Journal of Workplace Learning最新文献

Purpose

Preventive ergonomics is essential to protecting the health and safety of workers as is recognizing human variability. The purpose of this paper is to describe a Unity-based application designed for three-dimensional postural analysis and visualizations using motion capture data. Integration with virtual reality (VR) technologies allows the user to be immersed in the simulated working environment without the need for a physical prototype. The proposed application aims to facilitate the application of ergonomic principles in workplace design and assessment for a proactive, participatory and inclusive approach to worker well-being.

Design/methodology/approach

The authors developed an application that leverages motion capturing techniques and VR technologies and aims to support the analysts in the ergonomic assessment of physical prototypes as well as future workplaces. An innovative postural prediction module helps the analyst understanding what postures different users are likely to assume in the interaction with the workplace from a single data record.

Findings

The functionalities of the proposed application are illustrated on some case studies, presenting how different information is made available and can support workplace analysts and designers in an industrial context.

Originality/value

This paper provides insights into the experience and research carried out by an automotive company in the application of wearable sensors and VR to support a proactive and participatory approach to workplace ergonomics.

Purpose

This paper aims to explore how a new type of workplace training program can be created that truly enables participants to move from words to action. Recognizing the need to understand trainee–work environment dynamics the authors criticize training efforts that center on targeted learning events, instead highlighting the role of preparation and following up. In doing so, the authors tackle the lack of guidance practitioners experience when designing and implementing workplace training programs.

Design/methodology/approach

The authors present action research on a pilot workplace training program focused on wellbeing in an academic work setting. The data collection draws from the case study tradition. The authors collect data through interviews (21), field notes of participant observation (3 occasions), participant-produced written materials and a feedback survey.

Findings

The authors find that restorative practices, workplace mediation and reteaming enhance the participants’ perceptions of self-efficacy and agency. Throughout the training program, facilitators observe the dynamics of the situation and take part in discussions to encourage exploration and reflection. Thus, facilitators likely need a coaching mindset.

Originality/value

The theoretical contribution stems from an in-depth exploration of trainee–work environment dynamics and novel insights brought to workplace training from adjacent fields of research. The authors introduce a framework for planning participatory workplace training and organizational development programs, which answers a call from practitioners.

Purpose

The current body of research has separately examined ethics education design and evaluation, as well as the development of ethical identity in managers. However, a notable deficiency in the literature lies in the absence of a comprehensive investigation into the interconnections between these two areas. This conceptual paper aims to address this lacuna.

Design/methodology/approach

Building on the theoretical foundations of identity control theory, this paper presents a conceptual model that outlines the dynamics of ethics education for managers, whether outside the organization or as a human resource development (HRD) initiative. Drawing upon a diverse range of literature sources, the model places significant emphasis on the interactive nature of identity formation, taking into account both individual agency and the educational context.

Findings

The conceptual model developed based on identity control theory illuminates the functioning of ethics education and its impact. The model illustrates the multifaceted nature of the relationship between ethics education and the development and sustenance of ethical identity in managers. It underscores the iterative process of identity control, wherein managers continuously navigate their ethical identities in response to internal and external influences.

Originality/value

While ethics education in management and HRD studies is widely acknowledged, there is a significant gap in understanding the psychological mechanisms that explain the maintenance of self-identity and the dynamic interplay between individuals and their social environment. This gap is particularly relevant to educational programs, which not only shape the social environment for trainees but also aim to foster the development and preservation of their individual identities.

Purpose

This study aims to investigate and propose guidelines to enhance the accessibility of virtual reality (VR) interfaces for all users within professional learning environments. Motivated by a lack of comprehensive accessibility guidelines for VR learning, the study delves into a case study of Edstutia’s VR campus.

Design/methodology/approach

This case study examines the intersection of VR platform development and learning experience design through the lens of accessibility in human-computer interaction. It elaborates on how user experience feedback from differently-abled learners who were unable to fully participate in the VR experience due to disability shaped the 2.0 version development of a VR platform.

Findings

The outcomes of this case study are (1) a description of an inclusive and empathetic design application to increase multi-learner VR platform accessibility, (2) a sample actionable path from a design/development perspective in ensuring the accessibility design of a VR learning platform, and recommendations to facilitate the design process.

Research limitations/implications

This case is a foundation for further research on improving accessibility in VR. In future work on VR campuses, we recommend scholars undertake research with an inclusive approach that actively involves users with different abilities in shaping guidelines, particularly on how individuals with different abilities should be approached for their input during the design and development process in a sensitive manner.

Practical implications

The authors summarize the steps taken to enhance the accessible interplay between the end users and the interface of VR technology in the emergence of VR accessibility standards. Central to this case’s exploration is the integration of accessibility as a pivotal element into an academic VR campus, i.e. multilearner education platform.

Social implications

Increasing access to VR has strong social implications in a world where 17% of people report a disability.

Originality/value

This case contributes to the limited research available on increasing access to VR on campuses.

Purpose

This study aims to investigate the impact of Hofstede’s six national cultural dimensions on informal learning behaviors (ILBs) and how they moderate the prediction of these behaviors by workplace interaction (WI), autonomy (WA) and readiness to learn (RtL).

Design/methodology/approach

Cultural scores were extracted from The Culture Factor Group in 2023. Data on ILBs and their antecedents were selected from a Program for the International Assessment of Adult Competencies sample of 59,103 workers – 33 Countries. The authors applied hierarchical linear modeling (HLM) to analyze data.

Findings

None of those cultural dimensions had significant direct relationships with ILBs. The moderations were significant for power distance (ILBs with WA and RtL), individualism (ILBs with WI) and motivation toward achievement and success (ILBs with WA).

Research limitations/implications

The cultural dimensions were limited to Hofstede’s model, and scores at the country level did not consider individual perceptions of them. The results provide empirical evidence for solid theoretical development on the impact of national culture on informal learning and the development of public policies to promote it.

Originality/value

The authors are unaware of other studies that have quantitatively investigated relationships between ILBs and their antecedents and the cultural dimensions using HLM. Findings from different countries allow for better generalization and may provide directions for research and the expansion of the nomological network on the impact of national culture on ILBs.

Purpose

Virtual reality (VR) has been explored as a training and testing environment in a range of work contexts, and increasingly so in transport. There is, however, a lack of research exploring the role of VR in the training of tram drivers, and in providing an environment in which advances in tram technology can be tested safely. This study aimed to test a novel haptic tram master controller within a tram-based Virtual environment (VE).

Design/methodology/approach

The master controller is the primary mechanism for operating a tram, and its effective manipulation can significantly influence the comfort and well-being of passengers, as well as the overall safety of the tram system. Here, the authors tested a haptically enhanced master controller that provides additional sensory information with 16 tram drivers. The feasibility and user acceptance of the novel technology were determined through surveys.

Findings

The results indicate that the haptic master controller is seen as beneficial to the drivers suggesting that it could enhance their driving and demonstrate good acceptance. The VE has provided a potential training environment that was accepted by the drivers and did not cause adverse effects (e.g. sickness).

Research limitations/implications

Although this study involved actual tram drivers from a local tram company, the authors acknowledge that the sample size was small, and additional research is needed to broaden perspectives and gather more user feedback. Furthermore, while this study focused on subjective feedback to gauge user acceptance of the new haptic technology, the authors agree that future evaluations should incorporate additional objective measures.

Practical implications

The insights gained from this VE-based research can contribute to future training scenarios and inform the development of technology used in real-world tram operations.

Originality/value

Through this investigation, the authors showed the broader possibilities of haptics in enhancing the functionality and user experience of various technological devices, while also contributing to the advancement of tram systems for safer and more efficient urban mobility.

Purpose

The purpose of this study is to investigate facilitator’s tools and actions in promoting interaction in virtual co-development.

Design/methodology/approach

In virtual environments, facilitation plays a crucial role. However, research does not provide many examples of tools and practices of virtual facilitation of co-development. To collect data, two virtual co-development processes were conducted. The data consisted of discussions during virtual workshops and was analyzed using both theory- and data-driven content analysis.

Findings

The discussions during the virtual co-development processes related on the topic and script of co-development and the use of digital technology. In co-development, both the facilitators and the participants take responsibility on the topic and the progression of the session. The facilitator needs to balance between offering the participants tools, supporting interaction and leaving empty space for the participants’ initiatives to enhance their agency.

Originality/value

The study underlines the importance of the script and tools in virtual facilitation as well as flexibility in the execution of co-development processes.

Purpose

Fast-changing global environment, hybrid and virtual work, today’s workplace is confronted to an unprecedented level of complexity. This conceptual paper aims to explore ways to re-think and adapt informal workplace learning to those recent changes and important dimensions to consider when designing successful learning strategies in the future.

Design/methodology/approach

To let emerge interesting tensions and explore new ways to approach informal workplace learning, the authors first look at recent trends in the workplace environment, then go back to some key concepts and ideas from the literature on informal learning. The authors then present two real-life cases they experimented with as scholar-practitioners that demonstrate the importance of a relational learning environment that encompasses virtuality, adaptive challenges and vertical development.

Findings

The new environment calls for new ways to think about informal workplace learning and how to support it. More than ever, organisations should support a culture that promotes collaboration and interactions across areas of expertise, a key condition for finding solutions to complex problems. In this complex environment, where there is no one right solution, organisations will need to rely on leaders who can become role models and show others how to overcome the silo mentality, engage into collaborative reflections, generate alternatives, experiment and learn quickly from what does or does not work.

Originality/value

This study contributes to the literature about workplace learning. It extends the understanding of some benefits that informal workplace learning provides to employees in an attempt to become agile practitioners as the work environment quickly changes and becomes more complex.

Purpose

The aim of this study is to enhance diversity, equity, and inclusiveness (DEI) culture by using individuals’ learning engagement (ILE) as a catalyst with formal and informal learning engagement interventions for sustainable learning and performance.

Design/methodology/approach

As part of a transdisciplinary study (DEI and learning), a mixed method was used. The data from 16 semi-structured interviews (SSI) with corporate professionals was analysed to create the ILE framework for enhancing DEI culture. A focus group discussion and experimentation were used for validation as triangulation.

Findings

The suggested ILE framework had a considerable impact on DEI. Findings revealed a positive, statistically significant association between ILE and DEI cultural enhancement describing how participants' ILE experiences impacted their DEI perspectives, demonstrating compelling evidence of DEI culture enhancement.

Practical implications

This study proposes a sustainable learning approach for a multi-cultural workforce by using the ILE framework for business, HR, DEI and L&D experts to enhance DEI culture.

Originality/value

The study contributes to DEI and learning engagement domains with a framework for integrating all three elements of DEI by using impactful ILE interventions.

Purpose

This study aims to explore the effectiveness of action learning (AL) in PA education through the action research (AR). Public administration (PA) requires training paths for its officials aimed at developing managerial skills. Training designers must construct pathways that identify goals and results to be obtained. Most importantly, they should adopt techniques that engage all stakeholders and measure training performance. This study uses the action research (AR) method to explore the effectiveness of action learning (AL) in PA education. It shows how a training project for officials of the PA can be designed and managed in a participatory and engaging manner.

Design/methodology/approach

The AR approach is particularly suited to long-term training interventions in PA because it offers a means of taking shared responsibility. AR aids in building a bridge between academia and practice and solving real problems with stakeholders, students and end-clients through cyclical interactions of construction, intervention and evaluation. It focuses on AL as an innovative educational tool that links knowledge and action and theory and practice.

Findings

The involvement of different stakeholders, such as teachers, students, administrators and politicians, in the design, management and evaluation process facilitates the identification of educational objectives and monitoring of outcomes in a changing public organizational context. AL is effective because it involves students as individuals and as a team, often as an organization, while trying to solve real problems.

Originality/value

AL through the AR approach has not been widely used in education, especially in PA, where teaching legal and administrative content combines traditional teaching methods. The case study shows the innovative potential of AL in a traditional context such as the PA.