Exploring barriers that prevent employees from experiencing flow in the software industry

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Workplace Learning Pub Date : 2023-08-15 DOI:10.1108/jwl-11-2022-0146

Saima Ritonummi, Valtteri Siitonen, Markus Salo, H. Pirkkalainen

引用次数: 0

Abstract

Purpose The purpose of this study is to investigate the barriers that prevent workers in the software industry from experiencing flow in their work. Design/methodology/approach This study was conducted by using a qualitative critical incident technique-inspired questionnaire. Findings The findings suggest that workers in the software industry perceive that the most obvious obstacles to experiencing flow are related to work not presenting enough cognitive challenges and situational barriers related to the characteristics of the job (e.g. workdays having too many interruptions and distractions, timetables often being considered too tight for creative exploration and problem solving and having negative user experiences with development tools). Originality/value The findings provide insights into flow barriers, specifically barriers that prevent workers in the software industry from experiencing flow.

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探索软件行业中阻碍员工体验心流的障碍

目的本研究的目的是调查阻碍软件行业工人在工作中体验流动的障碍。设计/方法/方法本研究采用了一份受质量关键事件技术启发的问卷。研究结果表明，软件行业的员工认为，体验流动最明显的障碍与工作没有带来足够的认知挑战和与工作特征相关的情境障碍有关（例如，工作日有太多的干扰和分心，时间表通常被认为过于紧凑，无法进行创造性探索和解决问题，以及用户对开发工具的负面体验）。独创性/价值这些发现提供了对流动障碍的见解，特别是阻碍软件行业员工体验流动的障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.50%

发文量

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.