Pub Date : 2023-04-13DOI: 10.1108/jwl-12-2022-0175
Soila Lemmetty, Steven E. Billet
Purpose This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work. Design/methodology/approach The paper draws on Jaakkola’s (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge. Findings In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena, (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning, (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises, (4) the continuity of innovations and learning processes is enabled by participation and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice. Originality/value The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.
{"title":"Employee-driven learning and innovation (EDLI) as a phenomenon of continuous learning at work","authors":"Soila Lemmetty, Steven E. Billet","doi":"10.1108/jwl-12-2022-0175","DOIUrl":"https://doi.org/10.1108/jwl-12-2022-0175","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work.\u0000\u0000\u0000Design/methodology/approach\u0000The paper draws on Jaakkola’s (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge.\u0000\u0000\u0000Findings\u0000In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena, (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning, (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises, (4) the continuity of innovations and learning processes is enabled by participation and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice.\u0000\u0000\u0000Originality/value\u0000The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488703","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 : 2023-04-11DOI: 10.1108/jwl-12-2022-0180
Chunyan Lu, Aarren Minneyfield, Min Jia, J. Lu, Yan Zheng, Jingying Huo, Ningyi Wang, Yihua Wu, Jennifer Brantley
Purpose The purpose of this paper is to explore more agile and effective learning processes that help identify potentially high-performing staff during workplace training. Design/methodology/approach To test the efficacy of the learning-oriented assessment (LOA) process in workplace training, a pharmaceutical sales organization implemented an online training over three months that was modeled with the LOA process. During work hours, employees within the organization took two tests (one before and after training) as well as participated in training with essential work-related content, where they were given problem sets and scenarios to complete that would vary based on their responses. Their assessment scores, formative learning behaviors and quarterly revenue were recorded to determine the effects of the training. Findings The outcome of this study supported the theory that the LOA model would facilitate the acquisition and application of knowledge differentially between employees of the organization, and this knowledge would serve to improve the performance of the employees to the extent that it increased revenue. Research limitations/implications This study was a field experiment that did not allow for the control of possible confounds. However, the real-world real people outcomes provide novel insights on best practices in workplace training. Practical implications The findings of this study showed the short-term effectiveness of the LOA process in professional knowledge acquisition and application in relevant skills that increase organizational revenue. Originality/value This study provides an applied understanding on the applicability of the LOA process in workplace learning and training which has not been previously investigated.
{"title":"Training via learning oriented assessment: an investigation of knowledge acquisition, skill application and job effectiveness","authors":"Chunyan Lu, Aarren Minneyfield, Min Jia, J. Lu, Yan Zheng, Jingying Huo, Ningyi Wang, Yihua Wu, Jennifer Brantley","doi":"10.1108/jwl-12-2022-0180","DOIUrl":"https://doi.org/10.1108/jwl-12-2022-0180","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore more agile and effective learning processes that help identify potentially high-performing staff during workplace training.\u0000\u0000\u0000Design/methodology/approach\u0000To test the efficacy of the learning-oriented assessment (LOA) process in workplace training, a pharmaceutical sales organization implemented an online training over three months that was modeled with the LOA process. During work hours, employees within the organization took two tests (one before and after training) as well as participated in training with essential work-related content, where they were given problem sets and scenarios to complete that would vary based on their responses. Their assessment scores, formative learning behaviors and quarterly revenue were recorded to determine the effects of the training.\u0000\u0000\u0000Findings\u0000The outcome of this study supported the theory that the LOA model would facilitate the acquisition and application of knowledge differentially between employees of the organization, and this knowledge would serve to improve the performance of the employees to the extent that it increased revenue.\u0000\u0000\u0000Research limitations/implications\u0000This study was a field experiment that did not allow for the control of possible confounds. However, the real-world real people outcomes provide novel insights on best practices in workplace training.\u0000\u0000\u0000Practical implications\u0000The findings of this study showed the short-term effectiveness of the LOA process in professional knowledge acquisition and application in relevant skills that increase organizational revenue.\u0000\u0000\u0000Originality/value\u0000This study provides an applied understanding on the applicability of the LOA process in workplace learning and training which has not been previously investigated.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47913804","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 : 2023-03-27DOI: 10.1108/jwl-01-2023-0018
Paul Lyons, Randall P. Bandura
Purpose The purpose of this paper is the presentation of a learning model for a manager and employee working collaboratively to make advances in knowledge, skills, work performance and in the quality of their relationship. The model is called reciprocal action learning. Design/methodology/approach The approach was to examine concepts and research that could be linked to reciprocal learning. Desired, ultimately, was creation of a proposal that put forth an explanation of manager–employee learning and a means for placing the effort into practice. Theories and concepts are identified in support of the learning approach and its functioning. Action or experiential learning was identified as the vehicle for implementation. Findings Substantive, supportive information was identified in the expression of a practical action plan for a manager to use to spring reciprocal learning to life. Practical implications The action plan set forth can serve as a model or template for a manager, particularly those managers with little experience in guiding employee learning. Initial use of the concepts and action plan could be regarded as an experiment and could set the stage for additional, more informed efforts at reciprocal learning. Originality/value While much empirical and other research addresses employee learning and management/manager learning, there is very little research or material available regarding how a manager and an employee can directly learn together in working on an issue (problem, change, improvement, etc.) in a collaborative fashion that embraces equality.
{"title":"Reciprocal action learning: manager and employee development","authors":"Paul Lyons, Randall P. Bandura","doi":"10.1108/jwl-01-2023-0018","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0018","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is the presentation of a learning model for a manager and employee working collaboratively to make advances in knowledge, skills, work performance and in the quality of their relationship. The model is called reciprocal action learning.\u0000\u0000\u0000Design/methodology/approach\u0000The approach was to examine concepts and research that could be linked to reciprocal learning. Desired, ultimately, was creation of a proposal that put forth an explanation of manager–employee learning and a means for placing the effort into practice. Theories and concepts are identified in support of the learning approach and its functioning. Action or experiential learning was identified as the vehicle for implementation.\u0000\u0000\u0000Findings\u0000Substantive, supportive information was identified in the expression of a practical action plan for a manager to use to spring reciprocal learning to life.\u0000\u0000\u0000Practical implications\u0000The action plan set forth can serve as a model or template for a manager, particularly those managers with little experience in guiding employee learning. Initial use of the concepts and action plan could be regarded as an experiment and could set the stage for additional, more informed efforts at reciprocal learning.\u0000\u0000\u0000Originality/value\u0000While much empirical and other research addresses employee learning and management/manager learning, there is very little research or material available regarding how a manager and an employee can directly learn together in working on an issue (problem, change, improvement, etc.) in a collaborative fashion that embraces equality.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46776133","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 : 2023-03-21DOI: 10.1108/jwl-06-2022-0074
V. Deutscher, A. Braunstein
Purpose This study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments. Design/methodology/approach Employees’ success of learning at work is strongly influenced by the quality of the workplace learning environment. In the recent decades growing effort has been given to the development of surveys to measure the quality of workplace learning, resulting in a large number of available survey instruments. This study conceptually draws on a 3-P model and uses a qualitative metasynthesis to collect and categorize n = 94 surveys that intend to measure the quality of workplace learning (WPL). Findings The results underline that research on WPL environments is a highly interdisciplinary endeavor, where every discipline enriches the field by a new perspective and own foci. Overall, this study finds a focus on learning culture and working conditions, on social and functional inclusion of the learner and on support and feedback during training. Products of WPL such as professional competences or career aspirations play a minor role. Originality/value With the integration of quality measurement instruments from various research studies, this study produces an interactive online instrument map that gives a broad, yet organized overview of available quality measures in the WPL field.
{"title":"Measuring the quality of workplace learning environments – a qualitative meta synthesis of employee questionnaires","authors":"V. Deutscher, A. Braunstein","doi":"10.1108/jwl-06-2022-0074","DOIUrl":"https://doi.org/10.1108/jwl-06-2022-0074","url":null,"abstract":"\u0000Purpose\u0000This study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments.\u0000\u0000\u0000Design/methodology/approach\u0000Employees’ success of learning at work is strongly influenced by the quality of the workplace learning environment. In the recent decades growing effort has been given to the development of surveys to measure the quality of workplace learning, resulting in a large number of available survey instruments. This study conceptually draws on a 3-P model and uses a qualitative metasynthesis to collect and categorize n = 94 surveys that intend to measure the quality of workplace learning (WPL).\u0000\u0000\u0000Findings\u0000The results underline that research on WPL environments is a highly interdisciplinary endeavor, where every discipline enriches the field by a new perspective and own foci. Overall, this study finds a focus on learning culture and working conditions, on social and functional inclusion of the learner and on support and feedback during training. Products of WPL such as professional competences or career aspirations play a minor role.\u0000\u0000\u0000Originality/value\u0000With the integration of quality measurement instruments from various research studies, this study produces an interactive online instrument map that gives a broad, yet organized overview of available quality measures in the WPL field.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43000374","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 : 2023-03-06DOI: 10.1108/jwl-09-2022-0124
Cathrine Reineholm, Daniel Lundqvist, Andreas Wallo
Purpose The purpose of this paper is to assess previous research on conditions for managers’ learning and development in daily work practices and how such conditions may influence their sustainability and also to propose a concept and a heuristic model that reconceptualizes and expands on the theoretical foundations generated in previous studies of managers’ learning and development at work. Design/methodology/approach This paper is based on an integrative literature review. The literature search identified 1,403 unique studies. Nine qualitative and seven quantitative studies met the relevance and quality criteria and were included in the review. Findings The results of the review found associations between managers’ learning conditions, career opportunities, individual engagement and sustainability. However, the small amount of empirical data used in the reviewed studies and the cross-sectional design of the studies make it difficult to establish the nature of the relationship between different variables. Practical implications The results of this paper show that managers need to care for and take advantage of opportunities for their own development and not only function as creators of their employees’ development. Employers should keep in mind that the development environment includes managers and employees. Originality/value This paper contributes with an original concept of managers’ development environments and a conceptual model that integrates theory with results from the included studies. Based on the model, propositions that may serve as an agenda for future research are formulated.
{"title":"Managers’ development environments: an integrative literature review","authors":"Cathrine Reineholm, Daniel Lundqvist, Andreas Wallo","doi":"10.1108/jwl-09-2022-0124","DOIUrl":"https://doi.org/10.1108/jwl-09-2022-0124","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to assess previous research on conditions for managers’ learning and development in daily work practices and how such conditions may influence their sustainability and also to propose a concept and a heuristic model that reconceptualizes and expands on the theoretical foundations generated in previous studies of managers’ learning and development at work.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is based on an integrative literature review. The literature search identified 1,403 unique studies. Nine qualitative and seven quantitative studies met the relevance and quality criteria and were included in the review.\u0000\u0000\u0000Findings\u0000The results of the review found associations between managers’ learning conditions, career opportunities, individual engagement and sustainability. However, the small amount of empirical data used in the reviewed studies and the cross-sectional design of the studies make it difficult to establish the nature of the relationship between different variables.\u0000\u0000\u0000Practical implications\u0000The results of this paper show that managers need to care for and take advantage of opportunities for their own development and not only function as creators of their employees’ development. Employers should keep in mind that the development environment includes managers and employees.\u0000\u0000\u0000Originality/value\u0000This paper contributes with an original concept of managers’ development environments and a conceptual model that integrates theory with results from the included studies. Based on the model, propositions that may serve as an agenda for future research are formulated.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46917488","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 : 2023-03-06DOI: 10.1108/jwl-04-2022-0046
D. Kravčenko
Purpose Extant literature tends to consider knowledge boundaries as a necessary property of interdisciplinary work. Knowledge boundaries are, thus, reified and treated as something to be traversed, transcended or otherwise negotiated. There is, however, very little work that closely examines the process of emergence of boundaries. The purpose of this paper is to critically consider the emergence, stabilization and dissolution of knowledge boundaries among experts during the design stage of a building project to understand whether knowledge boundaries are as delineated and predictable as the literature makes them out to be. Design/methodology/approach A process-based, ethnographic study of a construction project is used. Building on a large data set collected over 13 months of research, this paper closely examines collaborative work around one specific issue during design development work that tripped up collaboration of the multidisciplinary and inter-organizational design team. Findings Knowledge boundaries do not exist based on differences of substance among groups (e.g. being an engineer vs being an architect) but rather that they are a function of divergent constellations of interests, work tools and practical concerns. While holding binding powers, they evolve in the face of alignments and misalignments, agreements and conflicts. As interests shift, concerns unfold and tools are dropped or used; boundaries emerge or dissolve. Originality/value A processual view of knowledge boundaries is advanced by demonstrating how they evolve in face of convergent (or divergent) work tools, practical concerns and interests. Existing research tends to equate knowledge boundaries with occupational/professional differences directly, but this paper demonstrates that work across expertise domains does not generate boundaries by itself. Resulting theoretical contributions are twofold: first, the current understanding of knowledge boundaries is refined by explaining how and why they emerge and dissolve across and within specialist knowledge domains, and second, the role of power and politics in this process is empirically foregrounded, highlighting how constellations of interests can lead to dynamic alliances or divisions.
{"title":"Towards processual understanding of knowledge boundaries: an ethnographic examination of how professionals (mis-)align, compete, and collaborate","authors":"D. Kravčenko","doi":"10.1108/jwl-04-2022-0046","DOIUrl":"https://doi.org/10.1108/jwl-04-2022-0046","url":null,"abstract":"\u0000Purpose\u0000Extant literature tends to consider knowledge boundaries as a necessary property of interdisciplinary work. Knowledge boundaries are, thus, reified and treated as something to be traversed, transcended or otherwise negotiated. There is, however, very little work that closely examines the process of emergence of boundaries. The purpose of this paper is to critically consider the emergence, stabilization and dissolution of knowledge boundaries among experts during the design stage of a building project to understand whether knowledge boundaries are as delineated and predictable as the literature makes them out to be.\u0000\u0000\u0000Design/methodology/approach\u0000A process-based, ethnographic study of a construction project is used. Building on a large data set collected over 13 months of research, this paper closely examines collaborative work around one specific issue during design development work that tripped up collaboration of the multidisciplinary and inter-organizational design team.\u0000\u0000\u0000Findings\u0000Knowledge boundaries do not exist based on differences of substance among groups (e.g. being an engineer vs being an architect) but rather that they are a function of divergent constellations of interests, work tools and practical concerns. While holding binding powers, they evolve in the face of alignments and misalignments, agreements and conflicts. As interests shift, concerns unfold and tools are dropped or used; boundaries emerge or dissolve.\u0000\u0000\u0000Originality/value\u0000A processual view of knowledge boundaries is advanced by demonstrating how they evolve in face of convergent (or divergent) work tools, practical concerns and interests. Existing research tends to equate knowledge boundaries with occupational/professional differences directly, but this paper demonstrates that work across expertise domains does not generate boundaries by itself. Resulting theoretical contributions are twofold: first, the current understanding of knowledge boundaries is refined by explaining how and why they emerge and dissolve across and within specialist knowledge domains, and second, the role of power and politics in this process is empirically foregrounded, highlighting how constellations of interests can lead to dynamic alliances or divisions.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43414537","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 : 2023-02-28DOI: 10.1108/jwl-06-2022-0075
Megumi Ikeda
Purpose In recent years, scholars have questioned the linear relationship between challenge stressors and positive outcomes. Nevertheless, few studies have examined whether challenge stressors and workplace learning outcomes have an inverse U-shaped relationship. Therefore, this study aims to determine whether challenge stressors have an inverse U-shaped relationship with workplace learning outcomes among young Japanese employees. Design/methodology/approach Data were collected from 1,257 individuals in two time periods through an internet survey and analyzed using regression analysis. Findings The findings suggest that challenge stressors have an inverse U-shaped relationship with workplace learning outcomes. Practical implications The relationship between challenge stressors and workplace learning outcomes is positive until a certain point and becomes negative after a certain point. Hence, when promoting learning outcomes among young employees, supervisors should be careful to avoid subjecting employees to very little or excessive amount of challenge stressors. Originality/value This study provides evidence supporting the assumption that the relationship between challenge stressors and positive outcomes has an inverted U-shape.
{"title":"The inverse U-shaped relationship between challenge stressors and workplace learning outcomes: a study of young employees in Japan","authors":"Megumi Ikeda","doi":"10.1108/jwl-06-2022-0075","DOIUrl":"https://doi.org/10.1108/jwl-06-2022-0075","url":null,"abstract":"\u0000Purpose\u0000In recent years, scholars have questioned the linear relationship between challenge stressors and positive outcomes. Nevertheless, few studies have examined whether challenge stressors and workplace learning outcomes have an inverse U-shaped relationship. Therefore, this study aims to determine whether challenge stressors have an inverse U-shaped relationship with workplace learning outcomes among young Japanese employees.\u0000\u0000\u0000Design/methodology/approach\u0000Data were collected from 1,257 individuals in two time periods through an internet survey and analyzed using regression analysis.\u0000\u0000\u0000Findings\u0000The findings suggest that challenge stressors have an inverse U-shaped relationship with workplace learning outcomes.\u0000\u0000\u0000Practical implications\u0000The relationship between challenge stressors and workplace learning outcomes is positive until a certain point and becomes negative after a certain point. Hence, when promoting learning outcomes among young employees, supervisors should be careful to avoid subjecting employees to very little or excessive amount of challenge stressors.\u0000\u0000\u0000Originality/value\u0000This study provides evidence supporting the assumption that the relationship between challenge stressors and positive outcomes has an inverted U-shape.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47917503","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 : 2023-02-20DOI: 10.1108/jwl-03-2022-0038
P. Paudel, M. Parajuli
Purpose The purpose of this paper is to discuss the formal workplace learning situation in Nepal and argue that workplace learning is not in priority in Nepali Technical and Vocational Education and Training (TVET) despite a regular policy emphasis. Design/methodology/approach Data were gathered using both desk-based review of pre-diploma and diploma-level curricula and semi-structured interviews with eight employers and six technical school principals. Coded themes were interpreted in the meaning-making process. Findings Workplace skills learning in Nepal has remained a neglected agenda. Despite some successful implementation practices and policy recognition, it is stagnated. Employers expect skills in graduates relevant to their demands. However, unfortunately, there needs to be more trust for a culture of shared responsibilities among employers and TVET providers for arranging the provisions so that the learners can acquire the skills that the employers need. There is a blaming game between them, which has ultimately resulted in the poor arrangement of workplace learning. Practical implications TVET providers’ and employers’ engaged participation in recognizing and developing workplace learning for making the learning as per the needs of the world of work could benefit them and also support students to upgrade and acquire employability skills. Originality/value This paper is based on empirical data and contributes new knowledge in academia which is still rare in the context of Nepal.
{"title":"Schooling beyond the school: workplace learning in Nepal","authors":"P. Paudel, M. Parajuli","doi":"10.1108/jwl-03-2022-0038","DOIUrl":"https://doi.org/10.1108/jwl-03-2022-0038","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to discuss the formal workplace learning situation in Nepal and argue that workplace learning is not in priority in Nepali Technical and Vocational Education and Training (TVET) despite a regular policy emphasis.\u0000\u0000\u0000Design/methodology/approach\u0000Data were gathered using both desk-based review of pre-diploma and diploma-level curricula and semi-structured interviews with eight employers and six technical school principals. Coded themes were interpreted in the meaning-making process.\u0000\u0000\u0000Findings\u0000Workplace skills learning in Nepal has remained a neglected agenda. Despite some successful implementation practices and policy recognition, it is stagnated. Employers expect skills in graduates relevant to their demands. However, unfortunately, there needs to be more trust for a culture of shared responsibilities among employers and TVET providers for arranging the provisions so that the learners can acquire the skills that the employers need. There is a blaming game between them, which has ultimately resulted in the poor arrangement of workplace learning.\u0000\u0000\u0000Practical implications\u0000TVET providers’ and employers’ engaged participation in recognizing and developing workplace learning for making the learning as per the needs of the world of work could benefit them and also support students to upgrade and acquire employability skills.\u0000\u0000\u0000Originality/value\u0000This paper is based on empirical data and contributes new knowledge in academia which is still rare in the context of Nepal.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43350280","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 : 2023-02-13DOI: 10.1108/jwl-08-2021-0109
D. C. Lantu, Haifa Labdhagati, Irwan Dewanto
Purpose The use of e-learning in the workplace is increasing. This increase was mainly because of technological advancement within corporations, but the COVID-19 pandemic has further reinforced this trend. User acceptance is central to e-learning’s success; hence, this study aims to investigate workplace e-learning acceptance in Indonesia. Design/methodology/approach Using the unified theory of acceptance and use of technology (UTAUT) model, this study analyzed survey response data from employees in seven Indonesian industries that use e-learning for their corporate learning programs. The study combined partial least squares structural equation modeling (PLS-SEM) analysis with fuzzy-set qualitative comparative analysis (fsQCA) to gain symmetrical and asymmetrical perspectives. Findings Various combinations of UTAUT model-based antecedents in pursuing workplace e-learning acceptance were supported by the PLS-SEM and fsQCA results. Both analyses point to performance expectancy as the strongest predictor of intention to use e-learning. Research limitations/implications The study offers insight into the causal relationship between constructs in the UTAUT model and uncovers paths and combinations of constructs that lead to e-learning intention. Originality/value This study highlights complex causalities between constructs.
{"title":"Workplace e-learning acceptance: combining symmetrical and asymmetrical perspectives","authors":"D. C. Lantu, Haifa Labdhagati, Irwan Dewanto","doi":"10.1108/jwl-08-2021-0109","DOIUrl":"https://doi.org/10.1108/jwl-08-2021-0109","url":null,"abstract":"\u0000Purpose\u0000The use of e-learning in the workplace is increasing. This increase was mainly because of technological advancement within corporations, but the COVID-19 pandemic has further reinforced this trend. User acceptance is central to e-learning’s success; hence, this study aims to investigate workplace e-learning acceptance in Indonesia.\u0000\u0000\u0000Design/methodology/approach\u0000Using the unified theory of acceptance and use of technology (UTAUT) model, this study analyzed survey response data from employees in seven Indonesian industries that use e-learning for their corporate learning programs. The study combined partial least squares structural equation modeling (PLS-SEM) analysis with fuzzy-set qualitative comparative analysis (fsQCA) to gain symmetrical and asymmetrical perspectives.\u0000\u0000\u0000Findings\u0000Various combinations of UTAUT model-based antecedents in pursuing workplace e-learning acceptance were supported by the PLS-SEM and fsQCA results. Both analyses point to performance expectancy as the strongest predictor of intention to use e-learning.\u0000\u0000\u0000Research limitations/implications\u0000The study offers insight into the causal relationship between constructs in the UTAUT model and uncovers paths and combinations of constructs that lead to e-learning intention.\u0000\u0000\u0000Originality/value\u0000This study highlights complex causalities between constructs.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42980779","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 : 2023-02-10DOI: 10.1108/jwl-12-2022-0176
E. Offstein, Ryan Kentrus, Ronald L. Dufresne, Stacy Wassell
Purpose The purpose of this paper is to better understand the “black box” of how coaching is enacted and how it unfolds in practice. Indeed, some of the mixed results concerning the efficacy of executive coaching appear anchored to the confusion and surrounding ambiguity of the episodic and processual nature of coaching. In this conceptual paper, the authors turn to the power of metaphor to explore how executive coaches, either consciously or subconsciously, approach and enact their role. Design/methodology/approach This paper is a conceptual or theory paper with a heavy practitioner focus. The authors did augment and enhance their assertions with semi-structured interviews of coaches, a therapist, a pastor and physical trainers. Institutional review board approval was granted. Findings The authors identify two core metaphors that enjoy some dominance in how executive coaches make sense of their role and duties: coach-as-pastor and coach-as-therapist. Considering some of the limitations of the existing metaphors, the authors offer an alternative metaphor, coach-as-physical trainer, that may offer a more compelling, comprehensive and accurate portrayal of the executive coach. Practical implications The metaphors that coaches embrace, inarguably, impact how they perceive and enact their role. For these reasons, the authors suggest that expanding the domain of possible metaphors serves both the study and practice of executive coaching. The authors offer a new, alternative, metaphor that may change how coaches think about and execute their role. Originality/value The authors challenge two widely accepted metaphors that are often used in how coaches approach and enact their roles. They provocatively dissect these metaphors to expose limitations and inaccuracies. Given these limitations, the authors offer a new metaphor in which to view the study and practice of coaching.
{"title":"Managing metaphors – executive coaching and the role and power of analogy","authors":"E. Offstein, Ryan Kentrus, Ronald L. Dufresne, Stacy Wassell","doi":"10.1108/jwl-12-2022-0176","DOIUrl":"https://doi.org/10.1108/jwl-12-2022-0176","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to better understand the “black box” of how coaching is enacted and how it unfolds in practice. Indeed, some of the mixed results concerning the efficacy of executive coaching appear anchored to the confusion and surrounding ambiguity of the episodic and processual nature of coaching. In this conceptual paper, the authors turn to the power of metaphor to explore how executive coaches, either consciously or subconsciously, approach and enact their role.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is a conceptual or theory paper with a heavy practitioner focus. The authors did augment and enhance their assertions with semi-structured interviews of coaches, a therapist, a pastor and physical trainers. Institutional review board approval was granted.\u0000\u0000\u0000Findings\u0000The authors identify two core metaphors that enjoy some dominance in how executive coaches make sense of their role and duties: coach-as-pastor and coach-as-therapist. Considering some of the limitations of the existing metaphors, the authors offer an alternative metaphor, coach-as-physical trainer, that may offer a more compelling, comprehensive and accurate portrayal of the executive coach.\u0000\u0000\u0000Practical implications\u0000The metaphors that coaches embrace, inarguably, impact how they perceive and enact their role. For these reasons, the authors suggest that expanding the domain of possible metaphors serves both the study and practice of executive coaching. The authors offer a new, alternative, metaphor that may change how coaches think about and execute their role.\u0000\u0000\u0000Originality/value\u0000The authors challenge two widely accepted metaphors that are often used in how coaches approach and enact their roles. They provocatively dissect these metaphors to expose limitations and inaccuracies. Given these limitations, the authors offer a new metaphor in which to view the study and practice of coaching.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44449740","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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