Pub Date : 2024-05-06DOI: 10.1108/tlo-01-2023-0021
Laura Cortellazzo, Selma Vaska
Purpose This study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service, and investigate the emotional and behavioral responses of gig workers. Design/methodology/approach This study adopts a qualitative approach by interviewing 19 gig workers from six food delivery firms operating in different countries. Findings The results show limited training and feedback opportunities are provided to app workers, although the complexity of training and delivery methods differ across platforms. To address this shortage, app workers developed response strategies relying on social interaction. Research limitations/implications This study adds to the research on HRM practices in the gig economy by portraying the way in which training and feedback unfold in the food delivery app ecosystem and by disclosing the gig workers’ emotional and behavioral responses to it. Practical implications This study shows that the way training activities are currently designed may provide little value to the ecosystem and are likely to produce negative emotional responses in gig workers. Thus, platform providers may make use of these findings by introducing more transparent feedback and social learning opportunities. Originality/value To the best of the authors’ knowledge, this study is among the first empirical studies on online delivery gig workers addressing specific HRM practices. It reveals significant insights for training and feedback, suggesting app economy characteristics strongly affect training and feedback practices for app workers.
{"title":"HRM practices in app work: exploring training and feedback in the food delivery ecosystem","authors":"Laura Cortellazzo, Selma Vaska","doi":"10.1108/tlo-01-2023-0021","DOIUrl":"https://doi.org/10.1108/tlo-01-2023-0021","url":null,"abstract":"Purpose\u0000This study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service, and investigate the emotional and behavioral responses of gig workers.\u0000\u0000Design/methodology/approach\u0000This study adopts a qualitative approach by interviewing 19 gig workers from six food delivery firms operating in different countries.\u0000\u0000Findings\u0000The results show limited training and feedback opportunities are provided to app workers, although the complexity of training and delivery methods differ across platforms. To address this shortage, app workers developed response strategies relying on social interaction.\u0000\u0000Research limitations/implications\u0000This study adds to the research on HRM practices in the gig economy by portraying the way in which training and feedback unfold in the food delivery app ecosystem and by disclosing the gig workers’ emotional and behavioral responses to it.\u0000\u0000Practical implications\u0000This study shows that the way training activities are currently designed may provide little value to the ecosystem and are likely to produce negative emotional responses in gig workers. Thus, platform providers may make use of these findings by introducing more transparent feedback and social learning opportunities.\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study is among the first empirical studies on online delivery gig workers addressing specific HRM practices. It reveals significant insights for training and feedback, suggesting app economy characteristics strongly affect training and feedback practices for app workers.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"28 5‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141006609","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}
Pub Date : 2024-05-01DOI: 10.1108/tlo-06-2023-0106
Viktoria Rubin
Purpose With the rise of the gig economy, management positions are increasingly staffed with flexible labor, so-called interim managers. They plunge into organizations for a limited period, operating in a liminal position as partly insider, partly outsider. Although several contributions to their client organizations are acknowledged, it is unknown how the interim manager’s knowledge from previous assignments is made useful in the new context under these particular working conditions. Therefore, the purpose of this paper is to increase the understanding of how the interim manager’s knowledge is transferred to the client organization while operating from a liminal position. Design/methodology/approach This paper presents an interview-based multiple case study of six interim assignments where knowledge transfer is considered a social and context-dependent process. Findings The findings unveil the multifaceted nature of the liminal position, which consists of task orientation, time limitation, political detachment and cultural distance. These facets contribute to knowledge transfer in terms of new shared understandings and joint interests, which in turn might create new practices that augment continuous knowledge-sharing patterns. Originality/value The results contribute to the research on flexible work arrangements by shedding light on how the liminal position, predominantly depicted as an obstacle for the individual, might facilitate knowledge transfer. Through the process of knowledge generation, it is shown how a short-term engagement might enable the organization to increase its knowledge over time.
{"title":"Leveraging liminality: how the interim manager’s liminal position facilitates knowledge transfer to client organizations","authors":"Viktoria Rubin","doi":"10.1108/tlo-06-2023-0106","DOIUrl":"https://doi.org/10.1108/tlo-06-2023-0106","url":null,"abstract":"Purpose\u0000With the rise of the gig economy, management positions are increasingly staffed with flexible labor, so-called interim managers. They plunge into organizations for a limited period, operating in a liminal position as partly insider, partly outsider. Although several contributions to their client organizations are acknowledged, it is unknown how the interim manager’s knowledge from previous assignments is made useful in the new context under these particular working conditions. Therefore, the purpose of this paper is to increase the understanding of how the interim manager’s knowledge is transferred to the client organization while operating from a liminal position.\u0000\u0000Design/methodology/approach\u0000This paper presents an interview-based multiple case study of six interim assignments where knowledge transfer is considered a social and context-dependent process.\u0000\u0000Findings\u0000The findings unveil the multifaceted nature of the liminal position, which consists of task orientation, time limitation, political detachment and cultural distance. These facets contribute to knowledge transfer in terms of new shared understandings and joint interests, which in turn might create new practices that augment continuous knowledge-sharing patterns.\u0000\u0000Originality/value\u0000The results contribute to the research on flexible work arrangements by shedding light on how the liminal position, predominantly depicted as an obstacle for the individual, might facilitate knowledge transfer. Through the process of knowledge generation, it is shown how a short-term engagement might enable the organization to increase its knowledge over time.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"2005 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141027275","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}
Pub Date : 2024-05-01DOI: 10.1108/tlo-06-2023-0099
Stephen Tetteh
Purpose Based on the conservation of resource theory and the affective events theory, the study aims to explore the role of workplace incivility in predicting work engagement through emotional exhaustion and how psychological capital moderates this relationship. Design/methodology/approach Using the questionnaire survey with a sample of 278 restaurant employees in Ghana and through process macro analysis, the hypotheses were tested. Findings The results depict the mediating role of emotional exhaustion on the workplace incivility–engagement relationship. Also, the level of an individual’s psychological capital buffers the impact of workplace incivility on engagement through emotional exhaustion. When psychological capital is high, the negative effect of workplace incivility on work engagement through emotional exhaustion weakens. Practical implications The findings suggest that organizations, particularly those in developing economies in Africa, can derive immense benefit from giving psychological capital training to employees to help buffer the effects of incivility on engagement through emotional exhaustion. Originality/value With a focus on a developing economy in Africa, to the best of the author’s knowledge, this study is novel in exploring the mediating and moderating mechanisms of the incivility–engagement relationship.
{"title":"Incivility and engagement: the role of emotional exhaustion and psychological capital in service organizations","authors":"Stephen Tetteh","doi":"10.1108/tlo-06-2023-0099","DOIUrl":"https://doi.org/10.1108/tlo-06-2023-0099","url":null,"abstract":"Purpose\u0000Based on the conservation of resource theory and the affective events theory, the study aims to explore the role of workplace incivility in predicting work engagement through emotional exhaustion and how psychological capital moderates this relationship.\u0000\u0000Design/methodology/approach\u0000Using the questionnaire survey with a sample of 278 restaurant employees in Ghana and through process macro analysis, the hypotheses were tested.\u0000\u0000Findings\u0000The results depict the mediating role of emotional exhaustion on the workplace incivility–engagement relationship. Also, the level of an individual’s psychological capital buffers the impact of workplace incivility on engagement through emotional exhaustion. When psychological capital is high, the negative effect of workplace incivility on work engagement through emotional exhaustion weakens.\u0000\u0000Practical implications\u0000The findings suggest that organizations, particularly those in developing economies in Africa, can derive immense benefit from giving psychological capital training to employees to help buffer the effects of incivility on engagement through emotional exhaustion.\u0000\u0000Originality/value\u0000With a focus on a developing economy in Africa, to the best of the author’s knowledge, this study is novel in exploring the mediating and moderating mechanisms of the incivility–engagement relationship.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"81 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141033893","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}
Pub Date : 2024-04-19DOI: 10.1108/tlo-05-2023-0079
Jason Martin, Per-Erik Ellström, Andreas Wallo, Mattias Elg
Purpose This paper aims to further our understanding of policy–practice gaps in organizations from an organizational learning perspective. The authors conceptualize and analyze policy–practice gaps in terms of what they label the dual challenge of organizational learning, i.e. the organizational tasks of both adapting ongoing practices to prescribed policy demands and adapting the policy itself to the needs of practice. Specifically, the authors address how this dual challenge can be understood in terms of organizational learning and how an organization can be managed to successfully resolve the dual learning challenge and, thereby, bridge policy–practice gaps in organizations. Design/methodology/approach This paper draws on existing literature to explore the gap between policy and practice. Through a synthesis of theories and an illustrative practical example, this paper highlights key conceptual underpinnings. Findings In the analysis of the dual challenge of organizational learning, this study provides a conceptual framework that emphasizes the important role of tensions and contradictions between policy and practice and their role as drivers of organizational learning. To bridge policy–practice gaps in organizations, this paper proposes five key principles that aim to resolve the dual challenge and accommodate both deployment and discovery in organizations. Research limitations/implications Because this is a conceptual study, empirical research is called for to explore further and test the findings and conclusions of the study. Several avenues of possible future research are proposed. Originality/value This paper primarily contributes by introducing and elaborating on a conceptual framework that offers novel perspectives on the dual challenges of facilitating both discovery and deployment processes within organizations.
{"title":"Bridging the policy-practice gap: a dual challenge of organizational learning","authors":"Jason Martin, Per-Erik Ellström, Andreas Wallo, Mattias Elg","doi":"10.1108/tlo-05-2023-0079","DOIUrl":"https://doi.org/10.1108/tlo-05-2023-0079","url":null,"abstract":"\u0000Purpose\u0000This paper aims to further our understanding of policy–practice gaps in organizations from an organizational learning perspective. The authors conceptualize and analyze policy–practice gaps in terms of what they label the dual challenge of organizational learning, i.e. the organizational tasks of both adapting ongoing practices to prescribed policy demands and adapting the policy itself to the needs of practice. Specifically, the authors address how this dual challenge can be understood in terms of organizational learning and how an organization can be managed to successfully resolve the dual learning challenge and, thereby, bridge policy–practice gaps in organizations.\u0000\u0000\u0000Design/methodology/approach\u0000This paper draws on existing literature to explore the gap between policy and practice. Through a synthesis of theories and an illustrative practical example, this paper highlights key conceptual underpinnings.\u0000\u0000\u0000Findings\u0000In the analysis of the dual challenge of organizational learning, this study provides a conceptual framework that emphasizes the important role of tensions and contradictions between policy and practice and their role as drivers of organizational learning. To bridge policy–practice gaps in organizations, this paper proposes five key principles that aim to resolve the dual challenge and accommodate both deployment and discovery in organizations.\u0000\u0000\u0000Research limitations/implications\u0000Because this is a conceptual study, empirical research is called for to explore further and test the findings and conclusions of the study. Several avenues of possible future research are proposed.\u0000\u0000\u0000Originality/value\u0000This paper primarily contributes by introducing and elaborating on a conceptual framework that offers novel perspectives on the dual challenges of facilitating both discovery and deployment processes within organizations.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684178","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}
Pub Date : 2024-03-26DOI: 10.1108/tlo-10-2022-0124
Panpan Zhang
Purpose This study aims to synthesize existing findings in the gig worker training literature and identify the training rationales adopted by these studies, using a synthesized framework of organizational training rationales. This study seeks to delineate the rationales behind gig worker training and highlight unaddressed training needs within digital platforms, ultimately proposing a research agenda for future studies in this area. Design/methodology/approach A systematic review methodology is adopted to synthesize and analyze empirical, peer-reviewed studies on gig worker training. Findings The systematic review reveals that competency and economic rationales are predominantly adopted in gig worker training studies, with the relationship rationale, common in traditional training, notably absent. This study also outlines seven future research directions to highlight identified challenges and unaddressed training needs. Originality/value To the best of the author’s knowledge, this study is the first work that systematically reviews existing findings on gig worker training.
{"title":"Training for gig workers: a systematic review and research agenda","authors":"Panpan Zhang","doi":"10.1108/tlo-10-2022-0124","DOIUrl":"https://doi.org/10.1108/tlo-10-2022-0124","url":null,"abstract":"Purpose\u0000This study aims to synthesize existing findings in the gig worker training literature and identify the training rationales adopted by these studies, using a synthesized framework of organizational training rationales. This study seeks to delineate the rationales behind gig worker training and highlight unaddressed training needs within digital platforms, ultimately proposing a research agenda for future studies in this area.\u0000\u0000Design/methodology/approach\u0000A systematic review methodology is adopted to synthesize and analyze empirical, peer-reviewed studies on gig worker training.\u0000\u0000Findings\u0000The systematic review reveals that competency and economic rationales are predominantly adopted in gig worker training studies, with the relationship rationale, common in traditional training, notably absent. This study also outlines seven future research directions to highlight identified challenges and unaddressed training needs.\u0000\u0000Originality/value\u0000To the best of the author’s knowledge, this study is the first work that systematically reviews existing findings on gig worker training.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210027","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}
Pub Date : 2024-03-21DOI: 10.1108/tlo-05-2023-0081
Rishi Kappal, Dharmesh K. Mishra
Purpose Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning culture. The purpose of this study is to examine the Executive isolation phenomenon where relationships between power distance, organizational culture and executive isolation of Chief Executive Officers (CEOs) are analysed on how it is considered by their teams. The same is contextualized through the inputs received through interviews conducted with CEOs and employee surveys. Design/methodology/approach The qualitative in-depth interviews of five CEOs, and survey across 34 of the 50 employees, were undertaken over the course of two phases of this study. The investigation focused on identifying executive isolation of CEOs and perspectives of employees that can impact the leadership and learning progress of organizations based on work culture, power distance and decision-making; awareness and experience of executive isolation; workplace friendliness and rejection; and management development initiatives to minimize the impact of executive isolation. Qualitative data analysis was conducted using MAXQDA 2022 (Verbi Software, Berlin, Germany), which is a qualitative data analysis software. Findings The findings highlight and expose the significant gap between understanding and analysing of the factors due to which the CEOs undergo executive isolation. It also extends to providing details related to the lack of awareness of the teams’ actions contributing to the CEOs’ isolation. It further highlights the fact that the difference of perspectives between the CEOs and teams leads to the organization slowing in its learning activities due to the leaders’ own challenges of executive isolation The findings also provide immense need of developing knowledge assets and management development initiatives for learning interventions, to help understand, analyse and mitigate executive isolation, in the interest of the organizational learning and development. Originality/value Earlier research work have contextualized the executive isolation impact on CEOs ability to be a leader. This study extends it to include the implications of leadership and learning culture on the teams that are affected by organization culture, power distance, decision-making and analysing the gap between the understandings about executive isolation of the CEOs. Eventually, it interprets how CEOs courting the executive isolation impacts the overall developmental culture of the organization. This will help in asserting the serious need of new learning frameworks needed to minimize the impact of CEO-level executive isolation.
{"title":"Impact of executive isolation on leadership and learning culture: a study across chief executive officers and employees of technology enterprises in India","authors":"Rishi Kappal, Dharmesh K. Mishra","doi":"10.1108/tlo-05-2023-0081","DOIUrl":"https://doi.org/10.1108/tlo-05-2023-0081","url":null,"abstract":"Purpose\u0000Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning culture. The purpose of this study is to examine the Executive isolation phenomenon where relationships between power distance, organizational culture and executive isolation of Chief Executive Officers (CEOs) are analysed on how it is considered by their teams. The same is contextualized through the inputs received through interviews conducted with CEOs and employee surveys.\u0000\u0000Design/methodology/approach\u0000The qualitative in-depth interviews of five CEOs, and survey across 34 of the 50 employees, were undertaken over the course of two phases of this study. The investigation focused on identifying executive isolation of CEOs and perspectives of employees that can impact the leadership and learning progress of organizations based on work culture, power distance and decision-making; awareness and experience of executive isolation; workplace friendliness and rejection; and management development initiatives to minimize the impact of executive isolation. Qualitative data analysis was conducted using MAXQDA 2022 (Verbi Software, Berlin, Germany), which is a qualitative data analysis software.\u0000\u0000Findings\u0000The findings highlight and expose the significant gap between understanding and analysing of the factors due to which the CEOs undergo executive isolation. It also extends to providing details related to the lack of awareness of the teams’ actions contributing to the CEOs’ isolation. It further highlights the fact that the difference of perspectives between the CEOs and teams leads to the organization slowing in its learning activities due to the leaders’ own challenges of executive isolation The findings also provide immense need of developing knowledge assets and management development initiatives for learning interventions, to help understand, analyse and mitigate executive isolation, in the interest of the organizational learning and development.\u0000\u0000Originality/value\u0000Earlier research work have contextualized the executive isolation impact on CEOs ability to be a leader. This study extends it to include the implications of leadership and learning culture on the teams that are affected by organization culture, power distance, decision-making and analysing the gap between the understandings about executive isolation of the CEOs. Eventually, it interprets how CEOs courting the executive isolation impacts the overall developmental culture of the organization. This will help in asserting the serious need of new learning frameworks needed to minimize the impact of CEO-level executive isolation.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221041","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}
Pub Date : 2024-03-20DOI: 10.1108/tlo-12-2022-0163
A. Khatun, Vishal Singh, Akashdeep Joshi
Purpose Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type. Design/methodology/approach The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied. Findings The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university. Research limitations/implications The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement. Originality/value Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.
{"title":"Perception of employees towards learning in hybrid workplace: a study of university faculty","authors":"A. Khatun, Vishal Singh, Akashdeep Joshi","doi":"10.1108/tlo-12-2022-0163","DOIUrl":"https://doi.org/10.1108/tlo-12-2022-0163","url":null,"abstract":"\u0000Purpose\u0000Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.\u0000\u0000\u0000Design/methodology/approach\u0000The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.\u0000\u0000\u0000Findings\u0000The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.\u0000\u0000\u0000Research limitations/implications\u0000The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.\u0000\u0000\u0000Originality/value\u0000Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"31 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226575","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}
Pub Date : 2024-03-14DOI: 10.1108/tlo-12-2022-0157
Niki Chatzipanagiotou, Anita Mirijamdotter, C. Mörtberg
Purpose This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices. Design/methodology/approach Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens. Findings Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts. Originality/value The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.
{"title":"Work-integrated learning in managers’ cooperative work practices","authors":"Niki Chatzipanagiotou, Anita Mirijamdotter, C. Mörtberg","doi":"10.1108/tlo-12-2022-0157","DOIUrl":"https://doi.org/10.1108/tlo-12-2022-0157","url":null,"abstract":"Purpose\u0000This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.\u0000\u0000Design/methodology/approach\u0000Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.\u0000\u0000Findings\u0000Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.\u0000\u0000Originality/value\u0000The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"34 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245038","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":"Develop and support leaders who promote organizational learning","authors":"Y. Nakanishi","doi":"10.1108/tlo-02-2024-304","DOIUrl":"https://doi.org/10.1108/tlo-02-2024-304","url":null,"abstract":"","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"119 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250493","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 and learning in a hybrid workplace: challenges and opportunities","authors":"Nataša Rupčić","doi":"10.1108/tlo-02-2024-303","DOIUrl":"https://doi.org/10.1108/tlo-02-2024-303","url":null,"abstract":"","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251011","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：