为员工可持续发展定义和实施智能工作环境:组织发展和学习的行动研究

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
Annika Wiklund-Engblom, F. Polo, Caroline Kullbäck, Staffan Asplund
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引用次数: 1

摘要

目的本研究的目的是对成长中的中小企业(SME)进行组织发展干预,其中最高管理层的目标是成为对下一代员工有吸引力的工作场所。核心问题是如何根据这一目标群体的需求开发智能工作环境。其目的是实用的和理论的。设计/方法论/方法行动研究(AR)方法被用作组织学习过程的框架。问题识别、目标和活动是与管理团队和员工一起在迭代过程中制定的。从主要问题开始,概述了干预措施的方法计划,包括收集定性和定量数据的几种工具。AR是一个紧急过程,在这个过程中,数据、研究人员和参与者在决定下一步行动时都有同样的贡献。发现理论发现涉及在这种特定背景下SWE的定义,以及它在干预期间是如何演变的。它被确定为对概念的扩展性学习,通过迭代阶段进行说明,允许扩展对组织中存在、做和联系的新方式的理解和实施。研究局限性/含义研究结果基于有限的特定情境样本,因此与受研究的组织有关。需要进一步的研究,看看这些发现是如何转移到其他环境中的。实际含义本研究强调了参与式方法和管理层对员工需求的敏感性如何对定义和实施SWE有价值,以及这种方法如何改善组织动态并有助于组织学习。创意/价值这项研究深入了解了新一代员工在工作中最重要的因素。虽然之前对SWE的研究主要集中在数字化和工作空间框架下的效率和有效性上,但目前的研究结果强调了在工作中处理社会情感层面对确保员工可持续性的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Defining and implementing a smart working environment for employee sustainability: action research for organisational development and learning
Purpose The purpose of this study consisted of an organisational development intervention in a growing small and medium-sized enterprises (SME) where the top management’s objective was to become an attractive workplace for the next generation of employees. The central problem is how to develop a smart working environment (SWE) based on the needs of this target group. The aim is both practical and theoretical. Design/methodology/approach The action research (AR) approach was used as a frame for the organisational learning process. The problem identification, targets and activities were developed in an iterative process together with the management team and employees. Starting from the main problem, a methodological plan was outlined for the intervention, including several instruments for collecting both qualitative and quantitative data. AR is an emergent process in which data, researchers and participants are equally contributing in deciding on the next steps to be taken. Findings The theoretical findings pertain to the definition of what an SWE is in this specific context and how it evolved during the intervention period. It is identified as expansive learning of the concept, which is illustrated through the iterative phases allowing for the expansion of understanding and implementing new ways of being, doing and relating in the organisation. Research limitations/implications The results are based on a limited and contextually specific sample and are thus descriptive in relation to the organisation subjected to study. Further research is needed to see how the findings are transferable to other contexts. Practical implications This study highlights how participative approaches and managerial sensitivity to employees’ needs are valuable for defining and implementing an SWE and how this approach can improve organisational dynamics and contribute to organisational learning. Originality/value The study gives insight into factors that the new generation of employees finds most important at work. While prior research on SWE mostly focuses on efficiency and effectiveness framed by digitalisation and workspace, the present findings emphasise the importance of working with the socioemotional dimension at work for ensuring employee sustainability.
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来源期刊
Journal of Workplace Learning
Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.60
自引率
10.50%
发文量
34
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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