Introduction When discussing learning organizations (LOs), scholars and practitioners often focus on the LO system or, in other words, its internal operations, which has recently been criticized as limited (Becker, 2018). Although the LO philosophy is based on systems thinking (among other LO disciplines) and, therefore, seeks to establish harmonious and cooperative relationships with its environment, many practitioners (and scholars) see it as another tool to improve performance. For profit organizations, this means improving productivity and profitability, regardless of the interests of external stakeholders, especially society and its sustainability goals. Knowledge and learning, especially organizational learning, have therefore been studied for their contribution to financial performance. For example, Kim, Watkins, & Lu (2017) found that an organization that develops as a LO positively influences its knowledge performance, which in turn positively affects financial performance. P erez L opez, Manuel Montes Pe on, & Jos e Vazquez Ord as (2005) supported the idea that organizational learning positively affects innovation and competitiveness, which is reflected in financial performance. However, when considering the goal of sustainability, we should take a two-sided perspective and focus not only on organizational viability and sustainability but also on the sustainability of the environment in which organizations (and companies) are embedded. Here, collaboration is key to identifying mutual positions and interests and finding ways to balance them by developing inclusive solutions. In Volume 29, issue 5 guest edited by Jacky Hong Carla Curado and Paulo Lopes Henriques and titled Learning Organization, Human Resource Management and Sustainability: Leading the future of organizations, the focus was on developing sustainable human resource management (HRM) and workforce within sustainable LOs. In this regard, Subramanian & Suresh (2022) suggested a model of green human resource management. Goi, Hakeem, & Law (2022) showed how LOs could be transformed into LO 2.0 by implementing the multi-stakeholder perspective to improve their social responsibility and sustainability. Sun & Hong (2022) provide even more insight into the development of a sustainability-focused LO through the knowledge transfer of expatriates. Chan, Chan, & Chan (2022) discuss how LOs can become sustainable for their employees by developing a sustainable workplace that prevents burnout and improves job satisfaction. The paper by Mosquera, Soares, & Alvadia (2022) offers a perspective on developing a sustainable
在讨论学习型组织(LOs)时，学者和实践者通常关注的是LO系统，换句话说，它的内部运作，最近被批评为有限的(Becker, 2018)。尽管LO哲学是基于系统思维(在其他LO学科中)，因此寻求与环境建立和谐与合作的关系，但许多实践者(和学者)将其视为提高绩效的另一种工具。对于营利性组织来说，这意味着提高生产力和盈利能力，而不考虑外部利益相关者的利益，特别是社会及其可持续性目标。因此，对知识和学习，特别是组织学习对财务业绩的贡献进行了研究。例如，Kim, Watkins， & Lu(2017)发现，作为LO发展的组织会积极影响其知识绩效，而知识绩效反过来又会积极影响财务绩效。P erez L opez、Manuel Montes Pe on和jose e Vazquez Ord as(2005)支持组织学习积极影响创新和竞争力的观点，这反映在财务绩效上。然而，在考虑可持续发展的目标时，我们应该采取双向的观点，不仅关注组织的生存能力和可持续性，还关注组织(和公司)所处环境的可持续性。在这方面，合作是确定相互立场和利益，并通过制定包容性解决方案找到平衡这些立场和利益的关键。在第29卷第5期，由Jacky Hong、Carla Curado和Paulo Lopes Henriques客座编辑，题为“学习型组织、人力资源管理和可持续性:领导组织的未来”，重点是在可持续的LOs中发展可持续的人力资源管理(HRM)和劳动力。对此，Subramanian & Suresh(2022)提出了绿色人力资源管理模式。Goi, Hakeem， & Law(2022)展示了如何通过实施多利益相关者视角来改善其社会责任和可持续性，将LOs转变为LO 2.0。Sun & Hong(2022)通过外派人员的知识转移，对以可持续发展为重点的LO的发展提供了更深入的见解。Chan, Chan， & Chan(2022)讨论了LOs如何通过发展一个可持续的工作场所来防止倦怠和提高工作满意度，从而使员工可持续发展。Mosquera, Soares， & Alvadia(2022)的论文提供了一个可持续发展的视角
{"title":"How can learning organizations support sustainability goals?","authors":"Nataša Rupčić","doi":"10.1108/tlo-07-2023-294","DOIUrl":"https://doi.org/10.1108/tlo-07-2023-294","url":null,"abstract":"Introduction When discussing learning organizations (LOs), scholars and practitioners often focus on the LO system or, in other words, its internal operations, which has recently been criticized as limited (Becker, 2018). Although the LO philosophy is based on systems thinking (among other LO disciplines) and, therefore, seeks to establish harmonious and cooperative relationships with its environment, many practitioners (and scholars) see it as another tool to improve performance. For profit organizations, this means improving productivity and profitability, regardless of the interests of external stakeholders, especially society and its sustainability goals. Knowledge and learning, especially organizational learning, have therefore been studied for their contribution to financial performance. For example, Kim, Watkins, & Lu (2017) found that an organization that develops as a LO positively influences its knowledge performance, which in turn positively affects financial performance. P erez L opez, Manuel Montes Pe on, & Jos e Vazquez Ord as (2005) supported the idea that organizational learning positively affects innovation and competitiveness, which is reflected in financial performance. However, when considering the goal of sustainability, we should take a two-sided perspective and focus not only on organizational viability and sustainability but also on the sustainability of the environment in which organizations (and companies) are embedded. Here, collaboration is key to identifying mutual positions and interests and finding ways to balance them by developing inclusive solutions. In Volume 29, issue 5 guest edited by Jacky Hong Carla Curado and Paulo Lopes Henriques and titled Learning Organization, Human Resource Management and Sustainability: Leading the future of organizations, the focus was on developing sustainable human resource management (HRM) and workforce within sustainable LOs. In this regard, Subramanian & Suresh (2022) suggested a model of green human resource management. Goi, Hakeem, & Law (2022) showed how LOs could be transformed into LO 2.0 by implementing the multi-stakeholder perspective to improve their social responsibility and sustainability. Sun & Hong (2022) provide even more insight into the development of a sustainability-focused LO through the knowledge transfer of expatriates. Chan, Chan, & Chan (2022) discuss how LOs can become sustainable for their employees by developing a sustainable workplace that prevents burnout and improves job satisfaction. The paper by Mosquera, Soares, & Alvadia (2022) offers a perspective on developing a sustainable","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129787158","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":"Guest editorial: Contemporary approaches of learning organization in the Asia Pacific region","authors":"R. McClelland, S. Kok, Duc Hoang","doi":"10.1108/tlo-07-2023-293","DOIUrl":"https://doi.org/10.1108/tlo-07-2023-293","url":null,"abstract":"","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129591340","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 : 2023-08-01DOI: 10.1108/tlo-06-2022-0074
M. Kalıpçı
Purpose This paper aims to create a conceptual model that connects learning organizations, service innovation and technology acceptance. Design/methodology/approach The importance of the interaction of variables benefiting both individuals and organizations has been comprehensively explained by combining two well-known theories – learning organizational theory and service innovation theory – with the technology acceptance model. In the first part of the study, conceptual model has been constructed and then applied to the hospitality industry of which results have been presented in the second part of this paper. Findings It is hypothesized that learning organization, service innovation and technology acceptance have significant relationships. It is also suggested that the learning organization plays an intermediary role in the relationship between technology acceptance and service innovation. Empirical results in this regard have been presented in the second part of the paper. Research limitations/implications The relations have been established and tested in the hospitality industry in Antalya. However, the model can be applied and established relations tested in other industries. Originality/value This research contributes to our knowledge of the intricate linkages that exist between learning organizations, technology acceptance and service innovation. Originality of the paper is related to the novel multilayered model illustrating three-way interactions between the three dimensions of learning organization, technology acceptance and service innovation.
{"title":"The mediation model of learning organization, technology acceptance and service innovation: part I","authors":"M. Kalıpçı","doi":"10.1108/tlo-06-2022-0074","DOIUrl":"https://doi.org/10.1108/tlo-06-2022-0074","url":null,"abstract":"\u0000Purpose\u0000This paper aims to create a conceptual model that connects learning organizations, service innovation and technology acceptance.\u0000\u0000\u0000Design/methodology/approach\u0000The importance of the interaction of variables benefiting both individuals and organizations has been comprehensively explained by combining two well-known theories – learning organizational theory and service innovation theory – with the technology acceptance model. In the first part of the study, conceptual model has been constructed and then applied to the hospitality industry of which results have been presented in the second part of this paper.\u0000\u0000\u0000Findings\u0000It is hypothesized that learning organization, service innovation and technology acceptance have significant relationships. It is also suggested that the learning organization plays an intermediary role in the relationship between technology acceptance and service innovation. Empirical results in this regard have been presented in the second part of the paper.\u0000\u0000\u0000Research limitations/implications\u0000The relations have been established and tested in the hospitality industry in Antalya. However, the model can be applied and established relations tested in other industries.\u0000\u0000\u0000Originality/value\u0000This research contributes to our knowledge of the intricate linkages that exist between learning organizations, technology acceptance and service innovation. Originality of the paper is related to the novel multilayered model illustrating three-way interactions between the three dimensions of learning organization, technology acceptance and service innovation.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"63 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131985590","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 : 2023-07-31DOI: 10.1108/tlo-07-2022-0080
J. Karlsen, Erika Balsvik, Marie Rønnevik
Purpose This study aims to investigate which a priori factors documented in the literature and new factors that influence employees’ self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations. Design/methodology/approach The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants. Findings The authors have identified eight factors that affect employees’ self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content. Originality/value The study conducted a unique investigation into the factors influencing employees’ self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution.
{"title":"A study of employees’ utilization of microlearning platforms in organizations","authors":"J. Karlsen, Erika Balsvik, Marie Rønnevik","doi":"10.1108/tlo-07-2022-0080","DOIUrl":"https://doi.org/10.1108/tlo-07-2022-0080","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate which a priori factors documented in the literature and new factors that influence employees’ self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations.\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants.\u0000\u0000\u0000Findings\u0000The authors have identified eight factors that affect employees’ self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content.\u0000\u0000\u0000Originality/value\u0000The study conducted a unique investigation into the factors influencing employees’ self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130763052","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 : 2023-07-21DOI: 10.1108/tlo-12-2022-0164
Lawrence Abiwu, I. Martins
Purpose The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs). Design/methodology/approach A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables. Findings The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model. Research limitations/implications The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries. Practical implications The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks. Originality/value This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.
{"title":"Talent development practices and processes in learning organisations: evidence from South African higher education institutions","authors":"Lawrence Abiwu, I. Martins","doi":"10.1108/tlo-12-2022-0164","DOIUrl":"https://doi.org/10.1108/tlo-12-2022-0164","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs).\u0000\u0000\u0000Design/methodology/approach\u0000A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables.\u0000\u0000\u0000Findings\u0000The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model.\u0000\u0000\u0000Research limitations/implications\u0000The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries.\u0000\u0000\u0000Practical implications\u0000The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks.\u0000\u0000\u0000Originality/value\u0000This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132037201","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 : 2023-07-19DOI: 10.1108/tlo-01-2023-0011
M. Balconi, L. Angioletti, Federico Cassioli
Purpose The purpose of this study is to investigate the effects of the remote training process on distance learning with the application of neurometrics and investigate the features of the training that promote better synchronization between trainers and trainees in terms of cognitive and emotional processes favorable to learning, during a condition of remote professional training. Design/methodology/approach The authors proposed a hyperscanning paradigm together with a conversational analysis to assess remote online training by collecting neurophysiological measures (frequency band analysis: delta, theta, alpha and beta) via multiple wearable electroencephalograms (EEGs) during a session of remote training. Findings Results showed increased delta activity in the trainer when he was leading the session and when the participants were exchanging feedback. The delivery of feedback was also linked to increased theta activity compared with the normal activity of the trainees. Finally, synchronization of EEG between trainer and trainee groups was found for the beta band. Research limitations/implications This study proposes to adopt a new multi-methodological approach that combines conversational analysis with the detection of remote neurometric parameters, in the field of educational neuroscience applied to organizational contexts. Practical implications Findings can help trainers in the development of their skills as trainers and in modeling remote training in organizations. Originality/value Findings highlight the crucial role of particular phases of the e-learning process, such as the feedback phase and the interaction trainer group, and they pointed out the relevance of neurophysiological measures to test the e-learning process.
{"title":"Electrophysiology and hyperscanning applied to e-learning for organizational training","authors":"M. Balconi, L. Angioletti, Federico Cassioli","doi":"10.1108/tlo-01-2023-0011","DOIUrl":"https://doi.org/10.1108/tlo-01-2023-0011","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate the effects of the remote training process on distance learning with the application of neurometrics and investigate the features of the training that promote better synchronization between trainers and trainees in terms of cognitive and emotional processes favorable to learning, during a condition of remote professional training.\u0000\u0000\u0000Design/methodology/approach\u0000The authors proposed a hyperscanning paradigm together with a conversational analysis to assess remote online training by collecting neurophysiological measures (frequency band analysis: delta, theta, alpha and beta) via multiple wearable electroencephalograms (EEGs) during a session of remote training.\u0000\u0000\u0000Findings\u0000Results showed increased delta activity in the trainer when he was leading the session and when the participants were exchanging feedback. The delivery of feedback was also linked to increased theta activity compared with the normal activity of the trainees. Finally, synchronization of EEG between trainer and trainee groups was found for the beta band.\u0000\u0000\u0000Research limitations/implications\u0000This study proposes to adopt a new multi-methodological approach that combines conversational analysis with the detection of remote neurometric parameters, in the field of educational neuroscience applied to organizational contexts.\u0000\u0000\u0000Practical implications\u0000Findings can help trainers in the development of their skills as trainers and in modeling remote training in organizations.\u0000\u0000\u0000Originality/value\u0000Findings highlight the crucial role of particular phases of the e-learning process, such as the feedback phase and the interaction trainer group, and they pointed out the relevance of neurophysiological measures to test the e-learning process.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126145684","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 : 2023-07-17DOI: 10.1108/tlo-12-2021-0151
N. Hoai, Luong Vinh Quoc Duy, Damien Cassells
Purpose Internationalization is viewed as an important strategy in the context of a country in transition from central planning to market orientation. Efforts to internationalize universities are being carried out at both national and institutional levels. However, to the best of the authors’ knowledge, there has been no study to investigate how individual institutions approach internationalization and what they gain from that process. This paper aims to investigate the enhancement of teachers’ and students’ knowledge and skills using internationalization in Vietnam universities as a strategy. Design/methodology/approach Semi-structured interviews with leaders from 12 universities were conducted to investigate their perceptions, strategies and perceived outcomes of the internationalization process of their universities. Data analysis involved coding the transcripts of interviews into themes. Findings Results show that current approaches to internationalized activities in Vietnamese universities are ad hoc in nature, while resources and language incompetence of staff and students are limited. In line with other previous studies, limited resources and lack of English competence among educators and students were found to be the key obstacles and challenges for internationalized activities. The authors also note an issue that apparently has not been raised elsewhere in the relevant research literature, which is the challenge for the sustainability of knowledge production via research and publications. Originality/value Findings from this study not only contribute to Vietnamese universities but also to other developing institutions which do not have strong international exchange programs or have not experienced strong benefits from international exchange programs.
{"title":"Internationalization as a strategy to enhance higher education quality in Vietnam – reflections from university leaders","authors":"N. Hoai, Luong Vinh Quoc Duy, Damien Cassells","doi":"10.1108/tlo-12-2021-0151","DOIUrl":"https://doi.org/10.1108/tlo-12-2021-0151","url":null,"abstract":"\u0000Purpose\u0000Internationalization is viewed as an important strategy in the context of a country in transition from central planning to market orientation. Efforts to internationalize universities are being carried out at both national and institutional levels. However, to the best of the authors’ knowledge, there has been no study to investigate how individual institutions approach internationalization and what they gain from that process. This paper aims to investigate the enhancement of teachers’ and students’ knowledge and skills using internationalization in Vietnam universities as a strategy.\u0000\u0000\u0000Design/methodology/approach\u0000Semi-structured interviews with leaders from 12 universities were conducted to investigate their perceptions, strategies and perceived outcomes of the internationalization process of their universities. Data analysis involved coding the transcripts of interviews into themes.\u0000\u0000\u0000Findings\u0000Results show that current approaches to internationalized activities in Vietnamese universities are ad hoc in nature, while resources and language incompetence of staff and students are limited. In line with other previous studies, limited resources and lack of English competence among educators and students were found to be the key obstacles and challenges for internationalized activities. The authors also note an issue that apparently has not been raised elsewhere in the relevant research literature, which is the challenge for the sustainability of knowledge production via research and publications.\u0000\u0000\u0000Originality/value\u0000Findings from this study not only contribute to Vietnamese universities but also to other developing institutions which do not have strong international exchange programs or have not experienced strong benefits from international exchange programs.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115227670","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 : 2023-07-11DOI: 10.1108/tlo-09-2022-0112
Joost Jansen in de Wal, Bastian de Jong, Frank Cornelissen, Cornelis de Brabander
Purpose This study aims to investigate the merits of the unified model of task-specific motivation (UMTM) in predicting transfer of training and to investigate (relationships between) changes in UMTM components over time. In doing so, this study takes the multidimensionality of transfer motivation into account. Design/methodology/approach The authors collected data among 514 employees of the judiciary who filled in the UMTM questionnaire directly after the training and after three weeks. The data were analyzed by means of structural equation modelling. Findings The outcomes show that transfer motivation predicts transfer intention and transfer of training over time. Moreover, the study shows that (change in) transfer motivation is predicted by (change in) personal and contextual factors identified by the UMTM as antecedents of motivation. Originality/value This study describes the first longitudinal evaluation of the UMTM in the literature and shows its applicability for predicting transfer of training. It is also one of the few studies that investigate transfer motivation multidimensionally and the role it plays for transfer of training. As such, this study informs other transfer of training models about the nature of transfer motivation and how transfer of training could be predicted.
{"title":"Predicting transfer of training through the unified model of task-specific motivation","authors":"Joost Jansen in de Wal, Bastian de Jong, Frank Cornelissen, Cornelis de Brabander","doi":"10.1108/tlo-09-2022-0112","DOIUrl":"https://doi.org/10.1108/tlo-09-2022-0112","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the merits of the unified model of task-specific motivation (UMTM) in predicting transfer of training and to investigate (relationships between) changes in UMTM components over time. In doing so, this study takes the multidimensionality of transfer motivation into account.\u0000\u0000\u0000Design/methodology/approach\u0000The authors collected data among 514 employees of the judiciary who filled in the UMTM questionnaire directly after the training and after three weeks. The data were analyzed by means of structural equation modelling.\u0000\u0000\u0000Findings\u0000The outcomes show that transfer motivation predicts transfer intention and transfer of training over time. Moreover, the study shows that (change in) transfer motivation is predicted by (change in) personal and contextual factors identified by the UMTM as antecedents of motivation.\u0000\u0000\u0000Originality/value\u0000This study describes the first longitudinal evaluation of the UMTM in the literature and shows its applicability for predicting transfer of training. It is also one of the few studies that investigate transfer motivation multidimensionally and the role it plays for transfer of training. As such, this study informs other transfer of training models about the nature of transfer motivation and how transfer of training could be predicted.\u0000","PeriodicalId":365387,"journal":{"name":"The Learning Organization","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126745930","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 : 2023-06-29DOI: 10.1108/tlo-08-2022-0099
Nidhi Mishra, Teena Bharti
Purpose The purpose of this paper is to examine the nexus of social support (SS), work–life balance (WLB) and satisfaction with life (SWL) in hybrid work (HW) scenario in learning organizations. Design/methodology/approach The data were collected via questionnaire method from 531 employees working in learning organizations (IT/ITES sector) in India. The hypotheses were tested using hierarchical regression. Findings The findings of the study showed that HW was positively related to SS dimensions, WLB and SWL. Further, the study established the mediating role of SS between HW and WLB as well as WLB as a mediator between HW-SWL relationships. Research limitations/implications This study has certain limitations owing to the cross-sectional nature of the data and the specific sector under study. The findings have significant implications for policy making to determine the conditions under which both employees and organizations can benefit from HW. Further, the study has implications for uncertain and volatile environments as had been created by COVID-19 pandemic, where HW arrangements may not be a choice but become necessity. Originality/value This study contributes to the conservation of resources theory. It identifies the importance of true autonomy and flexibility for employees.
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