中东工作场所的非正式学习:探索非正式学习水平对卡塔尔团队绩效的影响

IF 0.7 Q3 ECONOMICS
Dana Al-Hajri
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引用次数: 0

摘要

在组织中,非正式学习被认为是促进员工学习和发展的主要因素之一。多年来,研究人员和从业人员不断尝试了解非正式学习与团队绩效之间的关系,但这种关系被强调为复杂而难以断言。本研究旨在探讨卡塔尔不同非正式学习水平(自我反思(个人)、管理辅导(双人)和知识交流(团队))对团队绩效的作用。数据收集采用定量方法,对卡塔尔一家选定公司的 47 个团队进行了问卷调查。研究结果表明,了解非正式学习与团队绩效之间的关系是复杂的,但利用不同层次的活动提供了一种全面但更有把握的方法,以进一步了解这种关系。研究发现,在非正式学习活动中,团队知识共享的价值最高,而管理辅导的价值较低。一方面,回归测试的结果表明,非正式学习与团队绩效之间没有很强的关联,这表明这两个变量之间的关系很复杂,也表明组织中非正式学习活动的动机/动机是如何产生的。研究最后提出了一个抽象概念来理解非正式学习与团队绩效之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Informal Learning at workplace in the Middle East: Exploring the role of informal learning levels on Team Performance in Qatar
In organisations, informal learning is recognised as one of the major contributors towards learning and development for employees. Over the years, researchers and practitioners continually attempt to understand the relationship between informal learning and team performance, yet this relationship is highlighted to be complex to assert. This study aims to explore the role of different informal learning levels (self-reflection (individual), managerial coaching (dyadic), and knowledge exchange (team)) on team performance in Qatar. Data collection was conducted using quantitative method through deploying the use of questionnaire survey with 47 teams within a selected company in Qatar. The findings showed that understanding the relationship between informal learning and team performance is complex, but using activities at different levels provided a holistic, yet more assertive approach to further understand that relationship. The study found that the team knowledge sharing have the highest values among the informal learning activities while managerial coaching were less practiced. On the one hand, the results derived from the regression tests showed that there is no strong association between informal learning and team performance which indicates that complex relationship between those two variables and how informal learning activities are motivated/demotivated in organisations. The study concluded by proposing an abstract conceptualisation to understand the relationship between informal learning and team performance.
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来源期刊
CiteScore
1.30
自引率
16.70%
发文量
20
审稿时长
30 weeks
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