstract: Future organizations must focus on their ability to change to be sustainable, and this calls more attention to sustainability as an organizational issue. However, change initiatives often fail because of a lack of employee commitment. The purpose of this study is to examine how organizational culture and individual readiness for change (IRFC) relate to types of commitment to change.,Survey data from a sample of 259 employees in a Norwegian public organization undergoing major strategic changes were used to test the hypothesized relations.,The results show that flexible and stable organizational cultures did not relate differently to types of change commitment. This may indicate that the strength, rather than the type, of organizational culture is vital for change commitment. Nevertheless, a flexible organizational culture had a clearer relation to positive change commitment; in part through its positive relation with both change self-efficacy and negative personal valence. These are important dimensions of IRFC.,The study contributes to a nuanced understanding of the role of contextual and individual factors in explaining various types of commitment to organizational change, in particular, by examining the distinction between flexible and stable organizational culture, as well as separate dimensions of IRFC. A flexible culture together with both of the included dimensions of IRFC is shown to be of importance in fostering affective commitment to change – the gold standard of change commitment. Recognizing sustainability as an organizational issue underscores the need for creating a culture conducive to change.

How do managers promote workplace learning? Learning-oriented leadership in daily work

Abstract: The purpose of this paper is to explore managers’ learning-oriented leadership, and what conditions managers face when working with the promotion of employees’ learning.,Data was collected through semi-structured interviews with managers in three manufacturing firms. Verbatim expressions of the interview participants were analysed using stepwise analytical procedures.,The managers used many kinds of activities to promote learning. Most common were activities related to learning opportunities that arose during daily work. The identified activities ranged from being planned to occurring more spontaneously. Depending on the situation or the learning activity, the managers used different behaviours to promote learning. They supported, educated and confronted employees, and they acted as role models. Factors constraining the implementation of learning-oriented leadership included limited resources, and a lack of commitment from top management, employees or the managers themselves.,Future research should study learning-oriented leadership from the employees’ perspective.,Managers’ notions about learning and development constitute an important condition for learning-oriented leadership. Therefore, managers need to be trained in how to promote their employees’ learning at work.,This study adds to the limited knowledge of how managers carry out a learning-oriented leadership in their daily work. The findings contribute knowledge regarding managerial practices of promoting employees’ workplace learning by identifying different activities and behaviours that managers could incorporate into their leadership.

The relationship between organizational learning and sustainable performance: an empirical examination

Abstract: The purpose of this study is to investigate the relationship between organizational learning (OL) and business sustainability (BS) and to carry out its empirical examination.,Extensive literature research was carried out. Then, an empirical study was conducted in 694 Polish and Danish companies. Two phenomena related to OL were adopted: OL processes and organizational learning capability (OLC). BS was examined through the concept of sustainable performance (SP). Research models were tested using structural equation modeling.,The empirical studies have shown a positive, statistically significant relationship between OL and BS. The research supports the view that the intensification of the OL processes is substantial for BS, whereas the OLC concept is less relevant to the development of BS. The effect of OL on total SP was stronger than on any SP dimension. OL supports the synergies of the results obtained by the organization for the benefit of BS.,The model verification is based on the samples from two countries, and, therefore, the hypothesis requires further verification in different business contexts. In addition, there are different factors influencing BS, which have not been included in the research and should be analyzed in the future.,An in-depth, critical literature analysis shows that the theoretical foundation of the role of OL in shaping BS is fragmented and poorly empirically verified. The value of this paper is the presentation of large-scale empirical studies comparing the relationship between BS and two phenomena: OLC and the OL processes. The results obtained in the course of the research open up new research directions with respect to both the relationship between OL and BS as well as between OL and organizational performance.

Agile learning strategies to compete in an uncertain business environment

Abstract: The purpose of this study was to explore what agile learning strategies businesses need to develop agile core competencies to respond to the uncertainty of the rapidly changing business environment and sustain their competitive advantage. Technology advances and unexpected crises have created an ever-changing environment in which traditional static corporate training methods have failed to continuously provide employees with the ability to listen to and interpret the rapid changes and respond accordingly.,This qualitative exploratory multi-case study was useful to explore what agile learning strategies businesses need to develop agile core competencies to sustain their competitive advantage. Snowball sampling enabled the discovery of 15 participants who represented 10 different industries. Participants represented both management and non-management roles. Data were collected from multiple sources such as interviews, observations, researcher notes and document reviews. A thematic analysis model was used to analyze the collected data.,The findings substantiated that organizations are operating in a fast-changing environment where agile learning strategies are vital to surviving. The data also showed that agile learning strategies must include individual learning paths to continuously develop employees’ agile skills to build their organizations’ agile core competencies.,This study underlined the importance of adopting agile learning strategies to help employees listen and accurately interpret their organizations’ external environments to enable quick responses to changes. Without agile learning strategies, organizational agile core competencies and competitive advantage will progressively decline.

Teachers’ informal learning and organizational learning in Spain

Abstract: The purpose of this study is to focus on the informal learning (IL) processes of teachers in primary and secondary schools in Spain. Its objective is to study the strategies currently used by teachers to generate IL, identifying the factors that condition such learning and the changes that must be introduced to enhance it.,The methodology is qualitative, with information from interviews with school principals (n = 21) and teachers (n = 60) from 22 primary and secondary schools in Spain and from 3 discussion groups with experts (n = 17). The topics used refer to strategies to generate and promote IL and its conditioning factors.,The findings suggest that, regardless of the stage (primary/secondary) and ownership of the centre (state/private), the teaching staff use IL strategies that, beyond individual actions, involve meeting, sharing and reflecting with other teachers. The challenge is that IL facilitates both professional development and the development and improvement of the organizations. School principals play a central role in achieving this relationship and promoting the institutionalization of changes and educational administration in facilitating the right conditions for their development and recognition.,Given that the participation of schools in the research was voluntary, as was that of the teachers who agreed to be interviewed, some bias may exist. To refine the analyses it would also have been interesting to contrast with the people interviewed some of the assessments which appeared in the focus groups. Finally, future work might focus on analysing in greater detail the effect of different management styles on IL.,The results presented point to the need for decisive support from school leadership teams for collaborative work processes and joint reflection, which are one of the basic conditions for facilitating IL and, at the same time, for encouraging organizational learning. Furthermore, in the Spanish context, there is the challenge of combining the participation of teachers in formal training actions with the recognition of IL generated in the development of daily professional activity.,The data provided complements and reaffirms the findings of research carried out in other types of organizations, at the same time highlighting the importance of horizontal relationships among education professionals and the difficulty of creating a solid foundation for organizational changes. Improvements are, on the other hand, highly conditioned by the role adopted by school principals.

Trainers’ pedagogical competencies and trainees’ assimilation of training content

Abstract: Purpose Training cannot be effective if trainers are not pedagogically competent. However, the influence of trainers’ pedagogical competencies on employees’ knowledge and skill acquisition during training is not given the needed attention in the training literature. This study aims to examine the influence of trainers’ pedagogical competencies such as delivery, trainees’ involvement, use of visual aids and body language on trainees’ assimilation of training content. Design/methodology/approach The data are analyzed from 425 respondents in an online survey. This study uses structural equation modeling in testing the hypotheses following validity and reliability tests. Findings This study finds that trainers’ pedagogical competencies such as trainee involvement and body language have a significant influence on trainees’ assimilation of training content, but others such as the trainers’ delivery and use of visual aids do not have a significant influence on assimilation of training content. Practical implications Professionals responsible for training should endeavor to use trainers who have been proven to be pedagogically competent, especially involving trainees during training and use of body language and not just experts in the topics/areas they provide training. Trainers themselves should on their part do well to acquire pedagogical skills in addition to the content knowledge they possess to enhance their training effectiveness particularly, trainees’ assimilation of training content. Originality/value As a phenomenon rarely given attention, this study urges learning and development researchers and practitioners as well as human resource management professionals to give attention to the pedagogical competencies of trainers during training and trainees’ learning.

Self-organised structures in the field of ICT : challenges for employees’ workplace learning

Abstract: The purpose of this study is to identify the challenges of low hierarchy and self-organised structures for employees’ learning and competency development at work. In the past decade, interest in employees’ and organisations’ self-directedness has increased. Self-organised structures are perceived as better able to answer to the quickly changing requirements of clients and business environments. Within these structures, employees are expected to take on more responsibility and maintain more control over their workplace learning, which means they must be self-directed and autonomous. An important question for this approach is how can workplace learning and employee competence development be enhanced.,Two self-organised Finnish information and communication technology-companies participated in the study. With the help of data-driven content analysis, 36 interviews were analysed.,Unclear roles, structures and areas of responsibility caused challenges during the guidance and support of learning, for long-term and sustainable professional development possibilities and in organising and prioritizing work tasks related to learning.,In self-organised structures, there should be a means of the better supporting individual- and team-based learning. This will allow learning to have as much value as possible in the future and, therefore, be more sustainable. The findings are also important to be taken into account in managers’ and HR professionals’ education and training.,The findings of this study can offer insights into employees’ well-being emerging from the possibility to learn and be supported in that learning especially in self-organised structures, which so far has been scarcely studied.

Sustainable Organizational Learning and Corporate Entrepreneurship: A Conceptual Model of Sustainability Practices in Organizations.

Abstract: The main purpose of this paper is to construct a conceptual model that addresses one of the most urgent matters for contemporary organizations, which is how organizations are to learn and integrate sustainability in its’ working processes. The guiding research question reverberates around how organizational learning (OL) and corporate entrepreneurship (CE) can promote and facilitate sustainability practices in organizations.,This paper uses knowledge from OL and CE theories representing tools to think with for an exploration of how to actualize sustainability practices in organizations.,This paper construes and presents a four-phase multilevel conceptual model for the analysis and creation of sustainability practices using insights from OL and CE. OL contributes with vital parts for creating sustainability practices in organizations delineated by continuous feedback and feedforward loops on individual, group, organizational and societal levels. CE prompts essential process and concrete working elements accentuating the importance of acquiring sustainability in all phases of the change process.,The outlined conceptual model is general and need to address the deeper complexities and context dependencies of sustainable practice in organizations in a more elaborate form. Thus, the proposed model calls for empirical scrutiny and further theoretical development.,Derived from two interrelated fields of research, this paper contributes with a novel model addressing how sustainability practices can be conceptualized and facilitated in organizations. By using OL theory in combination with CE studies, the proposed model seeks to capture key elements to guide new understandings of and transitions to sustainable practices in organizations.

Approaches to Learning in the Context of Work -- Workplace Learning and Human Resources.

Abstract: With the purpose of promoting cross-field dialogue, this paper aims to review workplace learning (WPL) and human resource (HR) literature. The authors endeavour a conceptual examination and discussion of the bridges that link both research fields in relation to learning, in an effort to establish an integrated understanding of learning in workplaces.,This paper uses a scoping review focused on how learning is approached in WPL and HR studies. An analysis of the selected literature reveals fundamental themes and dimensions that further our understanding of learning in the context of work.,Overall, there are three learning dimensions where WPL and HR conceptually interrelate, namely, skills, incentives and work design. The scoping review also shows that HR is output-oriented and looks to learning as capital for enterprises, especially in light of enterprise performance for competence development. WPL centres more upon socio-cultural and practice-based configurations and the individual. It encompasses the human dimension of learning as something enriching the whole of life, including work life.,This paper contributes with a unique inquiry into the interrelations between WPL and HR approaches to learning, highlighting the complementarity between WPL theoretical features and HR practices. At the core of our findings is that WPL becomes analytically visible through how HR learning strategies are designed and deployed in the forms of skill development, incentive structures and work design, referring to both workplace structure and cultural features.

A practice-based learning approach toward sustainable consumption in the workplace

Abstract: The purpose of this paper is to analyze how changes toward sustainable consumption of electric energy [1] are learned in the workplace, the paper uses a practice-based approach to organizational learning. This paper focuses on the workplace as a rich environment where social learning is not limited to individuals but is also rooted in the community of practitioners at an organizational level.,This paper used participative action research through interviews, two focus groups and observations. Departing from the interventions, this paper identified the elements of the practice of energy consumption. This paper further altered elements to intentionally promote the reconfiguration of such practice toward sustainable patterns among the working group.,The results show that the goal of promoting sustainability through changes in the individual and collective actions and understandings may be achieved through sharing knowledge and keeping knowledge alive within the practices of a community; embedding knowledge in material practices and innovating as an ongoing process. During the research, this paper observed that employees became more aware of sustainable consumption and such self-consciousness prompted behavioral changes in the workplace. Likewise, the new material arrangements adopted in the work environment nudged sustainable energy consumption, which required lower levels of awareness.,This paper contributes to sustainability studies by providing more information on how the learning of sustainable energy consumption happens in the level of social practices. It also contributes to workplace studies by showing that changes in materials, meanings and competences interwove with new dynamics to reshape the practice, foreshadowing more lasting changes toward sustainability.

John Dewey and continuing management education: problem-based learning for organizational sustainability

Abstract: The purpose of this paper is to discuss how Dewey’s notions of experience, inquiry and reflection can increase managers’ capacity to cope with sustainability transitions.,Problem-based learning is discussed as an approach for enabling sustainable management learning. Dewey’s concepts of experience, inquiry and reflection are used to conceptualize learning as an iterative “self-corrective” learning process toward sustainability. Two public managers’ experiences of a personal development module in a management education program are used to discuss how Dewey’s concepts work to integrate practice and theory.,Dewey’s problem-based learning framework has the potential to increase managers’ capability to cope with complex and multifaceted challenges such as sustainability because of its focus on problem-solving.,Management is a social practice. Management education can support management learning if management is perceived as a practice.,Sustainable management learning is presented as an iterative and gradual learning process aimed toward settled inquiry that emerges when sustainable solutions work satisfactory in relation to the multiple and contradictory forces, which are in play in real-life situations.

Making sense of the individual experience of those who undertake new role development in the workplace

Abstract: Design/ Method/Approach The study, based on the lived experience of developing from a healthcare assistant to an assistant practitioner, was based on the philosophical assumption of understanding an experience at a particular time. Constructivism (Denzin and Lincoln, 2008) provided the conceptual framework and phenomenology the theoretical perspective. Experiential learning, action, reflection and professional knowledge framed the literature review to inform understanding at the commencement of the study. Eight participants were selected, through purposive sampling, from one acute NHS Trust in South East England. Their matron and mentor were interviewed for contextualisation. Interviews occurred at three stages, four months after commencing the Foundation Degree (FD) sixteen months after commencing the FD and six months after completing the FD. Each transcript was considered before moving to the next transcript, this allowed super-ordinate themes to be considered within groups before ascertaining similarities and differences across groups. The emergent and super-ordinate themes were synthesised to inform three over-arching super-ordinate themes. Purpose The purpose of the study was to generate an understanding of becoming an Assistant Practitioner through a work-based learning programme so that work-based learning programmes are designed and delivered to enable practitioners to develop the knowledge, skills and attitudes to undertake new roles from within. Findings The following over-arching super-ordinate themes emerged from analysis of the participants transcripts from the three phases of the study: Recognising the transition; the transition was not linear but was complex and influenced by the individuals’ behaviour, their ability to reflect and take action, and to demonstrate professional knowledge. Supporting the journey; the workplace culture needed to support experiential learning and provide time and space to facilitate reflection. Being an AP; a change in professional knowledge and behaviour resulted in enhanced confidence and self-belief and ability to be an AP. Originality/value This study, based on the lived experience of developing from a healthcare assistant to assistant practitioner, where participants remained in their place of work rather than undertake placements which is a requirement of regulated programmes, demonstrated that individuals need to recognise the consequences of the behaviours, engage in experiential learning, take action and demonstrate a change in professional knowledge.

I want to learn more! Integrating technology acceptance and task–technology fit models for predicting behavioural and future learning intentions

Abstract: Constant and frequent technological changes within organizations call for further scholarly attention, as behavioural intentions need to be coupled also with future learning intentions to predict the present and prospective individual adaptations and performance. This study, grounded on the technology acceptance model, aims to examine the association between training opportunities and behavioural and future learning intentions also taking into account the role of task–technology fit as a moderator.,A survey was carried out within a single organization in the water processing sector on a sample of 200 workers who recently experienced a technological change through the adoption of System Application and Product in data processing. A moderated–mediation model was estimated through regression analyses with bootstrapping.,The results were consistent with study hypotheses. In particular, task–technology fit amplified the positive association between perceived ease of use and training opportunities as well as the indirect effect of this latter on both behavioural and future learning intentions through perceived ease of use and perceived usefulness. In sum, the hypothesized moderated–mediation model was confirmed.,Three novelty factors of this study can be stressed: it is among the few studies carried out on Italian workers in the realm of technology adoption, it expanded the technology acceptance model by including traditional behavioural intentions and future learning intentions as outcome variables and it integrated the task–technology fit perspective within the technology acceptance model.

Second-career teachers’ workplace learning and learning at university

Abstract: The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received.,This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace.,This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning.,The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace.,Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

Thriving or surviving at work: how workplace learning opportunities and subjective career success are connected with job satisfaction and turnover intention?

Abstract: The purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors. Specifically, this study investigates the role of workplace learning opportunities (WLO) afforded by the environment and individual’s subjective career success (SCS). The connections between learning opportunities and career success are examined, as well as their connections to JS and TI.,The current research was based on self-report questionnaire data (N = 153). The questionnaire included existing instruments measuring WLO, SCS, JS and TI. The analyses of the data included Pearson product-moment correlations, path analysis (based on multiple regression) and analysis of relative importance (dominance analysis).,Results indicated that higher access to resources that support learning, more opportunities for professional growth and satisfactory career decisions made by employees were connected to lower TI. The processes of well-being and learning are strongly intertwined and mutually reinforce each other, reducing the willingness to change a job in the near future.,This study adds to the previous research by providing more detailed knowledge on the connections between the various dimensions of WLO and SCS. The findings of the present study can offer insights for developing work environments where employees wish to remain, learn and are satisfied with their job and careers, thus ultimately supporting their well-being.

How a learning organization cultivates self-directed learning

Abstract: This study aims to provide empirical evidence of how the five disciplines of learning organization introduced by Senge (1990) are practiced and how it could cultivate self-directed learning among employees.,This qualitative study used a case study approach to get an in-depth understanding of how organizational learning is practiced in an innovative motorcycle-manufacturing company in Indonesia. A total of 30 staff and managers were selected purposively and interviewed by using a semi-structured interview to gain information about their experience in practicing the 5 disciplines in their daily work–life. Among the 30 participants, 11 were at the managerial level and 19 were at the staff level. Data collected were analyzed using a content analysis approach.,This study provides empirical evidence of how self-directed learning is cultivated in an organization that applies the five disciplines of learning organization introduced by Senge (1990). This study found that to cultivate self-directed learning, an organization needs to build a working climate where the five disciplines are integrated into daily work–life. Organizations need to ensure that its vision is shared by each of the employee, build synergy for personal mastery and team learning, train their employees to continuously refine their mental models and improve their ability to think using a systems approach.,The implications and recommendations arising from this study, first, provide insight to managers and human resource (HR) practitioners about the importance of creating a conducive working environment for learning. Moreover, with learning facilities in the era of industrial revolution 4.0, organizations need to shift their attention on how to transfer the responsibility of learning to the hands of the employees and HR practitioners should focus on providing more opportunities for employees to direct their own learning. Second, to support a learning environment that is conducive for cultivating self-directedness in learning requires commitment from top leaders in the organization.,This study observed that Senge’s approach to organizational learning focuses heavily on the individual’s processes and the interactions between them. Further studies are suggested to integrate knowledge management, particularly on how new knowledge is gained, stored, created, used and disseminated under the five pillars of the learning organization. It is also recommended to look at a broader perspective, such as the role of technology in intensifying learning and the role of strategic leadership in learning.

An Empirical Study of Factors Influencing Training Transfer in the Management Training Intervention.

Abstract: The purpose of this study is to predict the transfer of training (ToT) from management training. This study empirically examined the predictive power of ToT factors, namely, individual characteristics (self-efficacy), training intervention design (training approaches) and work climate (organizational support) among the study respondents.,All the proposed research hypotheses were tested through survey data. Data was collected using a questionnaire from managers working in different departments of an Indian public manufacturing organization. A sum of 273 usable data was analyzed, and the structural equation modeling technique was used to test the proposed theoretical model.,The study results showed a direct and positive association among self-efficacy, work climate and training intervention design with training transfer. The study findings suggest that self-efficacy, training approaches and organizational support predict ToT.,The study findings have a beneficial impact on designing and delivering successful management training intervention among managers. To enhance training transfer, organizations could consider all these three factors. A replication of the study in national and international settings would help improve generalizability.,To the best of the authors’ knowledge, this is the first study that explored the new relationships of selected factors with ToT in management training. An improved understanding of the interactive impact of self-efficacy, training approaches and organizational support on the ToT is provided.

The contribution of MOOCs to upskilling the labor force

Abstract: The study aims to investigate whether participation to massive open online courses (MOOCs) may lead to labor market returns and through which mechanisms such relative advantage may take place. Indeed, despite high figures of registered users, empirical studies on occupational returns are limited and MOOCs may represent a viable, cost-efficient example of lifelong learning practice to respond to the demand of a better skilled workforce for the fourth industrial revolution.,The study is based on qualitative empirical material constituted by a set of 21 qualitative semi-structured interviews conducted in 2019 among learners who registered in MOOCs provided by European higher education institutions.,Interviews return a situation in which MOOCs are beneficial for work: learners appreciate the new knowledge and skills they can access, with time flexibility and low entry cost. However, MOOCs positive contribution is not at everyone’s reach: self-selection issues tend to further advantage individuals with high levels of education and individual resources. Moreover, MOOCs can increase the risk of a shift of responsibility for training to the employees and qualify as a lower tier type of qualification, reinforcing social closure mechanisms based on educational credentials.,The study contributes to the empirical analysis of MOOCs economic returns empirically, by providing original qualitative material. Second, it contributes theoretically by bridging literature on economic and occupational returns to education on one side and literature on digital technologies in education on the other, providing new insights on the potentials and limits of MOOCs as a new form of lifelong learning.

Training transfer to the workplace: a study of corporate English language training in hospitals

Abstract: Purpose This study aims to examine factors that affect the effectiveness of transfer of English language training to the workplace. It investigates the effect of trainee characteristics, training design and work climate on the training transfer to job performance in hospitals in Thailand. Design/methodology/approach The quantitative method was adopted in this study. The conceptual framework was developed from Lim and Morris’ three-factor model, namely, trainee characteristics, training design and work climate. A total of 378 valid responses from staff of seven hospitals in Thailand were collected from surveys. Findings The findings suggest that training transfer depends more on trainees’ psychological state (affective response and self-efficacy) than extrinsic factors. Nearly every aspect of training design could affect training transfer, except trainer effectiveness. This could be related to the particular context of training and the trainees’ prior experience. Work climate factors had the strongest overall effect, with peer and supervisor feedback, compensation and incentives and transfer opportunities being significant. Originality/value This study proposes that training design and work climate-related factors deserve more attention than what they have received previously. This study is significant because of the limited empirical evidence for English training transfer outcomes, and the under-examined role of English as a lingua franca in the business world. The findings can help organisations refine training designs and adjust the work environment to improve training outcomes.

The interplay among management support and factors influencing organizational learning: an applied study

Abstract: This study aims at investigating the impact of some selected organizational and cultural factors on organizational learning (OL). It also attempts to study the moderating role of management support on the influential relationship between these organizational and cultural factors and OL within the context of Jordanian mining sector (JMS).,A descriptive-analytical approach is applied to collect and analyze the data. A survey questionnaire is used as a primary data collection instrument. The study sample includes 400 participants from the seven selected manufacturing companies within the context of JMS. Smart PLS 3 and IBM SPSS version 25 were applied to answer the study questions and to test the hypotheses.,Organization strategy has a statistical significant impact on OL. Moreover, cultural factors (innovation; teamwork; knowledge sharing) have a significant impact on OL. The results of the moderating variable revealed that the level of management support is not moderating the relationship between organizational factors and OL. Nonetheless, it is revealed that management support is moderating the relationship between organizational culture and OL.,It seems that a continuous management support is an important facilitating feature to motivate a learning culture. Cultural attributes, including innovation, teamwork and knowledge sharing must be taken into consideration as facilitating factors to encourage OL. Gradual changes must be introduced to create innovative, teamwork and knowledge-sharing culture. Additionally, a specific strategic goal should be part of the organizational corporate strategy and action plans must be developed to achieve this goal in a systematic manner.,The inclusion of management support as a moderating factor could add an original contribution to the current body of knowledge concerning OL. Moreover, this study argues that the core concept of learning might be there but a systematic process of learning and the contextual factors influencing this concept still need more concern.

The nexus between emotional intelligence and types of knowledge sharing: does work experience matter?

Abstract: Owing to limited research exploring the role of emotional constructs on different types of knowledge sharing, this paper aims to examine the impact of emotional intelligence on two different types of knowledge sharing, namely, tacit knowledge sharing and explicit knowledge sharing. Further, this study also attempts to explore the moderating role of work experience between emotional intelligence-knowledge sharing relationship.,A survey design methodology is used to collect data from 245 employees of global information technology (IT) companies located in India. Structural equation modelling technique was applied to test the hypothesised relationships among the constructs.,The results indicate that emotional intelligence has a stronger positive effect on tacit knowledge sharing (s = 0.78, p < 0.001) compared to explicit knowledge sharing (s = 0.59, p < 0.001). Multigroup analysis results reveal that influence of emotional intelligence on tacit knowledge sharing was stronger for high experience group compared to low experience group. However, no significant differences were found based on work experience for the emotional intelligence-explicit knowledge sharing relationship.,This study suggests suitable interventions that management can adopt to enhance tacit as well as explicit knowledge sharing in global IT organisations.,This study provides a comprehensive understanding of the differences that exists between tacit and explicit knowledge sharing and highlights the impact of emotional intelligence on these distinctively. It advances knowledge sharing literature and brings uniqueness by exploring the moderating role of work experience on emotional intelligence-knowledge sharing relationship in a non-western setting.

Frameworks for evaluating education programmes and work related learning: a scoping review

Abstract: It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity.,A scoping review using Arskey and O’Malley’s five stage framework was undertaken to examine existing evaluation frameworks claiming to evaluate education interventions.,Forty five articles were included in the review. A majority of papers concentrate on learner satisfaction and/or learning achieved. Rarely is a structured framework mentioned, or detail of the approach to analysis cited. Typically, evaluations lacked baseline data, control groups, longitudinal observations and contextual awareness.,This review has implications for those involved in designing and evaluating work-related education programmes, as it identifies areas where evaluations need to be strengthened and recommends how existing frameworks can be combined to improve how evaluations are conducted.,This scoping review is novel in its assessment and critique of evaluation frameworks employed to evaluate work-related education programmes.

Dimensions of expansion for configuring learning spaces in global work

Abstract: Technological innovation and the flexibilisation of labour markets have expanded the pool of workers engaged in globally distributed work. This paper aims to propose an analytical framework to understand and support the productive professional learning of those engaged in global work. Drawing on the theory of expansive learning in the cultural-historical activity theory tradition the study aims to stimulate and enrich the conceptual notion of work as a learning space in the discussion of workplace learning particularly in global work.,Iteration between theory and data is applied to identify the dimensions of expansion for the configuration of learning spaces in global work. Data are drawn from the experiences of 10 professionals selected by purposive sampling in Austria, Italy, the Netherlands and Singapore.,Six dimensions of expansion are identified as challenging and potentially empowering for professionals’ configuration of learning spaces in global work: social-spatial, material-instrumental, moral-ethical, political-economic, personal-professional and temporal-developmental.,The conceptual framework for the dimensions of expansion of learning spaces provides the broad strokes for reflexive curricula that democratise the learning and development of professionals in global work, who are currently underserved given the national orientation of vocational education and training and professional development ecosystems.

Learning Conditions Supporting the Management of Stressful Work.

Abstract: From a workplace learning perspective, the purpose of this paper is to explore the relationship between conditions for learning and stressful work and, to analyse the learning conditions that support the management of stressful work The model of effort-reward imbalance (ERI) is adopted as an indicator of stressful work by measuring the relationship between Effort and Rewards in work,The material consists of questionnaire data from 4,420 employees in ten public and private organisations in Sweden,The results provide evidence that suggests that some workplace conditions known to enable learning also indicates a comparatively better chance for employees to manage stressful work An innovative practice reduces the feelings of effort, whereas managerial support and knowledge sharing serve as rewards contributing to appreciation, while competence and career development create rewards in the form of opportunities for progression,Workplaces in which there are enabling learning conditions can provide employees with ample resources for managing stressful work,This paper explores the complex relationship between workplace learning conditions and the ERI model seen from a workplace learning perspective which has received relatively sparse attention in the literature

Conditions for workplace learning: a gender divide?

Abstract: PurposeThe purpose of this paper is to examine and discuss conditions for workplace learning in gender-segregated workplaces in the public sector, how social constructions of gender contribute to (or constrain) the workplace learning conditions within two workplace contexts.Design/methodology/approachThe research was carried out through an interactive approach with data from 12 semi-structured interviews with workers and first-line managers from technical maintenance and home care in a Swedish municipality, validated at an analysis seminar with 27 participations, from both workplace contexts the Swedish Work Environment Authority and us researchers.FindingsThe results indicate that gender affects conditions for workplace learning and contributes to an enabling learning environment in the male-dominated workplace context and to a constraining learning environment in the female-dominated workplace context. The identified differences are created in both organisational structures and the organisations’ cultures.Research limitations/implicationsWhen analysing conditions for workplace learning from a gender perspective, the approach of comparative, cross-case analyses is useful. An interactive approach with women and men describing and analysing their work experiences together with researchers is a fruitful way of making gender visible.Practical implicationsThe theoretical approach in this study illuminates how social constructions of gender operate and affect conditions for workplace learning and contributes to a deeper understanding of underlying causes to unequal conditions in different workplace contexts.Social implicationsThe findings imply a gender divide which, from the theoretical strands, can be seen as an expression of asymmetrical power relations and where these gendered learning conditions probably also affect the quality of the services.Originality/valueThe findings contribute to existing gender theoretical literature by demonstrating that gender is essential to take into consideration when understanding working conditions in different workplace contexts. This study contributes to workplace learning literature by exploring the different ways in which social constructions of gender contribute to enabling and constraining learning environments.

Manager in coaching role and reciprocal learning

Abstract: Purpose The purpose of this manuscript is the presentation of: (1) a reciprocal learning process for coach and employee, and (2) a practical implementation guide. Design/methodology/approach Various search tools were used to explore the areas of manager in coaching role, learning orientation, reciprocal learning, integrative pedagogy (IP) and experiential learning. Coordination and integration of the areas examined resulted in a guide for manager application. Findings A method (guide, action plan) was created for use by a manager in a coaching role and the employee being coached. The method serves the information and learning needs of both participants. The collaborative relationship is grounded in mutual support, and participants help each other grow and change. Research limitations/implications Following completion of one action plan, research may be conducted to address areas such as coach self-perception of competence and self-efficacy; and employee perceptions of coach’s interest, helpfulness and effectiveness. It is also possible to study perceptions of participants with regard to the quality of the coach–employee relationship. Practical implications Application of the proposed method/approach is intended, in part, to stimulate employee engagement and motivation, and it provides the manager with some new platforms to interact with employees in the coaching role. Originality/value The role of manager-as-coach has been wedded to the possibilities of reciprocal learning in which both, manager and employee, gain knowledge, skill and personal development from a focused approach. In addition, the approach or method presented combines elements of IP with experiential learning.

Unravelling the process of self-regulated learning of medical specialists in the clinical environment

Abstract: This study aims to unravel the dynamic nature of the process of self-regulated learning (SRL) of medical specialists as it actually unfolds over time in the authentic clinical environment.,A longitudinal multiple case-study design was used, combining multiple data-collection techniques. Long-term observations offered evidence on overt SRL strategies. Physicians’ observed behaviours were used as cues for in loco stimulated recall interviews, asking about covert SRL strategies and their thoughts regarding a situation at hand. Field notes and audiotaped stimulated recall interviews were transcribed verbatim and integrated in a longitudinal database to map SRL as it actually unfolds moment-by-moment. The transcripts were analysed from an inter- and intra-individual perspective using Nvivo 12.,Results show a variety of strategies that initiate, advance and evaluate the process of SRL. Different SRL strategies not included in contemporary frameworks on SRL are found and classified as a new category which the authors labelled “learning readiness”. Exemplary for an SRL strategy in this category is awareness of learning needs. Results show that SRL in the clinical environment is found as an interrelated, dynamic process unfolding in time with feedback loops between different SRL strategies. Performance is found to play a leading role in driving SRL.,This study contributes empirically to the conceptual understanding of SRL in the clinical environment. The use of a situated, longitudinal methodology, which goes beyond the common path of retrospective self-report questionnaires, adds to the disentanglement of the process of SRL as it actually unfolds in the work environment.

Re-considering the nature of work in complex adaptive organisations – fluid work as a driver of learning through work

Abstract: Purpose This paper aims to draw on data from a study of professionals’ experiences of work and learning framed by a complex adaptive systems approach to examine the nexus of work and learning in complex adaptive organisations. Design/methodology/approach The study used an adapted phenomenographic approach and the complex adaptive systems conceptual framework (CAOCF) to analyse data from semi-structured interviews with fourteen professionals from a variety of organisations and industry sectors within Sydney, Australia. Findings The findings highlight that work in complex adaptive organisations is best described as fluid work. Further, the findings suggest that fluid work influences professionals towards flexible learning approaches that take place in the flow of work. Originality/value This paper empirically demonstrates the nexus of work and learning as experienced by professionals in their day-to-day work, as well as the ways in which fluid work influences flexible and adaptable learning through participation in work.