Pub Date : 2023-10-03DOI: 10.1108/jwl-10-2022-0137
Jorge Muniz Jr., Fernando Ramalho Martins, Daniel Wintersberger, João Paulo Oliveira Santos
Purpose This paper aims to discuss how trade union leaders deal with the implementation of Industry 4.0 (I4.0). The study is circumscribed to the Brazilian automotive sector and came from a human-centric (Industry 5.0) concern related to issues such as organisational learning, knowledge, innovation and workplace learning. Design/methodology/approach Case studies in two truck plants related to union participation during new product and process implementation based on Industry 4.0. Semi-structured interviews with union leaders from both plants were conducted to determine the subtle similarities and differences between the two polar types. Findings The findings pointed out that human resources and workplace learning must be reviewed to prepare workers to face I4.0. Four themes are explored: modernisation origins; negotiation process; workers’ concerns; and results and lessons learned. The findings highlight concerns about employees and job loss; replacement of workers by technological devices; workplace learning and the trade union perspective; and influence of the country’s economic situation on I4.0 implementation in social systems dependent on worker tacit knowledge. Originality/value This paper presents labour union leaders’ perspectives related to the impact of I4.0 and contributes to a better understanding of industry-worker workplace learning.
{"title":"Trade union and Industry 4.0 implementation: two polar cases in Brazilian trucks manufacturing","authors":"Jorge Muniz Jr., Fernando Ramalho Martins, Daniel Wintersberger, João Paulo Oliveira Santos","doi":"10.1108/jwl-10-2022-0137","DOIUrl":"https://doi.org/10.1108/jwl-10-2022-0137","url":null,"abstract":"Purpose This paper aims to discuss how trade union leaders deal with the implementation of Industry 4.0 (I4.0). The study is circumscribed to the Brazilian automotive sector and came from a human-centric (Industry 5.0) concern related to issues such as organisational learning, knowledge, innovation and workplace learning. Design/methodology/approach Case studies in two truck plants related to union participation during new product and process implementation based on Industry 4.0. Semi-structured interviews with union leaders from both plants were conducted to determine the subtle similarities and differences between the two polar types. Findings The findings pointed out that human resources and workplace learning must be reviewed to prepare workers to face I4.0. Four themes are explored: modernisation origins; negotiation process; workers’ concerns; and results and lessons learned. The findings highlight concerns about employees and job loss; replacement of workers by technological devices; workplace learning and the trade union perspective; and influence of the country’s economic situation on I4.0 implementation in social systems dependent on worker tacit knowledge. Originality/value This paper presents labour union leaders’ perspectives related to the impact of I4.0 and contributes to a better understanding of industry-worker workplace learning.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688934","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 : 2023-09-29DOI: 10.1108/jwl-06-2023-0095
Susanna Kultalahti, Riitta Viitala, Maija Hujala, Tauno Kekale
Purpose The purpose of this study is to gain more understanding of how competence might matter from the perspective of well-being at work. The authors explore how perceived competence is connected to perceived work-related well-being among Baby Boomer, Generation X and Generation Y employees. Design/methodology/approach The authors explore how perceived competence is connected to perceived work-related well-being among Baby Boomer, Generation X and Generation Y employees. The frames of reference of the study are based on literature on employee well-being (measured with work engagement and overcommitment) and competence, as well as on generational discussions. The quantitative, questionnaire-based study was conducted in 88 companies in Finland, with the total number of respondents being 4,418. Findings The main finding was that perceived competence related to current duties is statistically significantly connected to employee well-being. The results indicate that high competence results in high employee well-being in all generational groups. Further, Generation Y estimated their work well-being, both in terms of work engagement and overcommitment, lower than Baby Boomers or Generation X. The results suggest that developing competence of employees in organizations seems to be an important means to also support work well-being. It is especially important to pay attention to that among Generation Y, who take their first steps in working life. Competence is a meaningful factor for coping in working life in continually changing work environments. Incompetence is not just a factor for poor performance but also a potential threat to employee well-being. Originality/value Most of the competence/workplace learning results research concentrates on cognitive competence and skills, often from the employers’ benefit viewpoint (useful skills, productivity increase). This study starts from the finding that new generations of workers rather look for a meaningful work life, and thus, a feeling of having the necessary competences directly improves their well-being and, thus, life quality. Furthermore, the study is based on an original questionnaire-based study conducted in 88 companies in Finland, with the total number of respondents being 4,418.
{"title":"Employee well-being: the role of perceived competence","authors":"Susanna Kultalahti, Riitta Viitala, Maija Hujala, Tauno Kekale","doi":"10.1108/jwl-06-2023-0095","DOIUrl":"https://doi.org/10.1108/jwl-06-2023-0095","url":null,"abstract":"Purpose The purpose of this study is to gain more understanding of how competence might matter from the perspective of well-being at work. The authors explore how perceived competence is connected to perceived work-related well-being among Baby Boomer, Generation X and Generation Y employees. Design/methodology/approach The authors explore how perceived competence is connected to perceived work-related well-being among Baby Boomer, Generation X and Generation Y employees. The frames of reference of the study are based on literature on employee well-being (measured with work engagement and overcommitment) and competence, as well as on generational discussions. The quantitative, questionnaire-based study was conducted in 88 companies in Finland, with the total number of respondents being 4,418. Findings The main finding was that perceived competence related to current duties is statistically significantly connected to employee well-being. The results indicate that high competence results in high employee well-being in all generational groups. Further, Generation Y estimated their work well-being, both in terms of work engagement and overcommitment, lower than Baby Boomers or Generation X. The results suggest that developing competence of employees in organizations seems to be an important means to also support work well-being. It is especially important to pay attention to that among Generation Y, who take their first steps in working life. Competence is a meaningful factor for coping in working life in continually changing work environments. Incompetence is not just a factor for poor performance but also a potential threat to employee well-being. Originality/value Most of the competence/workplace learning results research concentrates on cognitive competence and skills, often from the employers’ benefit viewpoint (useful skills, productivity increase). This study starts from the finding that new generations of workers rather look for a meaningful work life, and thus, a feeling of having the necessary competences directly improves their well-being and, thus, life quality. Furthermore, the study is based on an original questionnaire-based study conducted in 88 companies in Finland, with the total number of respondents being 4,418.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135132645","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 : 2023-09-27DOI: 10.1108/jwl-03-2023-0042
Tamara Vanessa Leiß, Andreas Rausch
Purpose This paper aims to examine the impact of problem-solving activities, emotional experiences and contextual and personal factors on learning from dealing with software-related problems in everyday office work. Design/methodology/approach To measure the use of problem-solving activities, emotional experiences and the contextual factors of problem characteristics and learning in situ, a research diary was used. To measure team psychological safety (contextual factor) and personal factors, including the Big Five personality traits, occupational self-efficacy and technology self-efficacy, the authors administered a self-report questionnaire. In sum, 48 students from a software company in Germany recorded 240 diary entries during five working days. The data was analysed using multilevel analysis. Findings Results revealed that asking others and using information from the internet are positive predictors of self-perceived learning from a software-related problem, while experimenting, which was the most common activity, had a negative effect on learning. Guilt about the problem was positively related to learning while working in the office (as opposed to remote work), and feeling irritated/annoyed/angry showed a negative effect. Surprisingly, psychological safety had a negative effect on perceived learning. Research limitations/implications Major limitations of the study concern the convenience sample and the disregard for the sequence of the activities. Originality/value This study contributes to the limited empirical evidence on employees’ problem-solving activities and informal workplace learning in the software context. To overcome the shortcomings of previous studies using retrospective assessments and in-lab observations, this study uses the diary method to investigate in situ.
{"title":"Informal learning from dealing with software-related problems in the digital workplace","authors":"Tamara Vanessa Leiß, Andreas Rausch","doi":"10.1108/jwl-03-2023-0042","DOIUrl":"https://doi.org/10.1108/jwl-03-2023-0042","url":null,"abstract":"Purpose\u0000This paper aims to examine the impact of problem-solving activities, emotional experiences and contextual and personal factors on learning from dealing with software-related problems in everyday office work.\u0000\u0000\u0000Design/methodology/approach\u0000To measure the use of problem-solving activities, emotional experiences and the contextual factors of problem characteristics and learning in situ, a research diary was used. To measure team psychological safety (contextual factor) and personal factors, including the Big Five personality traits, occupational self-efficacy and technology self-efficacy, the authors administered a self-report questionnaire. In sum, 48 students from a software company in Germany recorded 240 diary entries during five working days. The data was analysed using multilevel analysis.\u0000\u0000\u0000Findings\u0000Results revealed that asking others and using information from the internet are positive predictors of self-perceived learning from a software-related problem, while experimenting, which was the most common activity, had a negative effect on learning. Guilt about the problem was positively related to learning while working in the office (as opposed to remote work), and feeling irritated/annoyed/angry showed a negative effect. Surprisingly, psychological safety had a negative effect on perceived learning.\u0000\u0000\u0000Research limitations/implications\u0000Major limitations of the study concern the convenience sample and the disregard for the sequence of the activities.\u0000\u0000\u0000Originality/value\u0000This study contributes to the limited empirical evidence on employees’ problem-solving activities and informal workplace learning in the software context. To overcome the shortcomings of previous studies using retrospective assessments and in-lab observations, this study uses the diary method to investigate in situ.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537942","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 : 2023-09-18DOI: 10.1108/jwl-03-2023-0046
Nienke A. Boere, Bastian de Jong, Joost Jansen in de Wal, Frank Cornelissen
Purpose Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation. Design/methodology/approach A total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling. Findings The results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found. Practical implications The outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees. Originality/value To the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.
{"title":"Does training content matter? Differences between soft- and hard-skill trainings in transfer motivation","authors":"Nienke A. Boere, Bastian de Jong, Joost Jansen in de Wal, Frank Cornelissen","doi":"10.1108/jwl-03-2023-0046","DOIUrl":"https://doi.org/10.1108/jwl-03-2023-0046","url":null,"abstract":"Purpose Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation. Design/methodology/approach A total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling. Findings The results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found. Practical implications The outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees. Originality/value To the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135109532","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 : 2023-09-12DOI: 10.1108/jwl-09-2022-0119
Philip Wotschack, Gergana Vladova, Patricia de Paiva Lareiro, Christof Thim
Purpose The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design. Design/methodology/approach This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals’ work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process. Findings This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers’ ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information. Research limitations/implications Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace. Practical implications This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Social implications This study indicates the advantage for companies and societies to invest in additional skills and training and points at the
{"title":"Learning via assistance systems in industrial manufacturing. An experimental study in an Industry 4.0 environment","authors":"Philip Wotschack, Gergana Vladova, Patricia de Paiva Lareiro, Christof Thim","doi":"10.1108/jwl-09-2022-0119","DOIUrl":"https://doi.org/10.1108/jwl-09-2022-0119","url":null,"abstract":"Purpose The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design. Design/methodology/approach This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals’ work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process. Findings This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers’ ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information. Research limitations/implications Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace. Practical implications This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Social implications This study indicates the advantage for companies and societies to invest in additional skills and training and points at the","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886774","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 : 2023-09-12DOI: 10.1108/jwl-02-2023-0032
Karolina Parding, Maria Ek Styvén, Frida Lindström, Anna Näppä
Purpose This paper aims to focus on conditions for workplace learning (WPL) in highly transient workplaces, exemplified by the tourism and hospitality sector in the Arctic region. The aim is to analyse and discuss how employees and employers view the conditions for employees’ WPL from their respective perspectives. Design/methodology/approach The study is based on a qualitative approach. Ten interviews with employers and ten interviews with employees were carried out. This opens for different perspectives, including identifying “learning gaps”. The analysis was thematic, with a focus on opportunities and challenges for WPL in these transient workplace contexts. Findings Overall, conditions for WPL seem unsatisfactory. On the one hand, both employees and employers see WPL as essential for staff retention. Employers also see WPL as a strategy for business development and, thus, profit. On the other hand, high staff turnover makes it challenging to strategically invest in and organize for WPL, especially formal learning. Hence, a Catch-22 situation emerges. Research limitations/implications As this study is qualitative in its scope, generalizations are analytical rather than statistical. Originality/value There is a shortage of studies on conditions for WPL, focusing particularly on transient workplaces. Moreover, by including employer and employee perspectives, the authors contribute to a gap in the literature. The empirical contribution of this paper thus lies in using a theoretical WPL framework on transient workplaces, exemplified by the tourism and hospitality industries in the Arctic region.
{"title":"Workplace learning in transient workplaces: the tourism and hospitality industry in the Arctic region","authors":"Karolina Parding, Maria Ek Styvén, Frida Lindström, Anna Näppä","doi":"10.1108/jwl-02-2023-0032","DOIUrl":"https://doi.org/10.1108/jwl-02-2023-0032","url":null,"abstract":"Purpose This paper aims to focus on conditions for workplace learning (WPL) in highly transient workplaces, exemplified by the tourism and hospitality sector in the Arctic region. The aim is to analyse and discuss how employees and employers view the conditions for employees’ WPL from their respective perspectives. Design/methodology/approach The study is based on a qualitative approach. Ten interviews with employers and ten interviews with employees were carried out. This opens for different perspectives, including identifying “learning gaps”. The analysis was thematic, with a focus on opportunities and challenges for WPL in these transient workplace contexts. Findings Overall, conditions for WPL seem unsatisfactory. On the one hand, both employees and employers see WPL as essential for staff retention. Employers also see WPL as a strategy for business development and, thus, profit. On the other hand, high staff turnover makes it challenging to strategically invest in and organize for WPL, especially formal learning. Hence, a Catch-22 situation emerges. Research limitations/implications As this study is qualitative in its scope, generalizations are analytical rather than statistical. Originality/value There is a shortage of studies on conditions for WPL, focusing particularly on transient workplaces. Moreover, by including employer and employee perspectives, the authors contribute to a gap in the literature. The empirical contribution of this paper thus lies in using a theoretical WPL framework on transient workplaces, exemplified by the tourism and hospitality industries in the Arctic region.","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886775","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 : 2023-08-29DOI: 10.1108/jwl-11-2022-0144
Vilja M.R. Rydman, Eveliina Saari
Purpose This paper aims to introduce the Empatia video reflection method, designed to enhance care workers’ awareness of empathic care. The method makes the quality of care visible, which is needed when digitalization efforts in elder care focus on the efficiency and adequacy of care work. Design/methodology/approach The Empatia method leans on previous studies of the interaction between care professionals and clients and elaborates further previous video reflection methods. In empathic care work, the care worker sees the client on their life continuum, rather than focusing on only medical treatments. Findings The empirical example demonstrates how a care worker gained awareness of their empathic interaction habits. Within the work community, the reflection process sparked discussions on values: the purpose of care work and how to conduct empathic care. Focusing on empathic relationships in care fosters both the client’s and the care worker’s well-being. Practical implications The strength of the Empatia method is that it makes empathy visible in interaction and something that is individually and collectively learnable. The Empatia includes an analytical tool for researchers to reveal empathy in client interaction. It can be developed further into a reflection tool for service work to learn how to be empathic in service encounters. Originality/value Compared to other video-stimulated recall methods, the Empatia involves contextual understanding of care work. Empowering positive interactions instead of detecting errors and solving problems is a novel concept and is scantily used in studies of organizational learning. The Empatia provides a detailed method description that allows for the replication of the method by anyone.
{"title":"Empatia – video reflection method for reflecting on empathic interactions between care worker and client","authors":"Vilja M.R. Rydman, Eveliina Saari","doi":"10.1108/jwl-11-2022-0144","DOIUrl":"https://doi.org/10.1108/jwl-11-2022-0144","url":null,"abstract":"\u0000Purpose\u0000This paper aims to introduce the Empatia video reflection method, designed to enhance care workers’ awareness of empathic care. The method makes the quality of care visible, which is needed when digitalization efforts in elder care focus on the efficiency and adequacy of care work.\u0000\u0000\u0000Design/methodology/approach\u0000The Empatia method leans on previous studies of the interaction between care professionals and clients and elaborates further previous video reflection methods. In empathic care work, the care worker sees the client on their life continuum, rather than focusing on only medical treatments.\u0000\u0000\u0000Findings\u0000The empirical example demonstrates how a care worker gained awareness of their empathic interaction habits. Within the work community, the reflection process sparked discussions on values: the purpose of care work and how to conduct empathic care. Focusing on empathic relationships in care fosters both the client’s and the care worker’s well-being.\u0000\u0000\u0000Practical implications\u0000The strength of the Empatia method is that it makes empathy visible in interaction and something that is individually and collectively learnable. The Empatia includes an analytical tool for researchers to reveal empathy in client interaction. It can be developed further into a reflection tool for service work to learn how to be empathic in service encounters.\u0000\u0000\u0000Originality/value\u0000Compared to other video-stimulated recall methods, the Empatia involves contextual understanding of care work. Empowering positive interactions instead of detecting errors and solving problems is a novel concept and is scantily used in studies of organizational learning. The Empatia provides a detailed method description that allows for the replication of the method by anyone.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43460860","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 : 2023-08-22DOI: 10.1108/jwl-03-2023-0050
Alfonso J. Gil, J. García-Alcaráz, Mara Mataveli, Claudia Tobias
Purpose The purpose of this paper is to analyse the relationship between a supportive organisational climate and training process outcomes; to analyse the mediating effect of job satisfaction between a supportive organisational climate and training process outcomes; and to analyse the moderating effect of a proactive attitude on a supportive organisational climate and training process outcomes. Design/methodology/approach The participants consisted of 359 employees recruited from 18 companies in Spain. The hypotheses were tested with structural equations via partial least squares regression. Findings The data indicated a positive and statistically significant relationship between a supportive organisational climate and training process outcomes. The proposed moderating and mediating effects are also verified. Originality/value This work contributes to the literature on human resource management and the relationship between organisational behaviour and training outcomes. In addition, it shows the role of attitudes between organisational climate and training outcomes.
{"title":"The interrelationships between organisational climate and job satisfaction and their impact on training outcomes","authors":"Alfonso J. Gil, J. García-Alcaráz, Mara Mataveli, Claudia Tobias","doi":"10.1108/jwl-03-2023-0050","DOIUrl":"https://doi.org/10.1108/jwl-03-2023-0050","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to analyse the relationship between a supportive organisational climate and training process outcomes; to analyse the mediating effect of job satisfaction between a supportive organisational climate and training process outcomes; and to analyse the moderating effect of a proactive attitude on a supportive organisational climate and training process outcomes.\u0000\u0000\u0000Design/methodology/approach\u0000The participants consisted of 359 employees recruited from 18 companies in Spain. The hypotheses were tested with structural equations via partial least squares regression.\u0000\u0000\u0000Findings\u0000The data indicated a positive and statistically significant relationship between a supportive organisational climate and training process outcomes. The proposed moderating and mediating effects are also verified.\u0000\u0000\u0000Originality/value\u0000This work contributes to the literature on human resource management and the relationship between organisational behaviour and training outcomes. In addition, it shows the role of attitudes between organisational climate and training outcomes.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47018892","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 : 2023-08-21DOI: 10.1108/jwl-02-2022-0023
S. Sushanth Kumar, A. D. Kumar
Purpose E-training changed the employee experience with the help of virtual and online tools. This study aims to analyse the perceived impact of e-training on trainee experience and trainees’ self-assessment. Design/methodology/approach Data was gathered using a structured questionnaire from 853 employees of 30 Hydropower stations in North India. The partial least squares-structural equation modelling is used to test the relationships between study variables. Findings The result shows infrastructure and organisational support as the leading dimension, followed by trainer abilities and content/material/design to impact the perceived usefulness of e-training. The perceived trainee experience significantly impacts the e-training outcome as trainees’ perceived significant positive self-assessment. Practical implications Employees in select organisations indicate acceptance of the e-training. Hence, this study supports the applications of modern and emerging e-training tools as artefacts to support the learning and development of employees in select organisations. Originality/value This study explored the relationship between synchronous e-training and employee experience in the select power sector organisations previously dominated by traditional training tools.
{"title":"E-training impact on trainee experience and self-assessment","authors":"S. Sushanth Kumar, A. D. Kumar","doi":"10.1108/jwl-02-2022-0023","DOIUrl":"https://doi.org/10.1108/jwl-02-2022-0023","url":null,"abstract":"\u0000Purpose\u0000E-training changed the employee experience with the help of virtual and online tools. This study aims to analyse the perceived impact of e-training on trainee experience and trainees’ self-assessment.\u0000\u0000\u0000Design/methodology/approach\u0000Data was gathered using a structured questionnaire from 853 employees of 30 Hydropower stations in North India. The partial least squares-structural equation modelling is used to test the relationships between study variables.\u0000\u0000\u0000Findings\u0000The result shows infrastructure and organisational support as the leading dimension, followed by trainer abilities and content/material/design to impact the perceived usefulness of e-training. The perceived trainee experience significantly impacts the e-training outcome as trainees’ perceived significant positive self-assessment.\u0000\u0000\u0000Practical implications\u0000Employees in select organisations indicate acceptance of the e-training. Hence, this study supports the applications of modern and emerging e-training tools as artefacts to support the learning and development of employees in select organisations.\u0000\u0000\u0000Originality/value\u0000This study explored the relationship between synchronous e-training and employee experience in the select power sector organisations previously dominated by traditional training tools.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49540359","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 : 2023-08-15DOI: 10.1108/jwl-11-2022-0146
Saima Ritonummi, Valtteri Siitonen, Markus Salo, H. Pirkkalainen
Purpose The purpose of this study is to investigate the barriers that prevent workers in the software industry from experiencing flow in their work. Design/methodology/approach This study was conducted by using a qualitative critical incident technique-inspired questionnaire. Findings The findings suggest that workers in the software industry perceive that the most obvious obstacles to experiencing flow are related to work not presenting enough cognitive challenges and situational barriers related to the characteristics of the job (e.g. workdays having too many interruptions and distractions, timetables often being considered too tight for creative exploration and problem solving and having negative user experiences with development tools). Originality/value The findings provide insights into flow barriers, specifically barriers that prevent workers in the software industry from experiencing flow.
{"title":"Exploring barriers that prevent employees from experiencing flow in the software industry","authors":"Saima Ritonummi, Valtteri Siitonen, Markus Salo, H. Pirkkalainen","doi":"10.1108/jwl-11-2022-0146","DOIUrl":"https://doi.org/10.1108/jwl-11-2022-0146","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate the barriers that prevent workers in the software industry from experiencing flow in their work.\u0000\u0000\u0000Design/methodology/approach\u0000This study was conducted by using a qualitative critical incident technique-inspired questionnaire.\u0000\u0000\u0000Findings\u0000The findings suggest that workers in the software industry perceive that the most obvious obstacles to experiencing flow are related to work not presenting enough cognitive challenges and situational barriers related to the characteristics of the job (e.g. workdays having too many interruptions and distractions, timetables often being considered too tight for creative exploration and problem solving and having negative user experiences with development tools).\u0000\u0000\u0000Originality/value\u0000The findings provide insights into flow barriers, specifically barriers that prevent workers in the software industry from experiencing flow.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43917136","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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