Pub Date : 2023-07-20DOI: 10.1108/jwl-01-2023-0011
Ann Svensson, Linn Gustavsson, I. Svenningsson, C. Karlsson, Tina Karlsson
Purpose This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for identification of patients’ cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice? Design/methodology/approach Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data. Findings Professionals’ knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice. Originality/value This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.
{"title":"Healthcare professionals learning when implementing a digital artefact identifying patients’ cognitive impairment","authors":"Ann Svensson, Linn Gustavsson, I. Svenningsson, C. Karlsson, Tina Karlsson","doi":"10.1108/jwl-01-2023-0011","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0011","url":null,"abstract":"\u0000Purpose\u0000This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for identification of patients’ cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice?\u0000\u0000\u0000Design/methodology/approach\u0000Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data.\u0000\u0000\u0000Findings\u0000Professionals’ knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice.\u0000\u0000\u0000Originality/value\u0000This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45312805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1108/jwl-10-2022-0135
Trine Hove Langdal
Purpose The purpose of this study is to explore schoolteachers’ experiences of knowledge sharing as a source of informal learning in the workplace when teaching new education programs on financial literacy and entrepreneurial skills. Design/methodology/approach This study is based on interviews with American schoolteachers teaching education programs provided by Junior Achievement USA that aim to equip pupils with practical skills in financial literacy and entrepreneurship to improve their work-readiness in adult life. Findings The findings of this study indicate that knowledge sharing is a source of informal learning among the teachers when dealing with the JA programs. This takes place through collaboration in communities of practice. Experienced teachers (who have previously taught the programs) are especially valuable in sharing their insights and helping the teachers prepare their teaching. Such knowledge-sharing practices help the schoolteachers to improve their practices. Having a supportive social culture encourages knowledge sharing between schoolteachers, but more time is needed to prioritize this kind of collaboration between co-workers. Originality/value Teaching financial literacy and entrepreneurship through pupil-driven activities can be experienced as different from teaching regular subjects, and teachers in the study seem to benefit from sharing experiences when it comes to preparing or adding to their teaching. The findings suggest that to facilitate knowledge-sharing practices can be helpful to schoolteachers when introducing new topics and pedagogical methods in schools.
{"title":"Schoolteachers' experiences of knowledge sharing when teaching new education programs","authors":"Trine Hove Langdal","doi":"10.1108/jwl-10-2022-0135","DOIUrl":"https://doi.org/10.1108/jwl-10-2022-0135","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to explore schoolteachers’ experiences of knowledge sharing as a source of informal learning in the workplace when teaching new education programs on financial literacy and entrepreneurial skills.\u0000\u0000\u0000Design/methodology/approach\u0000This study is based on interviews with American schoolteachers teaching education programs provided by Junior Achievement USA that aim to equip pupils with practical skills in financial literacy and entrepreneurship to improve their work-readiness in adult life.\u0000\u0000\u0000Findings\u0000The findings of this study indicate that knowledge sharing is a source of informal learning among the teachers when dealing with the JA programs. This takes place through collaboration in communities of practice. Experienced teachers (who have previously taught the programs) are especially valuable in sharing their insights and helping the teachers prepare their teaching. Such knowledge-sharing practices help the schoolteachers to improve their practices. Having a supportive social culture encourages knowledge sharing between schoolteachers, but more time is needed to prioritize this kind of collaboration between co-workers.\u0000\u0000\u0000Originality/value\u0000Teaching financial literacy and entrepreneurship through pupil-driven activities can be experienced as different from teaching regular subjects, and teachers in the study seem to benefit from sharing experiences when it comes to preparing or adding to their teaching. The findings suggest that to facilitate knowledge-sharing practices can be helpful to schoolteachers when introducing new topics and pedagogical methods in schools.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44693454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1108/jwl-03-2023-0040
S. Carlsson, Sara Willermark
Purpose The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames. Design/methodology/approach The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden. Findings The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies. Originality/value The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.
{"title":"Forbidden and necessary: making sense of smartphones in vocational teaching","authors":"S. Carlsson, Sara Willermark","doi":"10.1108/jwl-03-2023-0040","DOIUrl":"https://doi.org/10.1108/jwl-03-2023-0040","url":null,"abstract":"\u0000Purpose\u0000The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames.\u0000\u0000\u0000Design/methodology/approach\u0000The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden.\u0000\u0000\u0000Findings\u0000The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies.\u0000\u0000\u0000Originality/value\u0000The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48252685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1108/jwl-11-2022-0149
S. Sigurðardóttir, M. Óskarsdóttir, O. Ingimarsson, A. Islind
Purpose This paper aims to focus on the involvement of mental healthcare professionals in a co-design process of a digital healthcare platform. Many people with severe mental disorders need constant support and monitoring, and with long waiting lists and scarce resources in mental healthcare, there is a dire need for innovative digital solutions to counteract those issues. This paper elaborates on a co-design process of a digital platform and mobile app designed for people with mental disorders. The platform primarily considers two perspectives: i) the patients and ii) the healthcare professionals. Design/methodology/approach This paper is based on canonical action research, where the co-design involvement with 13 healthcare professionals is analyzed and their interactions with three primary scenarios are focused. Findings The main contribution of this paper is three co-design principles: i) clarity and information accessibility regarding the patient's side, ii) efficiency and flexibility when it comes to the healthcare professional's side and iii) a notification function in the mobile application. Originality/value The theoretical contribution is the conceptualization of the three co-design principles that others can use when designing digital platforms in healthcare in general and psychiatric care in particular. The practical contributions are firstly outlined through the co-design process itself, where scenarios to guide the work are used, and secondly, the improvements made in the digital platform derived from the results of the co-design process.
{"title":"A novel approach in psychiatric healthcare: co-designing a digital platform","authors":"S. Sigurðardóttir, M. Óskarsdóttir, O. Ingimarsson, A. Islind","doi":"10.1108/jwl-11-2022-0149","DOIUrl":"https://doi.org/10.1108/jwl-11-2022-0149","url":null,"abstract":"\u0000Purpose\u0000This paper aims to focus on the involvement of mental healthcare professionals in a co-design process of a digital healthcare platform. Many people with severe mental disorders need constant support and monitoring, and with long waiting lists and scarce resources in mental healthcare, there is a dire need for innovative digital solutions to counteract those issues. This paper elaborates on a co-design process of a digital platform and mobile app designed for people with mental disorders. The platform primarily considers two perspectives: i) the patients and ii) the healthcare professionals.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is based on canonical action research, where the co-design involvement with 13 healthcare professionals is analyzed and their interactions with three primary scenarios are focused.\u0000\u0000\u0000Findings\u0000The main contribution of this paper is three co-design principles: i) clarity and information accessibility regarding the patient's side, ii) efficiency and flexibility when it comes to the healthcare professional's side and iii) a notification function in the mobile application.\u0000\u0000\u0000Originality/value\u0000The theoretical contribution is the conceptualization of the three co-design principles that others can use when designing digital platforms in healthcare in general and psychiatric care in particular. The practical contributions are firstly outlined through the co-design process itself, where scenarios to guide the work are used, and secondly, the improvements made in the digital platform derived from the results of the co-design process.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44081848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1108/jwl-11-2022-0160
Sixia Liu, Gang Ma, P. Tewogbola, Xieting Gu, Peng Gao, Bin Dong, Dantong He, Wei-hung Lai, Yihua Wu
Purpose This study aims to examine how incorporating gamification elements into an offline training program influences learner engagement and learning outcomes in a non-academic, organizational setting. Design/methodology/approach A randomized pretest–posttest control group experiment was designed to investigate participants’ levels of affective, behavioral and cognitive engagement (learner engagement), as well as their scores on a knowledge and skills assessment (learning outcomes) under two training conditions – traditional instructional strategy (TI) and gamification instructional strategy (GL). Training content, which was the same in both groups, included disease-related information, diagnostic expertise and product operational assistance. Participants (N = 98) were medical sales representatives from a multinational company. Findings Participants in the treatment group had higher levels of learner engagement in comparison to those in the control group. Additionally, participants in the GL group had outperformed their counterparts in the control group on the knowledge and skills assessment. Originality/value This is one of the first studies demonstrating how incorporating gamification elements into corporate training can improve medical sales representatives' learner engagement and learning outcomes.
{"title":"Game principle: enhancing learner engagement with gamification to improve learning outcomes","authors":"Sixia Liu, Gang Ma, P. Tewogbola, Xieting Gu, Peng Gao, Bin Dong, Dantong He, Wei-hung Lai, Yihua Wu","doi":"10.1108/jwl-11-2022-0160","DOIUrl":"https://doi.org/10.1108/jwl-11-2022-0160","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine how incorporating gamification elements into an offline training program influences learner engagement and learning outcomes in a non-academic, organizational setting.\u0000\u0000\u0000Design/methodology/approach\u0000A randomized pretest–posttest control group experiment was designed to investigate participants’ levels of affective, behavioral and cognitive engagement (learner engagement), as well as their scores on a knowledge and skills assessment (learning outcomes) under two training conditions – traditional instructional strategy (TI) and gamification instructional strategy (GL). Training content, which was the same in both groups, included disease-related information, diagnostic expertise and product operational assistance. Participants (N = 98) were medical sales representatives from a multinational company.\u0000\u0000\u0000Findings\u0000Participants in the treatment group had higher levels of learner engagement in comparison to those in the control group. Additionally, participants in the GL group had outperformed their counterparts in the control group on the knowledge and skills assessment.\u0000\u0000\u0000Originality/value\u0000This is one of the first studies demonstrating how incorporating gamification elements into corporate training can improve medical sales representatives' learner engagement and learning outcomes.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42660441","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 : 2023-05-30DOI: 10.1108/jwl-12-2022-0177
Rikke Amalie Agergaard Jensen, Charlotte Jonasson, M. Gartmeier, Jaana Parviainen
Purpose The purpose of this study is to investigate how professionals learn from varying experiences with errors in health-care digitalization and develop and use negative knowledge and digital ignorance in efforts to improve digitalized health care. Design/methodology/approach A two-year qualitative field study was conducted in the context of a public health-care organization working with digital patient communication. The data consisted of participant observation, semistructured interviews and document data. Inductive coding and a theoretically informed generation of themes were applied. Findings The findings show that both health-care and digital communication professionals learn through experiences with digital “rule-” and “knowledge-based” errors in patient communication and develop negative knowledge and awareness of digital ignorance. In their joint efforts, they use negative knowledge to “bend the rules” and to explore digital ignorance in efforts to improve patient communication. Originality/value This study provides insight into the importance of collaboration between professionals with varying experience of errors in digitalizing patient communication. Such collaboration is required to acknowledge own shortcomings and create complementary negative knowledge to improve digital patient communication. This is particularly important when working with innovative digitalization in health care.
{"title":"Learning from errors in digital patient communication: professionals’ enactment of negative knowledge and digital ignorance in the workplace","authors":"Rikke Amalie Agergaard Jensen, Charlotte Jonasson, M. Gartmeier, Jaana Parviainen","doi":"10.1108/jwl-12-2022-0177","DOIUrl":"https://doi.org/10.1108/jwl-12-2022-0177","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate how professionals learn from varying experiences with errors in health-care digitalization and develop and use negative knowledge and digital ignorance in efforts to improve digitalized health care.\u0000\u0000\u0000Design/methodology/approach\u0000A two-year qualitative field study was conducted in the context of a public health-care organization working with digital patient communication. The data consisted of participant observation, semistructured interviews and document data. Inductive coding and a theoretically informed generation of themes were applied.\u0000\u0000\u0000Findings\u0000The findings show that both health-care and digital communication professionals learn through experiences with digital “rule-” and “knowledge-based” errors in patient communication and develop negative knowledge and awareness of digital ignorance. In their joint efforts, they use negative knowledge to “bend the rules” and to explore digital ignorance in efforts to improve patient communication.\u0000\u0000\u0000Originality/value\u0000This study provides insight into the importance of collaboration between professionals with varying experience of errors in digitalizing patient communication. Such collaboration is required to acknowledge own shortcomings and create complementary negative knowledge to improve digital patient communication. This is particularly important when working with innovative digitalization in health care.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49392181","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 : 2023-05-18DOI: 10.1108/jwl-08-2022-0102
Hamfrey Sanhokwe, Willie T. Chinyamurindi, J. Muzurura
Purpose This study aims to answer pertinent questions related to the quality of the organisational learning capability measurement model. Design/methodology/approach A time-separated design informed data collection. The organisational learning capability was exposed to classical higher-order and bifactor confirmatory factor analyses. Multigroup confirmatory factor analysis facilitated measurement invariance testing. This study assessed the predictive validity of the organisational learning capability subscales using hierarchical regression analysis. Findings This study replicated the second-order organisational learning capability model with four subscales. Bifactor modelling confirmed the multidimensionality of the organisational learning capability. The organisational learning capability was invariant between gender groups. The organisational learning capability subscales accounted for a significant variance in innovative work behaviour. Practical implications The organisational learning capability exhibits robust properties, making it a plausible option for monitoring the quality of organisational learning. Organisations must appreciate the quality of this dynamic capability and leverage it to generate new sources of value. Originality/value This study fills a critical gap in organisational learning-related capabilities in sub-Saharan African contexts, providing a base to influence innovation-related trajectories positively.
{"title":"Evaluating the quality of the organisational learning capability measurement model","authors":"Hamfrey Sanhokwe, Willie T. Chinyamurindi, J. Muzurura","doi":"10.1108/jwl-08-2022-0102","DOIUrl":"https://doi.org/10.1108/jwl-08-2022-0102","url":null,"abstract":"\u0000Purpose\u0000This study aims to answer pertinent questions related to the quality of the organisational learning capability measurement model.\u0000\u0000\u0000Design/methodology/approach\u0000A time-separated design informed data collection. The organisational learning capability was exposed to classical higher-order and bifactor confirmatory factor analyses. Multigroup confirmatory factor analysis facilitated measurement invariance testing. This study assessed the predictive validity of the organisational learning capability subscales using hierarchical regression analysis.\u0000\u0000\u0000Findings\u0000This study replicated the second-order organisational learning capability model with four subscales. Bifactor modelling confirmed the multidimensionality of the organisational learning capability. The organisational learning capability was invariant between gender groups. The organisational learning capability subscales accounted for a significant variance in innovative work behaviour.\u0000\u0000\u0000Practical implications\u0000The organisational learning capability exhibits robust properties, making it a plausible option for monitoring the quality of organisational learning. Organisations must appreciate the quality of this dynamic capability and leverage it to generate new sources of value.\u0000\u0000\u0000Originality/value\u0000This study fills a critical gap in organisational learning-related capabilities in sub-Saharan African contexts, providing a base to influence innovation-related trajectories positively.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46704652","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 : 2023-05-11DOI: 10.1108/jwl-11-2022-0159
Olaoluwa. J. Oluwafemi, Paul Kojo Ametepe
Purpose Despite the enormous investment in employee training, training effectiveness is often hampered by insufficient transfer of learning (TOL) among trainees, making the return on training investment suboptimal. The challenge of effective TOL among employees is enormous, including personal and organizational factors, and research exploring this is inconclusive. This study aims to investigate organizational climate and TOL and the mediating role of emotional intelligence. Design/methodology/approach Applying identical elements and social cognitive theories, the study used multistage sampling techniques through purposive, convenience and simple random sampling collected using validated measures of the study constructs formed into a survey questionnaire. Multiple Regression and Process Macro were used to analyze the data. Findings Results revealed significant relationships between formalization, performance feedback, employee participation, innovation and flexibility with TOL. Organizational climate dimensions jointly and independently predicted TOL. However, only formalization was inversely related to TOL. Emotional intelligence partially mediates the relationship between organizational climate dimensions and TOL. The study recommends the need for managers to encourage autonomy, creativity and flexibility and provide honest and valid feedback to foster the TOL. Originality/value By addressing the limitations of other studies, this study advances knowledge by underlining the significance of including and further exploring the mediating role of trainees’ emotional intelligence on the relationship between organizational climate (formalization, performance feedback, employee participation, innovation and flexibility) and TOL.
{"title":"Mediating role of emotional intelligence between organizational climate, and transfer of learning among civil service employees","authors":"Olaoluwa. J. Oluwafemi, Paul Kojo Ametepe","doi":"10.1108/jwl-11-2022-0159","DOIUrl":"https://doi.org/10.1108/jwl-11-2022-0159","url":null,"abstract":"\u0000Purpose\u0000Despite the enormous investment in employee training, training effectiveness is often hampered by insufficient transfer of learning (TOL) among trainees, making the return on training investment suboptimal. The challenge of effective TOL among employees is enormous, including personal and organizational factors, and research exploring this is inconclusive. This study aims to investigate organizational climate and TOL and the mediating role of emotional intelligence.\u0000\u0000\u0000Design/methodology/approach\u0000Applying identical elements and social cognitive theories, the study used multistage sampling techniques through purposive, convenience and simple random sampling collected using validated measures of the study constructs formed into a survey questionnaire. Multiple Regression and Process Macro were used to analyze the data.\u0000\u0000\u0000Findings\u0000Results revealed significant relationships between formalization, performance feedback, employee participation, innovation and flexibility with TOL. Organizational climate dimensions jointly and independently predicted TOL. However, only formalization was inversely related to TOL. Emotional intelligence partially mediates the relationship between organizational climate dimensions and TOL. The study recommends the need for managers to encourage autonomy, creativity and flexibility and provide honest and valid feedback to foster the TOL.\u0000\u0000\u0000Originality/value\u0000By addressing the limitations of other studies, this study advances knowledge by underlining the significance of including and further exploring the mediating role of trainees’ emotional intelligence on the relationship between organizational climate (formalization, performance feedback, employee participation, innovation and flexibility) and TOL.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42352817","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 : 2023-05-11DOI: 10.1108/jwl-12-2022-0165
Robin Jonsson, K. Nilsson, L. Björk, A. Lindegård
Purpose This study aims to describe and evaluate the impact of a participatory age-management intervention on the knowledge, awareness and engagement of line managers and their HR partners from six health-care organizations in Sweden. Design/methodology/approach The learning workshops consisted of lectures, discussions, feedback and exchange of experiences with colleagues and invited experts. A total of 19 participants were interviewed six months after the final workshop, and qualitative thematic analysis was used to analyze the transcribed interviews. Findings The intervention design produced promising results in improving line managers’ and HR partners’ knowledge and increasing awareness and engagement. On some occasions, the participants also initiated changes in organizational policies and practices. However, the intervention primarily became a personal learning experience as participants lacked resources and mandates to initiate change in their daily work. To stimulate engagement and change at the organizational level, the authors believe that an intervention must receive support from higher managers, be anchored at the workplace and be aligned with the organization’s goals; moreover, participants must be provided with sufficient resources and mandates to coordinate the implementation of age-management strategies. Practical implications Prolonged working life policies and skill shortages are affecting organizations and societies, and for many employers, there are strong reasons for developing strategies to attract, recruit and retain older workers. Originality/value This study offers lessons and guidance for future workplace interventions to attract, recruit and retain older workers.
{"title":"Engaging the missing actor: lessons learned from an age-management intervention targeting line managers and their HR partners","authors":"Robin Jonsson, K. Nilsson, L. Björk, A. Lindegård","doi":"10.1108/jwl-12-2022-0165","DOIUrl":"https://doi.org/10.1108/jwl-12-2022-0165","url":null,"abstract":"\u0000Purpose\u0000This study aims to describe and evaluate the impact of a participatory age-management intervention on the knowledge, awareness and engagement of line managers and their HR partners from six health-care organizations in Sweden.\u0000\u0000\u0000Design/methodology/approach\u0000The learning workshops consisted of lectures, discussions, feedback and exchange of experiences with colleagues and invited experts. A total of 19 participants were interviewed six months after the final workshop, and qualitative thematic analysis was used to analyze the transcribed interviews.\u0000\u0000\u0000Findings\u0000The intervention design produced promising results in improving line managers’ and HR partners’ knowledge and increasing awareness and engagement. On some occasions, the participants also initiated changes in organizational policies and practices. However, the intervention primarily became a personal learning experience as participants lacked resources and mandates to initiate change in their daily work. To stimulate engagement and change at the organizational level, the authors believe that an intervention must receive support from higher managers, be anchored at the workplace and be aligned with the organization’s goals; moreover, participants must be provided with sufficient resources and mandates to coordinate the implementation of age-management strategies.\u0000\u0000\u0000Practical implications\u0000Prolonged working life policies and skill shortages are affecting organizations and societies, and for many employers, there are strong reasons for developing strategies to attract, recruit and retain older workers.\u0000\u0000\u0000Originality/value\u0000This study offers lessons and guidance for future workplace interventions to attract, recruit and retain older workers.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48253831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Guest editorial: Organizational learning, collaboration and distributed work in times of epistemic ambiguity","authors":"D. Kravčenko, A. Thomassen","doi":"10.1108/jwl-04-2023-197","DOIUrl":"https://doi.org/10.1108/jwl-04-2023-197","url":null,"abstract":"","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45459233","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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