Pub Date : 2022-09-29DOI: 10.1108/jwl-11-2021-0153
Tuuli Turja
Purpose In a best-case scenario, both organisations and their employees gain from technological changes by staying up to date on developing digitalisation. However, opportunities to learn and use modern technologies may not be shared equally in the workplace. Employee groups can be divided between those with and without access to new technologies. This study aims to examine the extent to which the position of an employee may be associated with the opportunity to work with robots. Design/methodology/approach Health-care work was chosen as an exemplary context of emerging robotisation. To gain correlative evidence on how the position and technology orientation of an employee associate with access to care robots, the study used online survey data collected from Finnish care workers (N = 226). Findings Workplace hierarchies were found to play a significant part in robotisation. Management experience increased the probability for an employee to have access to care robots, but this position did not differentiate between the employees in their aspiration to use care robots. Individual interest in technology was associated with robot use only among care workers with no management experience, whereas managers’ access to robots did not depend on their personal interests. Originality/value This study brings new information about the equity of robot-use opportunities in workplaces. Distinctive to care robots was the significant number of motivated non-users. Thus, adding to the categories of “have-bots”, “have-nots” and “want-nots”, this study introduces an important group of “want-bots”.
{"title":"The equity of opportunities in emerging service work robotisation","authors":"Tuuli Turja","doi":"10.1108/jwl-11-2021-0153","DOIUrl":"https://doi.org/10.1108/jwl-11-2021-0153","url":null,"abstract":"\u0000Purpose\u0000In a best-case scenario, both organisations and their employees gain from technological changes by staying up to date on developing digitalisation. However, opportunities to learn and use modern technologies may not be shared equally in the workplace. Employee groups can be divided between those with and without access to new technologies. This study aims to examine the extent to which the position of an employee may be associated with the opportunity to work with robots.\u0000\u0000\u0000Design/methodology/approach\u0000Health-care work was chosen as an exemplary context of emerging robotisation. To gain correlative evidence on how the position and technology orientation of an employee associate with access to care robots, the study used online survey data collected from Finnish care workers (N = 226).\u0000\u0000\u0000Findings\u0000Workplace hierarchies were found to play a significant part in robotisation. Management experience increased the probability for an employee to have access to care robots, but this position did not differentiate between the employees in their aspiration to use care robots. Individual interest in technology was associated with robot use only among care workers with no management experience, whereas managers’ access to robots did not depend on their personal interests.\u0000\u0000\u0000Originality/value\u0000This study brings new information about the equity of robot-use opportunities in workplaces. Distinctive to care robots was the significant number of motivated non-users. Thus, adding to the categories of “have-bots”, “have-nots” and “want-nots”, this study introduces an important group of “want-bots”.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45075183","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 : 2022-09-29DOI: 10.1108/jwl-05-2022-0052
Sara Willermark, A. Islind
Purpose This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices. Design/methodology/approach The data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions. Findings The results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace. Originality/value The author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.
{"title":"Adopting to the virtual workplace: identifying leadership affordances in virtual schools","authors":"Sara Willermark, A. Islind","doi":"10.1108/jwl-05-2022-0052","DOIUrl":"https://doi.org/10.1108/jwl-05-2022-0052","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices.\u0000\u0000\u0000Design/methodology/approach\u0000The data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions.\u0000\u0000\u0000Findings\u0000The results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace.\u0000\u0000\u0000Originality/value\u0000The author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43185004","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 : 2022-09-26DOI: 10.1108/jwl-01-2022-0005
Charles Hanu, Hayford Amegbe, Monica Dede Tekyi Ansah Yawson, P. Mensah
Purpose This study aims to examine the moderating effect of supportive organisational culture (SOC) on the differential impact of work-based learning (WBL) on employee agility, ambidexterity and proactive goal generation. Design/methodology/approach A cross-sectional survey was conducted using an online structured questionnaire with 443 respondents in Ghana. The data set was analysed using structural equation modelling. Findings The outcomes of the study show that WBL has a significant and positive impact on employee agility, ambidexterity and proactive goal generation. However, the effect on employee agility was higher, followed by proactive goal generation and employee ambidexterity. The moderating effect of SOC on H1, H3a and H3b was found to have a decreasing effect. Originality/value This study augments knowledge by examining how different approaches to WBL collectively affect proactive goal generation, agility and ambidexterity. To the best of the authors’ knowledge, this is the first attempt to examine the differential impact of summative WBL approaches on employee outcomes.
{"title":"Differential impact of work-based learning on employee agility, ambidexterity and proactive goal generation","authors":"Charles Hanu, Hayford Amegbe, Monica Dede Tekyi Ansah Yawson, P. Mensah","doi":"10.1108/jwl-01-2022-0005","DOIUrl":"https://doi.org/10.1108/jwl-01-2022-0005","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the moderating effect of supportive organisational culture (SOC) on the differential impact of work-based learning (WBL) on employee agility, ambidexterity and proactive goal generation.\u0000\u0000\u0000Design/methodology/approach\u0000A cross-sectional survey was conducted using an online structured questionnaire with 443 respondents in Ghana. The data set was analysed using structural equation modelling.\u0000\u0000\u0000Findings\u0000The outcomes of the study show that WBL has a significant and positive impact on employee agility, ambidexterity and proactive goal generation. However, the effect on employee agility was higher, followed by proactive goal generation and employee ambidexterity. The moderating effect of SOC on H1, H3a and H3b was found to have a decreasing effect.\u0000\u0000\u0000Originality/value\u0000This study augments knowledge by examining how different approaches to WBL collectively affect proactive goal generation, agility and ambidexterity. To the best of the authors’ knowledge, this is the first attempt to examine the differential impact of summative WBL approaches on employee outcomes.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43921595","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 : 2022-09-22DOI: 10.1108/jwl-04-2022-0051
Gabriela Bjørnsen, Ulrich Dettweiler, O. Njå, K. Knudsen
Purpose The purpose of this paper is to study how learning within the fire and rescue services may be conceptualized, with special attention paid to tunnel fire safety. Previous studies have developed a model to understand learning in emergency response work. The concept of learning is extended from observed changes in relevant settings to also encompass confirmation of existing knowledge and comprehension of existing practices. We are interested in investigating the properties of the learning model and identifying the mechanisms that influence fire and rescue personnel’s experiences of change, confirmation and/or comprehension. Design/methodology/approach This study relies on quantitative data obtained from a questionnaire answered by 939 Norwegian fire and rescue personnel. Multivariate methods have been used to identify the measurement model and the structural relations of the factors. Findings The results confirm the theoretical model and indicate that the outcome of learning is influenced by elements of content, context, commitment, decision-making and response and reflection, and that the influence of content and commitment on the outcome of learning is partially indirect and mediated through reflection. Originality/value To date, no systematic analysis has been conducted to investigate the factorial structure, as well as the interactions and relationship between the model’s components. This study makes an important contribution to a detailed understanding of learning within the fire and rescue services.
{"title":"Towards an understanding of learning within the Norwegian fire and rescue services – focusing on tunnel fire safety","authors":"Gabriela Bjørnsen, Ulrich Dettweiler, O. Njå, K. Knudsen","doi":"10.1108/jwl-04-2022-0051","DOIUrl":"https://doi.org/10.1108/jwl-04-2022-0051","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to study how learning within the fire and rescue services may be conceptualized, with special attention paid to tunnel fire safety. Previous studies have developed a model to understand learning in emergency response work. The concept of learning is extended from observed changes in relevant settings to also encompass confirmation of existing knowledge and comprehension of existing practices. We are interested in investigating the properties of the learning model and identifying the mechanisms that influence fire and rescue personnel’s experiences of change, confirmation and/or comprehension.\u0000\u0000\u0000Design/methodology/approach\u0000This study relies on quantitative data obtained from a questionnaire answered by 939 Norwegian fire and rescue personnel. Multivariate methods have been used to identify the measurement model and the structural relations of the factors.\u0000\u0000\u0000Findings\u0000The results confirm the theoretical model and indicate that the outcome of learning is influenced by elements of content, context, commitment, decision-making and response and reflection, and that the influence of content and commitment on the outcome of learning is partially indirect and mediated through reflection.\u0000\u0000\u0000Originality/value\u0000To date, no systematic analysis has been conducted to investigate the factorial structure, as well as the interactions and relationship between the model’s components. This study makes an important contribution to a detailed understanding of learning within the fire and rescue services.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43521430","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 : 2022-09-20DOI: 10.1108/jwl-06-2022-0072
Paul Lyons
Purpose The primary purpose of this paper is to identify for practitioners and readers of this journal several interventions represented in empirical research that have shown promise with regard to the stimulation and/or reinforcement of employee work engagement. The aim is to identify a range of interventions that managers, supervisors or coaches may consider for a given setting as they go about enabling employee learning and performance improvement. Design/methodology/approach Examination of the research literature on work engagement provided initial guidance for study of interventions that link to enhancement and/or reinforcement of employee work engagement. Information was found that aids in developing an understanding of the dynamics of work engagement as well as identifying a variety of interventions successfully applied in many organizations in several countries. The fundamental approach used in the study is a scoping review. Overall, the paper is generally discursive and details are offered based on review of empirical study and meta-analyses. Findings Findings are represented by a detailed explanation of the construct of work engagement, its theoretical grounding and its relationship with performance and achievement. A summary of interventions identified across many empirical studies provides guidance for managers and leaders, primarily, and organizations with regard to interventions to aid with employee learning, growth and performance improvement. Research limitations/implications Research implications deal mainly with issues linked to the concept of work engagement and the primary tool used for its measurement. Practical implications Substantial information is presented to give a manager, coach or supervisor a detailed view of the construct of work engagement and how one may influence employee growth with regard to the concept. Several interventions are identified, all of which have been shown to be effective. The manager can examine these interventions and make choices about how to influence the employees in her/his unit. Originality/value While hundreds of studies of work engagement have identified and highlighted a variety of interventions used to stimulate or reinforce work engagement with employees, there have been few efforts made to provide practitioners/managers with an array of interventions that have been shown, repeatedly, to be effective. The present study provides such an array.
{"title":"Workplace engagement interventions: empirically based alternatives for manager consideration","authors":"Paul Lyons","doi":"10.1108/jwl-06-2022-0072","DOIUrl":"https://doi.org/10.1108/jwl-06-2022-0072","url":null,"abstract":"\u0000Purpose\u0000The primary purpose of this paper is to identify for practitioners and readers of this journal several interventions represented in empirical research that have shown promise with regard to the stimulation and/or reinforcement of employee work engagement. The aim is to identify a range of interventions that managers, supervisors or coaches may consider for a given setting as they go about enabling employee learning and performance improvement.\u0000\u0000\u0000Design/methodology/approach\u0000Examination of the research literature on work engagement provided initial guidance for study of interventions that link to enhancement and/or reinforcement of employee work engagement. Information was found that aids in developing an understanding of the dynamics of work engagement as well as identifying a variety of interventions successfully applied in many organizations in several countries. The fundamental approach used in the study is a scoping review. Overall, the paper is generally discursive and details are offered based on review of empirical study and meta-analyses.\u0000\u0000\u0000Findings\u0000Findings are represented by a detailed explanation of the construct of work engagement, its theoretical grounding and its relationship with performance and achievement. A summary of interventions identified across many empirical studies provides guidance for managers and leaders, primarily, and organizations with regard to interventions to aid with employee learning, growth and performance improvement.\u0000\u0000\u0000Research limitations/implications\u0000Research implications deal mainly with issues linked to the concept of work engagement and the primary tool used for its measurement.\u0000\u0000\u0000Practical implications\u0000Substantial information is presented to give a manager, coach or supervisor a detailed view of the construct of work engagement and how one may influence employee growth with regard to the concept. Several interventions are identified, all of which have been shown to be effective. The manager can examine these interventions and make choices about how to influence the employees in her/his unit.\u0000\u0000\u0000Originality/value\u0000While hundreds of studies of work engagement have identified and highlighted a variety of interventions used to stimulate or reinforce work engagement with employees, there have been few efforts made to provide practitioners/managers with an array of interventions that have been shown, repeatedly, to be effective. The present study provides such an array.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46983124","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 : 2022-08-31DOI: 10.1108/jwl-01-2022-0012
Yana Jiang, Weihan Lin, Xiaoshan Huang, Lian Duan, Yihua Wu, Panpan Jiang, Xingheng Wang
Purpose The purpose of this study is to propose and examine an integrated learning model for improving training effectiveness in workplace learning. Specifically, this study investigated the effect of achievement goal-setting intervention across three groups of new employees from a multinational medical company. During a three-day remote training program, the role of each achievement goal orientation (AGO) in goal setting intervention and their relations with trainees’ applied learning strategies were examined. This study proposed and validated an integrated training model for improving remote workplace learning effectiveness. Design/methodology/approach This study was based on two data sources, the pre- and posttests scores; time on task (deep learning: completing reflective practice) and time on content learning (surface learning: watching tutorials) retrieved from an adaptive learning platform. A total number of 133 participants were recruited in this study, and they were randomly assigned to three interventional groups. The intervention was grounded from the AGO theory and goal setting theory. A series of statistical analysis were conducted to examine the effect of each type of achievement goal setting as a prompt for new employees’ learning behavior and performance. Findings Results indicated that setting mastery goal at the beginning of the training program leads to productive learning outcomes. Compared with the groups being required to set performance goal (final rank) or not to set any goal for the training purpose, trainees’ who were assigned to set a mastery goal (final performance score) performed statistically significantly higher than the other groups. Additionally, learners who set mastery goal spent higher proportion of time on deep learning than learners from the other groups. The results proved mastery goal setting as an effective prompt for boosting workplace learning effectiveness. Practical implications Organizations and institutions can take setting mastery approach goals as a prompt at the beginning of the training to increase learning effectiveness. In this way, trainees are promoted to apply more deep learning strategies and achieve better learning outcomes while setting mastery goal for their training purpose. Originality/value To the best of the authors’ knowledge, this study was the first to combine the intervention of goal setting and types of AGOs into workplace learning. This study adds to previous research on goal setting theory and AGO theory for the practical application and proposes an effective model for learners’ adaptive remote learning. Findings of this study can be used to provide educational psychological insights for training and learning in both industrial and academic settings.
{"title":"How to prompt training effectiveness? An investigation on achievement goal setting intervention in workplace learning","authors":"Yana Jiang, Weihan Lin, Xiaoshan Huang, Lian Duan, Yihua Wu, Panpan Jiang, Xingheng Wang","doi":"10.1108/jwl-01-2022-0012","DOIUrl":"https://doi.org/10.1108/jwl-01-2022-0012","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to propose and examine an integrated learning model for improving training effectiveness in workplace learning. Specifically, this study investigated the effect of achievement goal-setting intervention across three groups of new employees from a multinational medical company. During a three-day remote training program, the role of each achievement goal orientation (AGO) in goal setting intervention and their relations with trainees’ applied learning strategies were examined. This study proposed and validated an integrated training model for improving remote workplace learning effectiveness.\u0000\u0000\u0000Design/methodology/approach\u0000This study was based on two data sources, the pre- and posttests scores; time on task (deep learning: completing reflective practice) and time on content learning (surface learning: watching tutorials) retrieved from an adaptive learning platform. A total number of 133 participants were recruited in this study, and they were randomly assigned to three interventional groups. The intervention was grounded from the AGO theory and goal setting theory. A series of statistical analysis were conducted to examine the effect of each type of achievement goal setting as a prompt for new employees’ learning behavior and performance.\u0000\u0000\u0000Findings\u0000Results indicated that setting mastery goal at the beginning of the training program leads to productive learning outcomes. Compared with the groups being required to set performance goal (final rank) or not to set any goal for the training purpose, trainees’ who were assigned to set a mastery goal (final performance score) performed statistically significantly higher than the other groups. Additionally, learners who set mastery goal spent higher proportion of time on deep learning than learners from the other groups. The results proved mastery goal setting as an effective prompt for boosting workplace learning effectiveness.\u0000\u0000\u0000Practical implications\u0000Organizations and institutions can take setting mastery approach goals as a prompt at the beginning of the training to increase learning effectiveness. In this way, trainees are promoted to apply more deep learning strategies and achieve better learning outcomes while setting mastery goal for their training purpose.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study was the first to combine the intervention of goal setting and types of AGOs into workplace learning. This study adds to previous research on goal setting theory and AGO theory for the practical application and proposes an effective model for learners’ adaptive remote learning. Findings of this study can be used to provide educational psychological insights for training and learning in both industrial and academic settings.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43175793","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 : 2022-08-24DOI: 10.1108/jwl-02-2022-0017
N. Panteli, Jason R. C. Nurse, Emily Collins, Nikki Williams
Purpose The paper posits that the enforced work from home (WFH) arrangement due to Covid-19 provides a unique setting for the study of trust in changing contexts. The purpose of this study, therefore, is to examine to what extent Covid-19 WFH changed trust relationships among remote employees, their managers and organisations and how this has taken place. Design/methodology/approach The study used semi-structured interviews with employees and managers from different organisations across different sectors. Interviews were supported with image prompts as suggested by the storyboarding method, and took place between November 2020 and February 2021. Thematic analysis was used to analyse the data. Findings The findings identified factors that contribute to trust disruption and factors that led to trust preservation within the changing workspace landscape enforced by WFH environment. Employees reported trust in their organisations, feeling as though their organisations proven resilient at the time of the crisis caused by the pandemic. Interestingly, managers reported trust in employees to remain productive but also anxieties due to the possible presence of others in the household. Originality/value The study identified factors that affect intra-organisational trust that have not been previously recognised, exposing tensions and challenges that may disrupt trust relations between managers and employees whilst also identifying evidence of trust preservation in the Covid-19 WFH context. The study has implications for workplace learning within the remote, WFH context, which are discussed.
{"title":"Trust disruption and preservation in the Covid-19 work from home context","authors":"N. Panteli, Jason R. C. Nurse, Emily Collins, Nikki Williams","doi":"10.1108/jwl-02-2022-0017","DOIUrl":"https://doi.org/10.1108/jwl-02-2022-0017","url":null,"abstract":"\u0000Purpose\u0000The paper posits that the enforced work from home (WFH) arrangement due to Covid-19 provides a unique setting for the study of trust in changing contexts. The purpose of this study, therefore, is to examine to what extent Covid-19 WFH changed trust relationships among remote employees, their managers and organisations and how this has taken place.\u0000\u0000\u0000Design/methodology/approach\u0000The study used semi-structured interviews with employees and managers from different organisations across different sectors. Interviews were supported with image prompts as suggested by the storyboarding method, and took place between November 2020 and February 2021. Thematic analysis was used to analyse the data.\u0000\u0000\u0000Findings\u0000The findings identified factors that contribute to trust disruption and factors that led to trust preservation within the changing workspace landscape enforced by WFH environment. Employees reported trust in their organisations, feeling as though their organisations proven resilient at the time of the crisis caused by the pandemic. Interestingly, managers reported trust in employees to remain productive but also anxieties due to the possible presence of others in the household.\u0000\u0000\u0000Originality/value\u0000The study identified factors that affect intra-organisational trust that have not been previously recognised, exposing tensions and challenges that may disrupt trust relations between managers and employees whilst also identifying evidence of trust preservation in the Covid-19 WFH context. The study has implications for workplace learning within the remote, WFH context, which are discussed.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45383033","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 : 2022-08-19DOI: 10.1108/jwl-03-2022-0032
Cathrine Filstad, T. H. Olsen, A. Thomassen
Purpose This paper aims to contribute to the literature on distributed sensemaking by studying how the police establish and develop their new position as police contacts during the police reform. Design/methodology/approach The authors studied how the position of police contact, a cornerstone of the recent Norwegian police reform, was interpreted and practised. The authors interviewed police contacts at two different times during reform implementation to explore how they made sense of and practised their job. Findings The authors identified three interpretations of the position of police contact and describe them as ideal types: an administrative position, a professional position and a strategic position. The ideal types were reinforced rather than developing towards a shared understanding. Our data demonstrate that the sensemaking processes and experimentation to settle into the new position involved local actors internally in the police and externally in relation to local authorities, and reinforced local interpretations. Originality/value This study supports the notion of sensemaking as distributed but extends previous research by suggesting that “ideal types” help us understand the content of interpretations. This study also extends the understanding by showing that distributed sensemaking takes place as individuals make sense of more open-ended problems. This challenges the understanding of the term distributed, because unless challenged, distributed sensemaking in isolated pockets of the organization remain local, and the authors suggest that the term local distributed sensemaking captures this phenomenon.
{"title":"When sensemaking remains local: implications for distributed sensemaking in reform implementation","authors":"Cathrine Filstad, T. H. Olsen, A. Thomassen","doi":"10.1108/jwl-03-2022-0032","DOIUrl":"https://doi.org/10.1108/jwl-03-2022-0032","url":null,"abstract":"\u0000Purpose\u0000This paper aims to contribute to the literature on distributed sensemaking by studying how the police establish and develop their new position as police contacts during the police reform.\u0000\u0000\u0000Design/methodology/approach\u0000The authors studied how the position of police contact, a cornerstone of the recent Norwegian police reform, was interpreted and practised. The authors interviewed police contacts at two different times during reform implementation to explore how they made sense of and practised their job.\u0000\u0000\u0000Findings\u0000The authors identified three interpretations of the position of police contact and describe them as ideal types: an administrative position, a professional position and a strategic position. The ideal types were reinforced rather than developing towards a shared understanding. Our data demonstrate that the sensemaking processes and experimentation to settle into the new position involved local actors internally in the police and externally in relation to local authorities, and reinforced local interpretations.\u0000\u0000\u0000Originality/value\u0000This study supports the notion of sensemaking as distributed but extends previous research by suggesting that “ideal types” help us understand the content of interpretations. This study also extends the understanding by showing that distributed sensemaking takes place as individuals make sense of more open-ended problems. This challenges the understanding of the term distributed, because unless challenged, distributed sensemaking in isolated pockets of the organization remain local, and the authors suggest that the term local distributed sensemaking captures this phenomenon.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43742579","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 : 2022-08-05DOI: 10.1108/jwl-04-2021-0048
C. Shahlaei, Ulrika Lundh Snis
Purpose The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.
{"title":"Conceptualizing industrial workplace learning: an information systems perspective","authors":"C. Shahlaei, Ulrika Lundh Snis","doi":"10.1108/jwl-04-2021-0048","DOIUrl":"https://doi.org/10.1108/jwl-04-2021-0048","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees.\u0000\u0000\u0000Design/methodology/approach\u0000The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation.\u0000\u0000\u0000Findings\u0000The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts.\u0000\u0000\u0000Research limitations/implications\u0000This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry.\u0000\u0000\u0000Practical implications\u0000Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes.\u0000\u0000\u0000Social implications\u0000A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work.\u0000\u0000\u0000Originality/value\u0000The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48906593","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 : 2022-08-04DOI: 10.1108/jwl-02-2022-0022
Satoshi Tanaka
Purpose Although individual exploration activities have been shown to promote organizational change and innovation, few studies have clarified the factors that quantitatively promote such aspects. This study aims to examine how individual exploration activities are facilitated by goal orientation and individual unlearning. Design/methodology/approach The data are analyzed from 1,474 employees in various jobs in a variety of organizations in Japan. This study uses structural equation modeling to test the research model. Findings The results of this study indicate three findings. First, unlearning is effective in promoting individual exploration activities. Second, goal orientation has not only a direct effect on individual exploration activities but also a significant indirect effect on such activities through unlearning. Third, performance goal orientation has an inhibitory effect on individual exploration activities. Practical implications Managers should encourage team members’ exploration activities by setting learning goals for members and providing opportunities for members to unlearn the outdated knowledge or skills they are familiar with and learn new ones. Originality/value These findings contribute to the existing literature by demonstrating that learning goal orientation and unlearning play important roles in promoting individual exploration activities.
{"title":"Effects of goal orientation and unlearning on individual exploration activities","authors":"Satoshi Tanaka","doi":"10.1108/jwl-02-2022-0022","DOIUrl":"https://doi.org/10.1108/jwl-02-2022-0022","url":null,"abstract":"\u0000Purpose\u0000Although individual exploration activities have been shown to promote organizational change and innovation, few studies have clarified the factors that quantitatively promote such aspects. This study aims to examine how individual exploration activities are facilitated by goal orientation and individual unlearning.\u0000\u0000\u0000Design/methodology/approach\u0000The data are analyzed from 1,474 employees in various jobs in a variety of organizations in Japan. This study uses structural equation modeling to test the research model.\u0000\u0000\u0000Findings\u0000The results of this study indicate three findings. First, unlearning is effective in promoting individual exploration activities. Second, goal orientation has not only a direct effect on individual exploration activities but also a significant indirect effect on such activities through unlearning. Third, performance goal orientation has an inhibitory effect on individual exploration activities.\u0000\u0000\u0000Practical implications\u0000Managers should encourage team members’ exploration activities by setting learning goals for members and providing opportunities for members to unlearn the outdated knowledge or skills they are familiar with and learn new ones.\u0000\u0000\u0000Originality/value\u0000These findings contribute to the existing literature by demonstrating that learning goal orientation and unlearning play important roles in promoting individual exploration activities.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42170392","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}
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