Journal of Workplace Learning最新文献

{"title":"Enhancing learning organizations through employee resilience: Investigating the mediating influence of psychological empowerment","authors":"Lama Blaique, Hussein Ismail, Thomas P. Corbin Jr., Hazem Aldabbas","doi":"10.1108/jwl-02-2024-0033","DOIUrl":"https://doi.org/10.1108/jwl-02-2024-0033","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to explore the dynamic interplay between employee resilience (ER) and learning organisations, specifically examining the mediating influence of psychological empowerment (PE).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Drawing on responses from 208 participants working in the United Arab Emirates, we used regression analysis with bootstrapping to scrutinise the data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results unveil a positive correlation between ER and learning organisation. Furthermore, PE is found to mediate this relationship.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>In practical terms, organisations are urged to prioritise the cultivation of ER and the establishment of an environment fostering PE. Such initiatives contribute to a culture of continuous learning within the organisation and equip it with the adaptability needed to navigate new challenges.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research contributes to a deeper comprehension of the importance of ER highlighting its positive effect on both organisational learning and PE.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"151 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning organization culture and knowledge sharing: the mediating role of social capital","authors":"Sumi Lee, Seung-hyun Han","doi":"10.1108/jwl-06-2024-0120","DOIUrl":"https://doi.org/10.1108/jwl-06-2024-0120","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to examine the underlying process through which learning organization culture positively influences knowledge sharing. It specifically explored the mediating role of social capital, underscoring its critical impact on enhancing both knowledge sharing and fostering learning organization culture.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>To test the proposed hypotheses, structural equation modeling (SEM) analysis was conducted with a sample of 231 employees from a manufacturing firm in South Korea.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results of this study indicate significant direct effects of learning organization culture on social capital. Also, social capital indicates a positive effect on knowledge sharing. Although learning organization culture had no direct effect on knowledge sharing, it indirectly affected learning organization culture and knowledge sharing by mediating social capital.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study proposes that a learning organization culture will be interconnected with social capital and knowledge sharing. Organizations that can effectively harness the wealth of knowledge unlocked by social capital, and subsequently integrate this knowledge into their activities, are poised for competitive advantage.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>First, this study places a special emphasis on the mediating role of social capital between learning organization culture and knowledge sharing. Despite extensive research exploring diverse knowledge-sharing factors (Wang and Noe, 2010), it is plausible that examining social capital as a mediator could offer insights for facilitating knowledge sharing through its structural, relational and cognitive dimensions. Second, while a plethora of literature examines knowledge sharing, this study also seeks to unravel the multifaceted pathways through which the learning organization culture influences knowledge sharing and how these processes could be optimized in organizations.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"25 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do care workers learn to care for people with dementia living in care homes? A model of informal learning","authors":"Isabelle Latham, Dawn Brooker, Kay de Vries","doi":"10.1108/jwl-04-2024-0080","DOIUrl":"https://doi.org/10.1108/jwl-04-2024-0080","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper describes a model of “Learning to care” derived from a study exploring how care workers in care homes learn to care for people living with dementia. The “Learning to care” model is primarily informal in nature in which influences such as formalised training and organisational culture impact care outcomes indirectly rather than directly.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study used a focused, critical ethnographic approach in two care homes in England resulting in 63 h of observation of care of people living with advanced dementia, 15 semi-structured interviews and 90 in-situ ethnographic interviews with care staff.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings reveal a three-level model of learning to care. At the level of day-to-day interactions is a mechanism for learning that is wholly informal and follows the maxim “What Works is What Matters”. Workers draw on resources and information within this process derived from their personal experiences, resident influences and care home cultural knowledge. Cultural knowledge is created through a worker’s interactions with colleagues and the training they receive, meaning that these organisational level influences affect care practice only indirectly via the “What Works is What Matters” mechanism.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study makes an original contribution by explaining the nature of day-to-day informal learning processes as experienced by care workers and those living with dementia in care homes. In particular, it illuminates the specific mechanisms by which organisational culture has an effect on care practice and the limitations of formal training in influencing such practice.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"61 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using SIM-TLX to investigate the potential impacts on cognitive load while undertaking tasks in a virtual workplace","authors":"Adrian Urbano, Michael Mortimer, Ben Horan, Hans Stefan, Kaja Antlej","doi":"10.1108/jwl-03-2024-0060","DOIUrl":"https://doi.org/10.1108/jwl-03-2024-0060","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The ability to measure cognitive load in the workplace provides several opportunities to improve workplace learning. In recent years, virtual reality (VR) has seen an increase in use for training and learning applications due to improvements in technology and reduced costs. This study aims to focus on the use of simulation task load index (SIM-TLX), a recently developed self-reported measure of cognitive load for virtual environments to measure cognitive load while undertaking tasks in different environments.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The authors conducted a within-subject design experiment involving 14 participants engaged in digit-recall n-back tasks (1-back and 2-back) in two VR environments: a neutral grey environment and a realistic industrial ozone facility. Cognitive load was then assessed using the SIM-TLX.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings revealed higher task difficulty for the 2-back task due to higher mental demand. Furthermore, a notable interaction emerged between cognitive load and different virtual environments.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study relied solely on an n-back task and SIM-TLX self-report measure to assess cognitive load. Future studies should consider including ecologically valid tasks and physiological measurement tools such as eye-tracking to measure cognitive load.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Identifying cognitive workload sources during VR tasks, especially in complex work environments, is considered beneficial to the application of VR training aimed at improving workplace learning.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study provides unique insights into measuring cognitive load from various sources as defined by the SIM-TLX sub-scales to investigate the impact of simulated workplace environments.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"80 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A catalyst for activation against racism: case study on effectiveness of workplace equity, inclusion and diversity conversations","authors":"Patrick Decker-Tonnesen, Kabuika Kamunga, Erick Garcia, Monica Ibarra, Isabelle Martin, Kara Saliba, Caleta Beards, Barbara Jordan, Anjali Bhagra","doi":"10.1108/jwl-02-2024-0025","DOIUrl":"https://doi.org/10.1108/jwl-02-2024-0025","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This case study delves into the evolving landscape of equity, inclusion and diversity (EID) initiatives within the health-care sector, with a specific focus on the “EverybodyIN” program implemented at the Mayo Clinic, a large academic Medical Center in the USA. Against the backdrop of growing awareness catalyzed by societal events, this case study aims to explore the multifaceted aspects of workplace conversations aimed at addressing racial disparities and fostering a more inclusive environment.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The case study relies on the application of critical race theory and a social constructionist approach to investigate the impact of a subset of voluntary educational conversations that were centered on the Black/African-American experience, on staff members’ racial understanding and allyship within the health-care organization. Through thematic analysis of postevent surveys and participant sentiments, three overarching themes emerged: appreciation, education and validation.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Through thematic analysis of postevent surveys and participant sentiments, three overarching themes emerged: appreciation, education and validation. The findings underscore the pivotal role of leadership buy-in, evidence-based practices, health equity and an ongoing commitment to “the journey” in successful EID efforts. The results highlight the significance of integrating EID into health-care organizations as a continuous endeavor that aligns with organizational values and mission.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings underscore the pivotal role that theory and practice play through a newly described framework that includes leadership buy-in, evidence-based practices, health equity and an ongoing commitment to “the journey” for successful EID efforts.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The results highlight the significance of integrating EID into health-care organizations as a continuous endeavor that aligns with organizational values and mission.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>By fostering a safe and informed space for dialogue, organizations can empower staff to engage authentically and acquire cultural competence that may contribute to advancing health equity.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"63 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining workplace affordances within work-study programmes for becoming an engineer","authors":"Shien Chue, Stephen Billett","doi":"10.1108/jwl-08-2023-0136","DOIUrl":"https://doi.org/10.1108/jwl-08-2023-0136","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Work-study programmes aim to support young adults transitioning from tertiary education to work and contribute to enhancing their employability. The purpose of this study is to provide a detailed analysis of the learning experiences of trainees in work-study programmes within the broad field of engineering.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The data gathering procedures used interviews with participants of a specific work-study programme and conducting thematic analyses to identify and understand the motivations of these adults for enrolling in work-study programmes and their associated workplace learning experiences. Fifty-two alumni of electrical and logistics engineering programmes completed 12 months of a separate work-study programme and consented to participate in an hour-long interview. They elaborated upon their work-learn experiences to explicate their work-learn needs and challenges in those interviews.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Findings include workplaces facilitated skills development through providing combinations of work tasks comprising both routine and novel work assignments; challenging circumstances at the workplace provided trainees with opportunities to develop adaptive capacities; and engaging in non-routine work processes fosters integration into the engineering workplace community.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The findings contribute to the existing literature by exemplifying how routine engineering activities are practical affordances through which engineering trainees construct knowledge and dispositions for engaging in challenging, non-routine engineering work. Such experiences are crucial in preparing trainees for advanced roles in logistics or electronic sectors.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"68 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring mixed-reality approaches for inclusive blended learning in higher education","authors":"Gary Burnett","doi":"10.1108/jwl-03-2024-0059","DOIUrl":"https://doi.org/10.1108/jwl-03-2024-0059","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to investigate how mixed-reality (MR) can be used to enhance inclusivity in synchronous working activities where groups of people may be present either face-to-face or online – focusing on blended learning in the higher education (HE) context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>In a research methods module, 140 university master’s-level students were given the option to attend and engage in seminars/practical sessions either in a real lecture room or online through a virtual version of an equivalent environment, accessible on everyday devices. The MR platform provided two-way video “windows” enabling all students on the module to freely interact with staff and their peers. Attendance was recorded throughout the semester and survey data was captured after all sessions (33% response rate). In addition, student activity was video recorded within both the real and virtual spaces.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Attendance was high throughout the semester and students were very positive about this novel approach to their education. Students chose to either engage purely in-person, online or as a mixture of the two; performance on the module was not impacted by this decision. The survey highlighted several factors that impacted on students’ choice of learning space, including those related to intrinsic characteristics of individual students (e.g. desire for traditional/novel social interactions) and those related to extrinsic influences (e.g. weather and travel demands). Video analysis revealed numerous differences in the behaviours exhibited across the virtual and real spaces, related to individual versus team mentalities.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Conclusions are drawn regarding how MR can be used in HE and potentially other work-related contexts to enhance engagement, a sense of community and ultimately learning/productivity outcomes.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study investigated how a large (&gt;100) cohort of students responded to an MR blended learning experience across a whole semester. In this respect, to the best of the author’s knowledge, this is the first study to consider such issues at this scale in a university education setting.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"26 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social virtual reality: systematic review of virtual teamwork with head-mounted displays","authors":"Chitra Dey, Marvin Grabowski, Yannick Frontzkowski, Ganesh M.P., Sebastian Ulbrich","doi":"10.1108/jwl-02-2024-0049","DOIUrl":"https://doi.org/10.1108/jwl-02-2024-0049","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Social virtual reality (SVR) has emerged as a solution for the facilitation of remote and distributed teamwork, promising to overcome challenges faced in virtual 2D communication channels. The purpose of this study is to systematically review empirical articles dealing with the application of SVR with head-mounted displays (HMDs) in teams.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study reviewed 40 empirical papers on teamwork that address the application of SVR using HMD in teams. The authors present results from the extracted data and identify themes that indicate the current state of research in this field.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Based on data obtained from the journal articles, the authors identified three themes underlying current research. They are features and applications of SVR technology, collaboration dynamics and team performance in SVR and educational and professional training and learning. The results show that SVR enhances team collaboration and collaborative learning.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>SVR can aid in improving teamwork and team outcomes. In its current stage, SVR is complementary to 2D technology and not likely to replace traditional tools. Findings suggest that the technology is promising for collaboration and learning in organisations, especially in collaborative design tasks and simulations.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>To the best of the authors’ knowledge, this paper is one of the first studies to look at research emerging from the nascent area of SVR and summarise the current state of research. This study provides managerial implications and identifies future research areas for SVR in teamwork and learning.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"67 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Could extended reality haptics be used in health-care education? A survey of health-care students, educators and clinicians","authors":"Marc Gilbey, Shea Palmer, Louise Moody, Christopher Newton, Natasha Taylor, Ksenija Maravic da Silva","doi":"10.1108/jwl-03-2024-0062","DOIUrl":"https://doi.org/10.1108/jwl-03-2024-0062","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study, which is a cross-sectional survey, aims to investigate health-care academics, clinicians and students’ perspectives of health-care simulation-based learning (SBL) and extended reality (XR) haptics use within health-care education. Participants’ views regarding the application, barriers and facilitators of SBL and XR haptics were explored.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The authors conducted an online international cross-sectional survey of 178 participants.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The survey found high health-care SBL use (<em>n</em> = 97, 55.1%) but low awareness (<em>n</em> = 48, 27.3%) or prior use of XR haptics (<em>n</em> = 14, 7.9%). Participants expressed interest in XR haptic technology emphasising its potential in SBL, particularly for understanding anatomy and physiology, enhancing clinical reasoning and consultation and practical skills.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Whilst there was interest in XR haptics, few participants described previous experience of using this technology in SBL. A large percentage of the participants were UK-based. Most participants were from a nurse or physiotherapy professional background.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>XR haptics is a developing technology for SBL in health-care education. Whilst there was clear interest from survey participants, further research is now required to develop and evaluate the feasibility of using this technology in health-care education.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Health-care students, educators and clinicians views on XR haptics have not previously been explored in the development and application of this technology. The findings of this survey will inform the development of XR learning scenarios that will be evaluated for feasibility in health-care SBL.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"26 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IT professionals’ post-pandemic online learning: UTAUT model study","authors":"Sampada C. Deshmukh, Mita Mehta","doi":"10.1108/jwl-02-2024-0052","DOIUrl":"https://doi.org/10.1108/jwl-02-2024-0052","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to examine employees’ online learning continuation intentions (OLCI), exploring factors such as performance expectancy (PE), effort expectancy (EE), social influence (SI), perceived benefits (PB) and management support (MS) influencing their commitment to online learning engagement.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The Unified Theory of Acceptance and Use of Technology (UTAUT) model was expanded to include PB and MS constructs. This study used a quantitative research approach using purposive sampling techniques. Three hundred and eighty-six responses from Indian information technology (IT) professionals at various levels were analysed using Statistical Package for the Social Sciences-Analysis of Moments Structures tool.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This study found a strong positive influence of PE, EE, PB and MS on OLCI in the context of post-pandemic. Workplace learning rapidly generates outcomes if employees associate it with their career growth. However, the authors found that SI does not significantly affect OLCI.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research is unique work in the area of workplace learning by evaluating the OLCI of IT professionals using the extended UTAUT model in a new normal. Moreover, this study contributes to online learning literature with a combined study of technology usage, continuance intention and organization learning and development.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"75 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}