Pub Date : 2023-02-09DOI: 10.1108/jwl-03-2022-0039
L. Fernández, Elizabeth Kate Gandy, Heidi Y Lawrence, Preet Bassi, Ernst R. Piercy, Debbie Sobotka, M. Austin, Debra Lattanzi Shutika
Purpose The purpose of this paper is to offer guidelines and recommendations for launching and running sustainable programs involving partnerships between industries and universities. Teaching technical writing and communication to fire and emergency services personnel is a task that requires forethought and intricate planning. The Advanced Technical Writing Certificate provided jointly by the Center for Public Safety Excellence and George Mason University balances the unique workplace needs of fire service professionals while working to ensure a high level of transfer and information retention. Design/methodology/approach This study will describe how the authors have developed and run a successful course series. The methods used to structure the courses are explained in detail, alongside the pedagogical theories that shaped information delivery. This paper offers a detailed guide to program development and implementation. Findings Providing a uniquely collaborative online environment and designing each module with the purpose of knowledge transfer have created an effective method by which advanced principles can be taught to working professionals in a relatively short period of time. By collaborating with subject matter experts and focusing on the utility of the material, the authors were able to create a highly effective course that served the needs of first responders. Practical implications Using the steps detailed in the article, programs like this could be replicated, allowing greater access to workplace learners of all kinds and a pathway to sustainable programs like these in universities. The research also details the importance of an adaptive course that continues to grow and improve. Originality/value By modeling the course and making use of experts, students are capable of learning complex topics with ease in a short amount of time.
{"title":"Developing technical writing programs for fire safety professionals: a model for sustainable industry-university partnerships","authors":"L. Fernández, Elizabeth Kate Gandy, Heidi Y Lawrence, Preet Bassi, Ernst R. Piercy, Debbie Sobotka, M. Austin, Debra Lattanzi Shutika","doi":"10.1108/jwl-03-2022-0039","DOIUrl":"https://doi.org/10.1108/jwl-03-2022-0039","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to offer guidelines and recommendations for launching and running sustainable programs involving partnerships between industries and universities. Teaching technical writing and communication to fire and emergency services personnel is a task that requires forethought and intricate planning. The Advanced Technical Writing Certificate provided jointly by the Center for Public Safety Excellence and George Mason University balances the unique workplace needs of fire service professionals while working to ensure a high level of transfer and information retention.\u0000\u0000\u0000Design/methodology/approach\u0000This study will describe how the authors have developed and run a successful course series. The methods used to structure the courses are explained in detail, alongside the pedagogical theories that shaped information delivery. This paper offers a detailed guide to program development and implementation.\u0000\u0000\u0000Findings\u0000Providing a uniquely collaborative online environment and designing each module with the purpose of knowledge transfer have created an effective method by which advanced principles can be taught to working professionals in a relatively short period of time. By collaborating with subject matter experts and focusing on the utility of the material, the authors were able to create a highly effective course that served the needs of first responders.\u0000\u0000\u0000Practical implications\u0000Using the steps detailed in the article, programs like this could be replicated, allowing greater access to workplace learners of all kinds and a pathway to sustainable programs like these in universities. The research also details the importance of an adaptive course that continues to grow and improve.\u0000\u0000\u0000Originality/value\u0000By modeling the course and making use of experts, students are capable of learning complex topics with ease in a short amount of time.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42210865","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 : 2023-02-02DOI: 10.1108/jwl-07-2022-0084
Åsa Tjulin, Carolina Klockmo
Purpose This study explores the organisational dynamics in a change process across work units in a Swedish municipality. The purpose of this study is to understand how and why co-creation unfolds during efforts to bring different units into one united work unit. Design/methodology/approach A qualitative longitudinal study was designed using data triangulation for eight months, comprising written reflection texts, meeting protocols and interviews. This study is based on a back-and-forth inductive and abductive grounded theory analysis. Findings The main results of this study indicate that there was friction in the co-creation process between units, between the members of the change group and supervisors, as well as friction within the change group. Further, the results indicate that communications, relations, supervisor support and governing strategies clashed with work routines and methods, work cultures, roles and responsibilities and that the units had differing views of the needs of the intended target group. This thereby challenged the propensity for change which, in turn, may have limited developmental learning at a workplace and organisational level. Originality/value Working across units to find common and new paths and work methods for labour market inclusion proved to be challenging because of contextual circumstances. Crossing and merging organisational boundaries through co-creation processes was demanding because of new expectations from the organisation, as it shifted towards trust-based governance in conjunction with working during a pandemic when social interactions were restricted to digital communication channels.
{"title":"Learning through co-creation across internal organisational professions and responsibilities","authors":"Åsa Tjulin, Carolina Klockmo","doi":"10.1108/jwl-07-2022-0084","DOIUrl":"https://doi.org/10.1108/jwl-07-2022-0084","url":null,"abstract":"\u0000Purpose\u0000This study explores the organisational dynamics in a change process across work units in a Swedish municipality. The purpose of this study is to understand how and why co-creation unfolds during efforts to bring different units into one united work unit.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative longitudinal study was designed using data triangulation for eight months, comprising written reflection texts, meeting protocols and interviews. This study is based on a back-and-forth inductive and abductive grounded theory analysis.\u0000\u0000\u0000Findings\u0000The main results of this study indicate that there was friction in the co-creation process between units, between the members of the change group and supervisors, as well as friction within the change group. Further, the results indicate that communications, relations, supervisor support and governing strategies clashed with work routines and methods, work cultures, roles and responsibilities and that the units had differing views of the needs of the intended target group. This thereby challenged the propensity for change which, in turn, may have limited developmental learning at a workplace and organisational level.\u0000\u0000\u0000Originality/value\u0000Working across units to find common and new paths and work methods for labour market inclusion proved to be challenging because of contextual circumstances. Crossing and merging organisational boundaries through co-creation processes was demanding because of new expectations from the organisation, as it shifted towards trust-based governance in conjunction with working during a pandemic when social interactions were restricted to digital communication channels.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47290931","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 : 2023-02-02DOI: 10.1108/jwl-04-2022-0045
W. C. Lee, Bernard Cheng Yian Tan
Purpose The purpose of this study is to scrutinise individual learning strategies in their workplace when they were experiencing digital innovation. Moreover, the respective enablers and challenges of each category of strategies were explored to conceptualise supporting features needed in the digital learning environment. Design/methodology/approach This study adopts a qualitative inquiry to understand employees’ workplace learning strategies and the respective enablers, and challenges in each category of strategies. Twenty employees across different industries were interviewed, and a two-cycle inductive coding analysis was adopted to identify the categories of learning strategies. Findings Four categories of workplace learning strategies were identified: self-driven, social-leveraged, enterprise-oriented and information and technology-enhanced (IT-enhanced) strategies. Enablers and challenges of each category were also presented in this study. Practical implications The findings provide insights for individuals to establish a repertoire of learning strategies. The inadequate use of IT-enhanced strategies is additionally addressed. Originality/value This study examined workplace learning strategies in the context of digital innovation. Based on the empirical findings and existing literature, this study proposes a framework with the supporting features for a digital learning environment.
{"title":"Workplace learning strategies, enablers, and challenges in the context of digital innovation","authors":"W. C. Lee, Bernard Cheng Yian Tan","doi":"10.1108/jwl-04-2022-0045","DOIUrl":"https://doi.org/10.1108/jwl-04-2022-0045","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to scrutinise individual learning strategies in their workplace when they were experiencing digital innovation. Moreover, the respective enablers and challenges of each category of strategies were explored to conceptualise supporting features needed in the digital learning environment.\u0000\u0000\u0000Design/methodology/approach\u0000This study adopts a qualitative inquiry to understand employees’ workplace learning strategies and the respective enablers, and challenges in each category of strategies. Twenty employees across different industries were interviewed, and a two-cycle inductive coding analysis was adopted to identify the categories of learning strategies.\u0000\u0000\u0000Findings\u0000Four categories of workplace learning strategies were identified: self-driven, social-leveraged, enterprise-oriented and information and technology-enhanced (IT-enhanced) strategies. Enablers and challenges of each category were also presented in this study.\u0000\u0000\u0000Practical implications\u0000The findings provide insights for individuals to establish a repertoire of learning strategies. The inadequate use of IT-enhanced strategies is additionally addressed.\u0000\u0000\u0000Originality/value\u0000This study examined workplace learning strategies in the context of digital innovation. Based on the empirical findings and existing literature, this study proposes a framework with the supporting features for a digital learning environment.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43298535","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 : 2023-01-27DOI: 10.1108/jwl-06-2022-0067
Junmin Li, M. Pilz
Purpose This paper aims to investigate the in-company training according to the technologically demanding and safety-critical feature of the aircraft industry. This study addresses to the tension between the structured and the more incidental part of in-company learning in their training and learning environment. Design/methodology/approach Against the background of concepts of workplace learning from vocational training research and concepts of the safety management system from safety research, aircraft companies from England and Germany were visited. Data from interviews with training managers and trainees as well as non-participant observations are analysed. Findings The findings show that workplace vocational learning in this industry is guided by different measures to design the learning environment to prevent purely incidental and informal knowledge acquisition. However, the formalisation of informal learning process leads to a high expenditure of material, personnel and time resources. The findings show that trainers and training managers working together internationally creatively manage different training systems. The training activities are designed to convey the values of safety culture like responsibility, accuracy, transparent communication and reporting. The requirements of the safety management system are also met through the training. Research limitations/implications Challenges and tensions in the actual implementation of the training activities could not be identified. The people interviewed were selected by the companies, so there is a risk that certain perceptions are over-represented. Practical implications The results show that the safety-critical industry needs its own pedagogical approach to workplace learning, which is not based on independent work processes in the workplace. Insights can be drawn for in-company training in other safety-critical industries too. However, to enable effective in-company learning, which at the same time strengthens the safety culture of the company, many resources must be used. The companies must consider all dimensions of work from the individual level to the work structure level. Originality/value This paper discusses the tension between formal and informal learning and shows the specific design of this tension on the basis of a concrete industry for the specific needs of this industry. The results lead to the realisation that the general discussion about workplace learning must be viewed in a differentiated way depending on the industry.
{"title":"In-company training in a safety-critical industry: lessons from the aircraft industry","authors":"Junmin Li, M. Pilz","doi":"10.1108/jwl-06-2022-0067","DOIUrl":"https://doi.org/10.1108/jwl-06-2022-0067","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate the in-company training according to the technologically demanding and safety-critical feature of the aircraft industry. This study addresses to the tension between the structured and the more incidental part of in-company learning in their training and learning environment.\u0000\u0000\u0000Design/methodology/approach\u0000Against the background of concepts of workplace learning from vocational training research and concepts of the safety management system from safety research, aircraft companies from England and Germany were visited. Data from interviews with training managers and trainees as well as non-participant observations are analysed.\u0000\u0000\u0000Findings\u0000The findings show that workplace vocational learning in this industry is guided by different measures to design the learning environment to prevent purely incidental and informal knowledge acquisition. However, the formalisation of informal learning process leads to a high expenditure of material, personnel and time resources. The findings show that trainers and training managers working together internationally creatively manage different training systems. The training activities are designed to convey the values of safety culture like responsibility, accuracy, transparent communication and reporting. The requirements of the safety management system are also met through the training.\u0000\u0000\u0000Research limitations/implications\u0000Challenges and tensions in the actual implementation of the training activities could not be identified. The people interviewed were selected by the companies, so there is a risk that certain perceptions are over-represented.\u0000\u0000\u0000Practical implications\u0000The results show that the safety-critical industry needs its own pedagogical approach to workplace learning, which is not based on independent work processes in the workplace. Insights can be drawn for in-company training in other safety-critical industries too. However, to enable effective in-company learning, which at the same time strengthens the safety culture of the company, many resources must be used. The companies must consider all dimensions of work from the individual level to the work structure level.\u0000\u0000\u0000Originality/value\u0000This paper discusses the tension between formal and informal learning and shows the specific design of this tension on the basis of a concrete industry for the specific needs of this industry. The results lead to the realisation that the general discussion about workplace learning must be viewed in a differentiated way depending on the industry.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47511125","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 : 2023-01-26DOI: 10.1108/jwl-05-2022-0055
Linda Lidman, M. Gustavsson, Anna Fogelberg Eriksson
Purpose The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement and organisational conditions. Design/methodology/approach The material consists of qualitative interviews with 23 participants from three municipal sites of innovation support that participated in a national programme aiming to strengthen municipalities’ innovation work. Findings The study found numerous constraining organisational conditions resulting in consequential loss of employee engagement for EDI. The conclusion drawn is that employee engagement and enabling organisational conditions are central to EDI in public sector workplaces, and that incorporating EDI into municipal daily operations requires paying attention to the interplay between organisational conditions and employee engagement. Originality/value This paper provides important guidance for supporting EDI in the public sector. Implementing EDI into operations requires employee engagement to be successful. However, employees’ engagement should not be overlooked or taken for granted. A practical implication of this study is that EDI in the workplace must be encouraged by creating a learning environment that supports innovative learning in the workplace. In practice, measures should be taken to support employee engagement by creating organisational conditions that provide a more expansive learning environment to ensure the continuity and perpetuation of EDI in public sector organisations.
{"title":"Learning and employee-driven innovation in the public sector – the interplay between employee engagement and organisational conditions","authors":"Linda Lidman, M. Gustavsson, Anna Fogelberg Eriksson","doi":"10.1108/jwl-05-2022-0055","DOIUrl":"https://doi.org/10.1108/jwl-05-2022-0055","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement and organisational conditions.\u0000\u0000\u0000Design/methodology/approach\u0000The material consists of qualitative interviews with 23 participants from three municipal sites of innovation support that participated in a national programme aiming to strengthen municipalities’ innovation work.\u0000\u0000\u0000Findings\u0000The study found numerous constraining organisational conditions resulting in consequential loss of employee engagement for EDI. The conclusion drawn is that employee engagement and enabling organisational conditions are central to EDI in public sector workplaces, and that incorporating EDI into municipal daily operations requires paying attention to the interplay between organisational conditions and employee engagement.\u0000\u0000\u0000Originality/value\u0000This paper provides important guidance for supporting EDI in the public sector. Implementing EDI into operations requires employee engagement to be successful. However, employees’ engagement should not be overlooked or taken for granted. A practical implication of this study is that EDI in the workplace must be encouraged by creating a learning environment that supports innovative learning in the workplace. In practice, measures should be taken to support employee engagement by creating organisational conditions that provide a more expansive learning environment to ensure the continuity and perpetuation of EDI in public sector organisations.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45793684","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 : 2023-01-26DOI: 10.1108/jwl-01-2022-0006
Inge Hermanrud, Ole Andreas Haukåsen
Purpose The purpose of this paper is to present and discuss two different learning approaches to lean through a sensemaking lens. Design/methodology/approach This is comparative case study within one organisation, and a qualitative analysis of interview data, participative observations and documents. Findings Although this study found that both practices promoted lean thinking in the organisation, the “calculating lean approach” has an approach oriented towards one profession, namely, medical doctors, whereas “doing lean” has a more multi-professional-oriented approach. Originality/value This research enriches the literature on workplace learning in relation to lean, seen from a practice-based perspective. The authors argue that “The calculating lean approach” and its use of data presentations is best suited to persuade the powerful doctors to join, when working with small improvements. “The doing lean approach,” on the contrary, is more suited to promote more comprehensive changes from the bottom up that require a deeper understanding of lean among all the professions involved.
{"title":"Doing or calculating lean? A sensemaking perspective on workplace learning","authors":"Inge Hermanrud, Ole Andreas Haukåsen","doi":"10.1108/jwl-01-2022-0006","DOIUrl":"https://doi.org/10.1108/jwl-01-2022-0006","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to present and discuss two different learning approaches to lean through a sensemaking lens.\u0000\u0000\u0000Design/methodology/approach\u0000This is comparative case study within one organisation, and a qualitative analysis of interview data, participative observations and documents.\u0000\u0000\u0000Findings\u0000Although this study found that both practices promoted lean thinking in the organisation, the “calculating lean approach” has an approach oriented towards one profession, namely, medical doctors, whereas “doing lean” has a more multi-professional-oriented approach.\u0000\u0000\u0000Originality/value\u0000This research enriches the literature on workplace learning in relation to lean, seen from a practice-based perspective. The authors argue that “The calculating lean approach” and its use of data presentations is best suited to persuade the powerful doctors to join, when working with small improvements. “The doing lean approach,” on the contrary, is more suited to promote more comprehensive changes from the bottom up that require a deeper understanding of lean among all the professions involved.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47503850","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 : 2023-01-12DOI: 10.1108/jwl-10-2022-0125
Julia Krampitz, Julia Tenschert, Marco Furtner, Joachim Simon, J. Glaser
Purpose The purpose of this study is to investigate the effectiveness of online self-leadership training (OSLT) in promoting leaders’ self-leadership skills and recovery experiences. Design/methodology/approach A non-randomized controlled trial was conducted under two conditions: a standardized seven-week OSLT (N = 43) and a control without any intervention (N = 42). All participants (N = 85) completed standardized questionnaires measuring self-reported self-leadership skills and recovery experiences. Additionally, participants in the intervention group were assigned to invite one team member each (N = 26) to assess their leaders’ pre-post self-leadership skills and pre-post leader–member exchange. Findings Significant interaction effects of time and group and increases in the OSLT group (t1 vs t2) in self-leadership skills (cognitive and natural reward strategies) and recovery experiences (detachment and relaxation) indicated the effectiveness of OSLT training. Significant improvements in self-leadership skills and leader–member exchange were reported by team members of leaders in the OSLT group. Originality/value To the best of the authors’ knowledge, this study was the first to examine the effectiveness of OSLT for leaders in business contexts in a controlled before-after intervention design. The findings of this study revealed improvements in self-leadership skills and recovery experience because of OSLT.
{"title":"Effectiveness of online self-leadership training on leaders’ self-leadership skills and recovery experiences","authors":"Julia Krampitz, Julia Tenschert, Marco Furtner, Joachim Simon, J. Glaser","doi":"10.1108/jwl-10-2022-0125","DOIUrl":"https://doi.org/10.1108/jwl-10-2022-0125","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate the effectiveness of online self-leadership training (OSLT) in promoting leaders’ self-leadership skills and recovery experiences.\u0000\u0000\u0000Design/methodology/approach\u0000A non-randomized controlled trial was conducted under two conditions: a standardized seven-week OSLT (N = 43) and a control without any intervention (N = 42). All participants (N = 85) completed standardized questionnaires measuring self-reported self-leadership skills and recovery experiences. Additionally, participants in the intervention group were assigned to invite one team member each (N = 26) to assess their leaders’ pre-post self-leadership skills and pre-post leader–member exchange.\u0000\u0000\u0000Findings\u0000Significant interaction effects of time and group and increases in the OSLT group (t1 vs t2) in self-leadership skills (cognitive and natural reward strategies) and recovery experiences (detachment and relaxation) indicated the effectiveness of OSLT training. Significant improvements in self-leadership skills and leader–member exchange were reported by team members of leaders in the OSLT group.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study was the first to examine the effectiveness of OSLT for leaders in business contexts in a controlled before-after intervention design. The findings of this study revealed improvements in self-leadership skills and recovery experience because of OSLT.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484682","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 : 2023-01-05DOI: 10.1108/jwl-06-2022-0079
M. Pinheiro, T. Rebelo, P. Lourenço, I. Dimas
Purpose The purpose of this study is to analyze the configurational effect of transformational leadership, team conflict, team cohesion and psychological safety on team learning. Design/methodology/approach The questionnaire and two different data sources (team members and team leaders) were used as data collection strategy. Based on a sample of 82 teams, qualitative comparative analysis in its fuzzy set variant was used to test the model. Findings The findings of this study reveal that three important paths explain team learning: the presence of transformational leadership, task cohesion and psychological safety with the absence of relationship conflict; the presence of transformational leadership, social and task cohesion and psychological safety; and the presence of transformational leadership, social and task cohesion with the absence of relationship and task conflict. Originality/value Overall, the findings suggest that the presence of transformational leadership, team cohesion and psychological safety and the absence of conflict are important conditions for team learning to occur, as well as that more than one configurations of antecedent factors drive team learning.
{"title":"What drives team learning: core conditions and paths","authors":"M. Pinheiro, T. Rebelo, P. Lourenço, I. Dimas","doi":"10.1108/jwl-06-2022-0079","DOIUrl":"https://doi.org/10.1108/jwl-06-2022-0079","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to analyze the configurational effect of transformational leadership, team conflict, team cohesion and psychological safety on team learning.\u0000\u0000\u0000Design/methodology/approach\u0000The questionnaire and two different data sources (team members and team leaders) were used as data collection strategy. Based on a sample of 82 teams, qualitative comparative analysis in its fuzzy set variant was used to test the model.\u0000\u0000\u0000Findings\u0000The findings of this study reveal that three important paths explain team learning: the presence of transformational leadership, task cohesion and psychological safety with the absence of relationship conflict; the presence of transformational leadership, social and task cohesion and psychological safety; and the presence of transformational leadership, social and task cohesion with the absence of relationship and task conflict.\u0000\u0000\u0000Originality/value\u0000Overall, the findings suggest that the presence of transformational leadership, team cohesion and psychological safety and the absence of conflict are important conditions for team learning to occur, as well as that more than one configurations of antecedent factors drive team learning.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44716034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1108/jwl-03-2022-0034
Marta Piria, M. Gorli, G. Scaratti
Purpose The study refers to a health-care organization engaged in adopting “home health care” as a new object of activity. This study aims to explore how the reconfiguration of the object influences the transformative perspective, affecting not just a service but a broader approach and meaning behind patient care. It also investigates the main contradictions at play and the levers to support inter-organizational learning while facing the new challenges and change processes. Design/methodology/approach The work is based on a qualitative and ethnographic methodology directed to examine cultural, practical and socio-material aspects. The activity theory is assumed as a powerful approach to understand collective learning and distributed agency processes. Findings The renewal of the new object of work is analyzed as a trigger for shifts in representations, cultural processes and collective support implemented by the organization. Three agentic trajectories – technical, dialogical and collaborative agency – were cultivated by the management to deliver home health care through joint exercises of coordination and control, dialogical spaces and collaborative process. Research limitations/implications The data collection was disrupted by the pandemic. A follow-up study would be beneficial to inquire how the learning processes shifted or were influenced by the contextual changes. Practical implications This contribution provides a practical framework for health-care organizations aiming to navigate and explore the physiological tensions and contradictions emerging when the object of work is changed. Originality/value The paper develops the field of intra- and inter-organizational learning by presenting an intertwined and structural connection between these processes and the renewing of the object of work. It advises that processes of transformation must be handled with attention to the critical and collective dynamics that accompany sustainable and situated changes.
{"title":"Renewing the object of work as a trigger for inter-organizational learning","authors":"Marta Piria, M. Gorli, G. Scaratti","doi":"10.1108/jwl-03-2022-0034","DOIUrl":"https://doi.org/10.1108/jwl-03-2022-0034","url":null,"abstract":"\u0000Purpose\u0000The study refers to a health-care organization engaged in adopting “home health care” as a new object of activity. This study aims to explore how the reconfiguration of the object influences the transformative perspective, affecting not just a service but a broader approach and meaning behind patient care. It also investigates the main contradictions at play and the levers to support inter-organizational learning while facing the new challenges and change processes.\u0000\u0000\u0000Design/methodology/approach\u0000The work is based on a qualitative and ethnographic methodology directed to examine cultural, practical and socio-material aspects. The activity theory is assumed as a powerful approach to understand collective learning and distributed agency processes.\u0000\u0000\u0000Findings\u0000The renewal of the new object of work is analyzed as a trigger for shifts in representations, cultural processes and collective support implemented by the organization. Three agentic trajectories – technical, dialogical and collaborative agency – were cultivated by the management to deliver home health care through joint exercises of coordination and control, dialogical spaces and collaborative process.\u0000\u0000\u0000Research limitations/implications\u0000The data collection was disrupted by the pandemic. A follow-up study would be beneficial to inquire how the learning processes shifted or were influenced by the contextual changes.\u0000\u0000\u0000Practical implications\u0000This contribution provides a practical framework for health-care organizations aiming to navigate and explore the physiological tensions and contradictions emerging when the object of work is changed.\u0000\u0000\u0000Originality/value\u0000The paper develops the field of intra- and inter-organizational learning by presenting an intertwined and structural connection between these processes and the renewing of the object of work. It advises that processes of transformation must be handled with attention to the critical and collective dynamics that accompany sustainable and situated changes.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49388617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1108/jwl-02-2022-0014
Morteza Eslahchi
Purpose This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic. Design/methodology/approach Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE? Findings This study results indicate that collective learning conditions were changed by restructuring the organisation’s design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members’ new shared understanding of the organisation’s vision. Research limitations/implications This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis. Practical implications This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns. Originality/value The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members’ reflection of it as a past phenomenon.
{"title":"Adapting to the COVID-19 world: a case study of collective learning in a social entrepreneurial organisation","authors":"Morteza Eslahchi","doi":"10.1108/jwl-02-2022-0014","DOIUrl":"https://doi.org/10.1108/jwl-02-2022-0014","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE?\u0000\u0000\u0000Findings\u0000This study results indicate that collective learning conditions were changed by restructuring the organisation’s design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members’ new shared understanding of the organisation’s vision.\u0000\u0000\u0000Research limitations/implications\u0000This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis.\u0000\u0000\u0000Practical implications\u0000This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns.\u0000\u0000\u0000Originality/value\u0000The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members’ reflection of it as a past phenomenon.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48162564","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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