Journal of Workplace Learning最新文献

{"title":"“Am I supposed to call them?” Relearning interactions in the digital workplace","authors":"Karin Högberg, Sara Willermark","doi":"10.1108/jwl-03-2023-0056","DOIUrl":"https://doi.org/10.1108/jwl-03-2023-0056","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A multiple, longitudinal case study of knowledge-based workers in three firms located in Sweden has been conducted from March 2020 to March 2023. In total, 89 interviews with 32 employees in three knowledge-based firms have been collected.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study shows how the intricate interaction between rules and norms for interaction and work must be renegotiated as well as un- and relearned when the physical work environment no longer frames the work context. Furthermore, technology can be viewed as both an enable and a barrier, that is, technology has enhanced collaboration between organizational members yet also created social difficulties, for example, related to communication and interaction. The study emphasizes that individuals learned through trial and error. That is, they tried behaviors such as translating social interactions\" to a digital arena, appraised the outcomes and modified the practices if the outcomes were poor.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The present study does have several limitations. First, it is based on interviews with respondents within three organizations in Sweden. To broaden and deepen the understanding of both organizational and learning, future studies can contribute by studying other contexts as well as using a mixed method approach in other countries.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Results from the study can provide a practical understanding of how the rapid change from working at the office to working from home using digital technologies can be understood and managed.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Contributions include combining interaction order and un- and relearning among organizational employees. This insight is important given that the rapid digital transformation of our society has changed how work is performed and how the future workplace will be both structured and organized.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"15 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683520","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 from experiments: exploring how short time-boxed experiments can contribute to organizational learning","authors":"Sidsel Lond Grosen, Kasper Edwards","doi":"10.1108/jwl-08-2023-0138","DOIUrl":"https://doi.org/10.1108/jwl-08-2023-0138","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The aim of this paper is to explore how the involvement of workplace teams in experimenting with changes in their work practices through short, time-boxed, experiments (STBEs) can support organizational learning. It is explored how staffs’ experiences with experimental practices give rise to shared knowledge and how this is supported by the design of the STBE-procedure. Also explored is how the STBEs support knowledge retainment.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study builds on the authors’ participation in a research and development project across seven financial enterprises in Denmark. Qualitative material was developed as part of the experiments. Theoretically emphasizing experience, knowledge creation through dialogue and knowledge retention, the material was analyzed, focusing on participants’ experiences and interactions, as well as on procedures.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The STBEs occasioned direct experience with new work practices for managers and employees. Supported by the STBE-procedure, these experiences generated new knowledge individually, collectively and on an organizational level. The procedure also created routines that can underpin the retainment of the new practices and knowledge related to incorporating it in the organization.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The study implicates experience with changes in work practices to be understood as predominantly mindful in opposition to simple, even when the changes appear to be simple.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The STBEs are applicable when working with organizational learning related to new work practices. Procedures supporting dialogue and mindful processes appear to be advantageous in relation to learning from experiments.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Based on an original research and development project and unique qualitative material, the study adds to discussions on how to best conduct and learn from experiments in organizations.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"113 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560419","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":"Workplace learning and information exchange among gig workers: crowdsourcing and the social media advantage","authors":"Pimsiri Aroonsri, Oliver Stephen Crocco","doi":"10.1108/jwl-03-2023-0049","DOIUrl":"https://doi.org/10.1108/jwl-03-2023-0049","url":null,"abstract":"Purpose The purpose of this study is to understand the scope and nature of information sharing as a form of workplace learning among gig workers. Design/methodology/approach Data were collected from public social media communities of gig workers in Thailand. In total, 338 posts and 3,022 comments on the posts were analyzed (data corpus N = 3,360). Thailand was selected for the context of this study given its high level of social media penetration, a high percentage of digital service consumption of internet users and the prevalence of app-based gig workers. This study used thematic analysis using inductive and semantic coding to generate themes. Findings Findings showed two overarching themes of information sharing, which included on-the-job experience and inquiries. One surprising finding was the extent to which gig workers used social media to help others even when it potentially undermined their success. Research limitations/implications This study adds evidence to the role of information sharing in workplace learning and illustrates how gig workers who do not have access to traditional training and learning opportunities use social media communities to fill this need. Originality/value Given the surge of digitalization and internet infrastructure leading to the rise of gig work worldwide, this study provides a closer look at how gig workers are using social media communities to facilitate workplace learning and support one another amid otherwise difficult and insecure working conditions. It also discusses the role that culture plays in facilitating a cooperative rather than a competitive environment among drivers.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"7 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138538928","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":"Making evidence-based practice actionable in the social service context: experiences and implications of workplace education","authors":"Birgitta Schwartz, K. Tilling","doi":"10.1108/jwl-12-2022-0168","DOIUrl":"https://doi.org/10.1108/jwl-12-2022-0168","url":null,"abstract":"\u0000Purpose\u0000Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services. The purpose of this study is to understand the development of organizational EBP learning processes in daily work through workplace education for staff and managers of supported homes for people with cognitive disabilities. The authors examine how the EBP model and new knowledge are understood and made actionable in the workplace, applying theories of organizational learning.\u0000\u0000\u0000Design/methodology/approach\u0000The authors used empirical material collected from an EBP workplace education pilot in Sweden, as well as documents on national EBP implementation in Swedish social services. Before the pilot, a focus group interview was conducted with regional senior managers. Participating managers and staff were individually interviewed two to three years after the pilot.\u0000\u0000\u0000Findings\u0000The study illustrates how knowledge-based action emerged from education where EBP was interpreted, understood, reflected on, and tested, supported by codified EBP tools in the work context. The participants, when supervised, and when observing and questioning their own behaviors in practice, contributed to double-loop learning (DLL) processes. Codification of EBP knowledge into useful tools and socialization processes during education and workplace meetings was crucial in developing individual and group DLL and knowledge-based actions.\u0000\u0000\u0000Originality/value\u0000The bottom-up approach to EBP development and the adaptive contextual learning at the workplace gave new insights into organizational learning in social service workplaces.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"57 7","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598530","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":"The mediating role of organisational learning capabilities between workplace happiness and organisational citizenship behaviour","authors":"Preeti Goel, Animesh Singh","doi":"10.1108/jwl-06-2023-0100","DOIUrl":"https://doi.org/10.1108/jwl-06-2023-0100","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"246 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138538899","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":"Working Out Loud: an intervention study to test an agile learning method","authors":"Tabea Augner, Carsten C. Schermuly, Franziska Jungmann","doi":"10.1108/jwl-04-2023-0067","DOIUrl":"https://doi.org/10.1108/jwl-04-2023-0067","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Today’s unpredictable and fast-changing work environment challenges researchers and organizations to rethink learning. In contrast to traditional learning designs, new learning frameworks such as agile learning are more learner centered, integrated into the workplace and socially shaped. The purpose of this study is to examine Working Out Loud (WOL) as an agile learning method.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This intervention study used a pre–post and six-month follow-up design (<em>N</em> = 507) to evaluate the effects of WOL on learners’ vigor (affective outcome), WOL behavior (behavioral outcome) and psychological empowerment (cognitive outcome) at work.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The authors compared the three longitudinal measurements using multilevel modeling. Results revealed that WOL could significantly increase learners’ WOL behavior and psychological empowerment at work in the post and six-month follow-up measurements. No effect was found on learners’ vigor at work.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study highlights the need for research on new, more agile learning frameworks and discusses their relevance to the literature. Agile learning frameworks enable learners to be more autonomous and flexible, allowing them to better adapt to changing environmental demands.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"11 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138538925","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 century of retail work training: changes in employers’ instructional video modelling of cashier work in service encounters","authors":"Charlotte Arkenback, Mona Lundin","doi":"10.1108/jwl-12-2022-0179","DOIUrl":"https://doi.org/10.1108/jwl-12-2022-0179","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to examine how instructional videos produced by retail employers and tech companies have modelled cashier roles and skills in service encounters over time, providing insights into cashier training and job responsibility evolution across different retail eras.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Online video research is used, with YouTube as data source and the theory of practice architectures and related concepts as analytical framework, to examine 50 instructional video narratives produced between 1917 and 2021.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Cashiers’ selling practice comprises transactions and customer service, which are often taught separately. Technology has explicitly influenced changes in cashier work and training at three points in history: mechanised checkout (1917), computerised checkout (1980) and connected checkout (2010). “New technology” involves a combination of arrangements with the potential to transform the semantic, physical and social dimensions of cashiers’ selling practice. However, despite technological advancements, employers’ cashier training videos have not evolved significantly since the 1990s and still focus on emotional labour skills.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The findings indicate a need for transforming training for service work in the connected service encounter.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The relationship between technological innovations and changes in frontline service work and workplace learning is examined through the lens of instructional videos produced by retail employers and tech companies, giving rise to insights into limitations of current training methods for service workers. This paper suggests the need for a more holistic perspective on service encounters to understand service work and workplace learning changes.</p><!--/ Abstract__block -->","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138538922","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":"Training orientation, organizational support and training satisfaction – the mediating role of perceived value of training","authors":"Wai Ming To, Vincent W.S. Leung","doi":"10.1108/jwl-05-2023-0091","DOIUrl":"https://doi.org/10.1108/jwl-05-2023-0091","url":null,"abstract":"Purpose This study aims to explore the relationships between employees’ training orientation, organizational support for training and employees’ training satisfaction. It also investigates the mediating role of perceived value of training in the relationships. Design/methodology/approach Based on a literature review on training, the study proposes a theoretical model that links employees’ training orientation and organizational support for training to training satisfaction directly and indirectly via perceived value of training, while employees’ training satisfaction may influence affective commitment. The model was tested using responses from 364 Chinese employees in Macao. Findings Results of partial least square-structural equation modeling showed that employees’ training orientation influenced training satisfaction directly and indirectly through perceived value of training, while organizational support for training also influenced employees’ training satisfaction indirectly through perceived value of training. Training satisfaction had a positive effect on affective commitment. Research limitations/implications The study’s limitations include a cross-sectional design and the characteristics of Macao’s economic structure. Although the causality of relationships was grounded in prior studies, reverse relationships might exist between some selected variables. It is suggested that a longitudinal study shall be carried out to confirm the causality of relationships. Additionally, Macao’s economy is dominated by its service sector. Future research can be carried out in other cities that have the manufacturing and high-technology sectors. Originality/value The study unveiled that employees’ training orientation including their general attitude towards training and training goal orientation and organizational support for training are key antecedents of training satisfaction. Human resources professionals in organizations must develop innovative ways, such as simulation games and competitions, to enhance the awareness of the importance of training to their employees. Additionally, they must advocate and demonstrate organizations providing supportive environments for training.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"81 S1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135584886","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":"Linking positive psychology with reciprocal action learning","authors":"Paul Lyons","doi":"10.1108/jwl-09-2023-0146","DOIUrl":"https://doi.org/10.1108/jwl-09-2023-0146","url":null,"abstract":"Purpose The purpose of this paper, intended primarily for practitioners, is to demonstrate how features of psychological capital (PsyCap) may be combined with manager efforts to collaborate with an employee on an action learning project. In reciprocal action learning, manager and employee create a partnership to learn, achieve work-focused goals and advance their relationship. Initiatives aimed at positively stimulating employee assets and psychological or behavioral attributes can overlay the action learning process. Design/methodology/approach A narrative synthesis was used to examine three sources of empirical research from organizational psychology and human resource management: reciprocity, action learning and PsyCap. Information was integrated to create a guide, a model for managers for use in considering options about how to structure employee and self-learning, as well as options for use in stimulating employee assets and PsyCap. Findings The approach presented may serve as a practical guide for manager consideration. Research identifies several types of behaviors and activities intended to positively stimulate and reinforce the learning of both participants. The literature on PsyCap offers many initiatives for a manager to consider in assisting an employee to develop talent and positive attitudes. Such efforts have to be carefully tailored to the individual employee, the tasks at hand and the manager’s own learning needs. Originality/value The value of action learning is supported by a relatively large research base. The significance of PsyCap also has substantial support. Innovatively, this paper offers guidance to a manager in consideration of combining the attributes of both concepts to maximize positive effects on learning, personal growth, skill development and work achievement.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135044116","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":"Information literacy and the material objects of the Kente-weaving landscape","authors":"Franklin Gyamfi Agyemang, Nicoline Wessels, Madely du Preez","doi":"10.1108/jwl-11-2022-0151","DOIUrl":"https://doi.org/10.1108/jwl-11-2022-0151","url":null,"abstract":"Purpose This paper aims to examine the ways becoming information literate relates to the material objects in the Kente-weaving landscape. Design/methodology/approach An ethnographic research design was adopted wherein data was collected using participant observation and a semi-structured interview with 24 participants through their roles as either master weaver, junior weaver or novice weaver. Thematic analysis through a practice-based approach to information literacy frames the analysis of this study. Findings Information literacy relates to the material objects in terms of developing the know-how knowledge regarding the Kente-weaving tools used as well as what constitutes the quality of Kente fabrics. Practical implications Information literacy goes beyond having theoretical knowledge of the material objects of an information landscape. It is practical, not merely knowing the names of the material objects and what they are literary used for. Originality/value To the best of the authors’ knowledge, this is the first study that contributes to the understanding of how information literacy relates to material objects in the craft workplace.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688708","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}