{"title":"Employee cohesion and its influence on workplace learning: The lived experiences of public university lecturers in Ethiopia","authors":"Ermiyas Tsehay Birhanu, Mulugeta Awayehu Gugssa","doi":"10.1108/jwl-07-2023-0118","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>The purpose of this study is to investigate the driving factors for staff cohesiveness in the workplace and how they are related to workplace learning and development opportunities. Two research questions guided the inquiry: (1) What are the driving factors for staff cohesiveness in the workplace? and (2) How does staff cohesiveness influence workplace learning?</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>This study is based on a phenomenological research design. The data collection involved interviews and focus group discussions with 22 lecturers in two public universities. Thematic analysis was followed to analyse and interpret data.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The findings of this study indicate that staff cohesiveness is greatly influenced by several factors. Firstly, the presence of shared visions and goals plays a significant role in fostering staff cohesion. In addition, the similarity of age and gender among employees, as well as the presence of mutual support and a sense of belongingness, trust and solidarity, managerial support and the nature of the job that requires collective action, all contribute to staff cohesiveness. It is worth noting that previous studies have not reported the influence of age, gender and job characteristics as factors influencing staff cohesiveness.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>Employers should not only focus on the knowledge and hard skills of applicants but also on the soft skills which support teamwork and cohesion in the workplace. Managers who want to enhance workplace learning should create opportunities for social gatherings and informal contacts in the workplace to facilitate informal learning in the workplace. Researchers focusing on workplace learning should include tacit learning practices that occur in the workplace as a result of the closeness between teammates.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This manuscript, which the authors hereby present, is the result of own original work. To the best of the authors’ knowledge, the authors wish to emphasise that it has not been submitted for publication in any other journals.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"23 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Workplace Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/jwl-07-2023-0118","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
The purpose of this study is to investigate the driving factors for staff cohesiveness in the workplace and how they are related to workplace learning and development opportunities. Two research questions guided the inquiry: (1) What are the driving factors for staff cohesiveness in the workplace? and (2) How does staff cohesiveness influence workplace learning?
Design/methodology/approach
This study is based on a phenomenological research design. The data collection involved interviews and focus group discussions with 22 lecturers in two public universities. Thematic analysis was followed to analyse and interpret data.
Findings
The findings of this study indicate that staff cohesiveness is greatly influenced by several factors. Firstly, the presence of shared visions and goals plays a significant role in fostering staff cohesion. In addition, the similarity of age and gender among employees, as well as the presence of mutual support and a sense of belongingness, trust and solidarity, managerial support and the nature of the job that requires collective action, all contribute to staff cohesiveness. It is worth noting that previous studies have not reported the influence of age, gender and job characteristics as factors influencing staff cohesiveness.
Practical implications
Employers should not only focus on the knowledge and hard skills of applicants but also on the soft skills which support teamwork and cohesion in the workplace. Managers who want to enhance workplace learning should create opportunities for social gatherings and informal contacts in the workplace to facilitate informal learning in the workplace. Researchers focusing on workplace learning should include tacit learning practices that occur in the workplace as a result of the closeness between teammates.
Originality/value
This manuscript, which the authors hereby present, is the result of own original work. To the best of the authors’ knowledge, the authors wish to emphasise that it has not been submitted for publication in any other journals.
期刊介绍：
The Journal of Workplace Learning aims to provide an avenue for the presentation and discussion of research related to the workplace as a site for learning. Its scope encompasses formal, informal and incidental learning in the workplace for individuals, groups and teams, as well as work-based learning, and off-the-job learning for the workplace. This focus on learning in, from and for the workplace also brings with it questions about the nature of interventions that might assist the learning process and of the roles of those responsible directly or indirectly for such interventions. Since workplace learning cannot be considered without reference to its context, another aim of the journal is to explore the organisational, policy, political, resource issues and other factors which influence how, when and why that learning takes place.
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