通过员工复原力加强学习型组织：调查心理授权的中介影响

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Workplace Learning Pub Date : 2024-09-17 DOI:10.1108/jwl-02-2024-0033

Lama Blaique, Hussein Ismail, Thomas P. Corbin Jr., Hazem Aldabbas

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引用次数: 0

摘要

目的本研究旨在探讨员工复原力（ER）与学习型组织之间的动态相互作用，特别是研究心理授权（PE）的中介影响。设计/方法/途径我们利用在阿拉伯联合酋长国工作的 208 名参与者的回答，采用引导回归分析法对数据进行了仔细研究。实际意义在实际工作中，我们敦促各组织优先考虑培养企业资源规划和建立促进企业资源规划的环境。这些举措有助于在组织内部形成一种持续学习的文化，使组织具备应对新挑战所需的适应能力。

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Enhancing learning organizations through employee resilience: Investigating the mediating influence of psychological empowerment

Purpose

This study aims to explore the dynamic interplay between employee resilience (ER) and learning organisations, specifically examining the mediating influence of psychological empowerment (PE).

Design/methodology/approach

Drawing on responses from 208 participants working in the United Arab Emirates, we used regression analysis with bootstrapping to scrutinise the data.

Findings

The results unveil a positive correlation between ER and learning organisation. Furthermore, PE is found to mediate this relationship.

Practical implications

In practical terms, organisations are urged to prioritise the cultivation of ER and the establishment of an environment fostering PE. Such initiatives contribute to a culture of continuous learning within the organisation and equip it with the adaptability needed to navigate new challenges.

Originality/value

This research contributes to a deeper comprehension of the importance of ER highlighting its positive effect on both organisational learning and PE.

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来源期刊

Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.50%

发文量

期刊介绍： The Journal of Workplace Learning aims to provide an avenue for the presentation and discussion of research related to the workplace as a site for learning. Its scope encompasses formal, informal and incidental learning in the workplace for individuals, groups and teams, as well as work-based learning, and off-the-job learning for the workplace. This focus on learning in, from and for the workplace also brings with it questions about the nature of interventions that might assist the learning process and of the roles of those responsible directly or indirectly for such interventions. Since workplace learning cannot be considered without reference to its context, another aim of the journal is to explore the organisational, policy, political, resource issues and other factors which influence how, when and why that learning takes place.