| 1. |
- Abrahamsson, Lena
(författare)
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Gender-based learning dilemmas in organizations
- 2001
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626 .- 1758-7859. ; 13:7/8, s. 298-307
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Tidskriftsartikel (refereegranskat)abstract
- Raises questions about the links between gender and organizational changes, and between gender and learning at work. The empirical base is a qualitative study of organizational changes in the pulp and paper industry, electronics industry, food industry, and laundry industry in Sweden during the late 1990s. In the studied companies, restoration responses in the work organizations brought the organization back its original form and function. Shows that gender exerts an influence on the existing work organization and on the organizational change. The learning organization, with its focus on integration and decentralization, challenges gender order, which is a strong system, built on segregation and hierarchy. Concludes that gender segregating and stereotypic gender-coding of workplaces and work tasks were strong restoring mechanisms and obstacles to strategic organizational changes, and to individual and to organizational learning.
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| 2. |
- Andersson, Annika, 1981-, et al.
(författare)
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Making collaboration work : Developing boundary work and boundary awareness in emergency exercises
- 2017
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Ingår i: Journal of Workplace Learning. - 1366-5626 .- 1758-7859. ; 29:4, s. 286-303
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Tidskriftsartikel (refereegranskat)abstract
- Collaboration in emergency work is challenging on many levels. The unforeseen and temporary nature of incidents presents basic challenges. Another important challenge is boundaries between specialized and autonomous emergency service organizations. We need to know more about how exercises are performed to increase the individuals and organizations preparedness for future joint response work. The aim of this study was to explore how boundary work is carried out at the incident site during exercises, and how boundary awareness is developed based on this boundary work. The analytic focus was on how boundaries were identified, negotiated and managed in the participants work. Empirically, full-scale exercises involving police, ambulance and rescue services and with repetition of practical scenarios and joint-reflection seminars are studied. Much of the work in the exercises was performed within distinct areas of expertise, in accordance with concrete routines, skills and responsibilities. Boundary work was often organized in the form of distribution of labour or creating chains of actions. The exercises shed light on challenges related to other aspects of emergency response,such as a lack of resources, diverging primary responsibilities, time-criticality and hazardous environments. The design allowed participants to explicate boundaries, test and discuss alternative solutions, and to visualize the effects of different solutions as the scenarios were repeated. The boundaries that were identified were often of institutional character, and were also related to the specific scenarios and to the actions taken in the activities. By integrating real-life experiences of collaborative work in the exercise, the exercise gained a certain meaning that was essential for the participants to develop boundary awareness.
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| 3. |
- Andersson, A., et al.
(författare)
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Making collaboration work - developing boundary work and boundary awareness in emergency exercises
- 2017
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 29:4, s. 286-303
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - This study aims to investigate how boundary work is carried out at the incident site during exercises with police, ambulance and rescue services, and how boundary awareness is developed based on this boundary work. Collaboration in emergency work is challenging on many levels. The unforeseen and temporary nature of incidents presents basic challenges. Another important challenge is boundaries between specialised and autonomous emergency service organisations. Knowledge on how exercises are performed to increase the individuals' and organisations' preparedness for future joint-response work is relatively limited. Design/methodology/approach - Empirically, full-scale exercises involving police, ambulance and rescue services and with repetition of practical scenarios and joint-reflection seminars are studied. Interview data with 26 exercise participants were analysed using thematic analysis. The analytic focus is on how boundaries are identified, negotiated and managed in the participants' work. Findings - Much of the work in the exercises was performed within distinct areas of expertise, in accordance with concrete routines, skills and responsibilities. Boundary work was often organised in the form of distribution of labour or creating chains of actions. The exercises shed light on challenges related to other aspects of emergency response, such as a lack of resources, diverging primary responsibilities, time-criticality and hazardous environments. The design allowed participants to explicate boundaries, to test and discuss alternative solutions and to visualise the effects of different solutions, as the scenarios were repeated. Originality/value - The study found that the boundaries that were identified were often of institutional character, and were also related to the specific scenarios and to the actions taken in the activities. By integrating real-life experiences of collaborative work in the exercise, the exercise gained a certain meaning that was essential for the participants to develop boundary awareness.
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| 4. |
- Andersson, Pia, 1968, et al.
(författare)
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Building Perspective Awareness as a Workplace Practice
- 2022
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Ingår i: Journal of Workplace Learning. - 1366-5626. ; 34:4, s. 373-387
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Tidskriftsartikel (refereegranskat)abstract
- The present study aims to describe the implementation of a facilitated dialogue model intended to improve communication across professional logics and knowledge boundaries in two units of a large health-care organization in Sweden. This is a mixed-methods study with interviews, field observations and follow- up questionnaires that were conducted during the implementation process. The conclusion drawn in this study is that it is possible to change and improve the dialogue between health-care professionals with the help of a tailored, facilitated dialogue model. The authors found that different professional logics can indeed meet and share perspectives if the right conditions are provided. Moreover, an improved dialogue between different professional groups may contribute to work satisfaction, engagement, social cohesion and communication between professionals. This study shows that the right organizational conditions, such as support from managers, must exist if the model’s inherent possibilities are to be used. Inhouse facilitation may be a sustainable model for facilitated workplace dialogue when its implementation is supported by the overall organization. The contribution is an empirically based analysis of a new form of model for mediating perspectives within an organization with distinct professional roles. This study shows how, under the right conditions, the model can contribute to a perspective awareness and thus a more mature work organization.
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| 5. |
- Anell, Barbro, 1942-, et al.
(författare)
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The flexible firm and the flexible co-worker
- 2000
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 12:4, s. 165-170
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Tidskriftsartikel (refereegranskat)abstract
- In the discourse on modern management, the concept of flexibility is often mentioned as a desirable characteristic of firms and employees. Flexible organizations exhibit an ability to change in response to market changes. It should be clear, however, that a range of possibilities exist between “rigid” organizations and truly flexible ones. This range is discussed. Further, a firm’s ability to demonstrate flexibility depends to a large degree on the flexibility exhibited by its employees. Firms exhibiting different degrees of flexibility have different demands on the flexibility of their coworkers, which means that a matching between supply and demand exists. Employee flexibility has several dimensions, which are also discussed as well as some conditions for a flexible work- cum lifestyle. The starting point for the discussion is the assumption that neither the firms themselves nor the surrounding society are especially adapted to a lifestyle of flexible work. Some measures to alleviate these conditions are proposed.
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| 6. |
- Arghavan Shahlaei, Charlotte, 1985-, et al.
(författare)
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Conceptualizing industrial workplace learning : an information systems perspective
- 2022
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Ingår i: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 35:9, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach: The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings: The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications: This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications: Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications: A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value: The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.
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| 7. |
- Arkenback, Charlotte, et al.
(författare)
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A century of retail work training: changes in employers’ instructional video modelling of cashier work in service encounters
- 2023
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Ingår i: Journal of Workplace Learning. - 1366-5626. ; 35:8, s. 752-778
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This paper aims to examine how instructional videos produced by retail employers and tech companies have modelled cashier roles and skills in service encounters over time, providing insights into cashier training and job responsibility evolution across different retail eras. Design/methodology/approach: Online video research is used, with YouTube as data source and the theory of practice architectures and related concepts as analytical framework, to examine 50 instructional video narratives produced between 1917 and 2021. Findings: Cashiers’ selling practice comprises transactions and customer service, which are often taught separately. Technology has explicitly influenced changes in cashier work and training at three points in history: mechanised checkout (1917), computerised checkout (1980) and connected checkout (2010). “New technology” involves a combination of arrangements with the potential to transform the semantic, physical and social dimensions of cashiers’ selling practice. However, despite technological advancements, employers’ cashier training videos have not evolved significantly since the 1990s and still focus on emotional labour skills. Practical implications: The findings indicate a need for transforming training for service work in the connected service encounter. Originality/value: The relationship between technological innovations and changes in frontline service work and workplace learning is examined through the lens of instructional videos produced by retail employers and tech companies, giving rise to insights into limitations of current training methods for service workers. This paper suggests the need for a more holistic perspective on service encounters to understand service work and workplace learning changes.
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| 8. |
- Augustsson, Gunnar, 1953-
(författare)
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Temporary and regular workers fulfill their tasks side-by-side, but in different learning conditions
- 2014
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 26:2, s. 79-90
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this study is to identify temporary workers' (temps') expected conditions for learning when they are leased to a client company (CC) for numerical flexibility.Design/methodology/approach – The analysis is based on a phenomenological approach containing 121 transcribed interviews with employees and managers who were active in more than 10 CCs' in seven industries and from seven temporary work agencies.Findings – One important finding is that the CC expects temps not to learn something about the surrounding organization, but to limit themselves only to the concrete tasks assigned to them. Another is that temps' opportunities to influence organizational conditions in the CCs seem to be cut off in a strategic way.Research limitations/implications – Results are valid for interviewees' expressed thoughts and expectations about temps' workplace learning, not about an actual separation between knowledge and actions in the working conditions.Practical implications – CCs associate temps with learning backgrounds that allow them to perform subordinate tasks, such as routine, instructional, or regulatory duties. They associate regular staff with more advanced learning backgrounds and tasks more directly related to occupation and workplace. CCs could benefit from accepting the exchange of knowledge and competence between temps and the company, rather than neglecting it.Originality/value – The originality of this paper lies in its contribution to the relatively unexplored topic of workplace learning and leaders and employees' expectations of temps.
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| 9. |
- Berg Jansson, Anna, et al.
(författare)
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What about learning? A study of temporary agency staffing and learning conditions in Swedish health care
- 2020
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 32:1, s. 63-75
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to discuss conditions for workplace learning (WPL) in relation to temporary agency staffing (TAS), focusing on temporary and regular nurses’ experiences of social relations.Design/methodology/approachData were gathered using qualitative semi-structured interviews with five agency nurses and five regular nurses. Thematic analysis was used to analyse the data.FindingsSimilarities and differences regarding conditions for WPL among “temps” and “regulars” emerged, pointing towards both challenges and opportunities for WPL on various levels. Moreover, although challenges stood out, the context of professional work provides certain opportunities for WPL through, for example, knowledge sharing among nurses.Research limitations/implicationsResults are valid for the interviewees’ experiences of WPL conditions. However, the findings may also have currency in other but similar workplaces and employment circumstances.Practical implicationsClient organisations and temporary work agencies could benefit from developing management and HR strategies aimed at strengthening the opportunities for WPL, related to professional work, to ensure that these opportunities are leveraged fully.Originality/valueThis study adopts a WPL perspective on TAS in the context of professional work, which is still rare.
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| 10. |
- Berglund, Leif, et al.
(författare)
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Recognition of knowledge and skills at work : in whose interests?
- 2012
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626 .- 1758-7859. ; 24:2, s. 73-84
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – Work-place learning takes place in many settings and in different ways, resulting in knowledge and skills of different kinds. The recognition process in the work place is however often implicit and seldom discussed in terms of recognition of prior learning (RPL). The aim of this paper is to give examples of how the knowledge/skills of employees get recognition in the workplace and to discuss what the consequences of such recognition processes might be. Design/methodology/approach – This paper is based on a study in two companies and two municipalities, where 21 interviews were conducted with human resource managers, team leaders and union representatives. The research questions concerned the ways skills were recognised among employees and how the logics of these actions could be understood. Findings – The findings show that both companies and municipalities have their own ways of assessing knowledge/skills, mostly out of a production logic of what is needed at the workplace. However, certain skills are also made “unvisualised” for the employee. This employer-controlled recognition logic is important to understand when RPL models are brought to the work place in order to obtain win-win situations for both employers and employees. Practical implications – It seems important to identify an already existing system for assessment of knowledge/skills at the workplace when bringing RPL processes to the workplace. Originality/value – The approach to understand assessment processes in these companies and municipalities from an RPL perspective has not been widely covered before.
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| 11. |
- Bernhard, Irene, 1953-, et al.
(författare)
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One foot in academia and one in work-life : the case of Swedish industrial PhD students
- 2023
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 35:6, s. 506-523
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning.Design/methodology/approach – The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students.Findings – Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas.Research limitations/implications – Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society.Originality/value – This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.
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| 12. |
- Carlsson, Sandra, et al.
(författare)
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Forbidden and necessary : making sense of smartphones in vocational teaching
- 2023
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 36:1, s. 239-251
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 13. |
- Cerna, Katarina, et al.
(författare)
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Nurses' work practices in design : managing the complexity of pain
- 2020
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 32:2, s. 135-146
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this study is to understand the activities in nurses' work practices in relation to the design process of a self-monitoring application. Design/methodology/approach: A design ethnographic approach was applied in this study. Findings: To solve the problem of translating highly qualitative phenomena, such as pain, into the particular abstract features of a self-monitoring application, design participants had to balance these two aspects by managing complexity. In turn, the nurses'€™ work practices have changed because it now involves a new activity based on a different logic than the nurses’ traditional work practices. Originality/value: This study describes a new activity included in nurses’ work practices when the nurses became part of a design process. This study introduces a novel way on how to gain a deeper understanding of existing professional practice through a detailed study of activities taking place in a design process. This study explores the possible implications for nurses’ professional practices when they participate in a self-monitoring application design process. Â2020, Emerald Publishing Limited.
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| 14. |
- Cerna, Katerina, 1986, et al.
(författare)
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Nurses' work practices in design: managing the complexity of pain
- 2020
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 2:2, s. 135-146
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Tidskriftsartikel (refereegranskat)abstract
- Purpose The purpose of this study is to understand the activities in nurses' work practices in relation to the design process of a self-monitoring application. Design/methodology/approach A design ethnographic approach was applied in this study. Findings To solve the problem of translating highly qualitative phenomena, such as pain, into the particular abstract features of a self-monitoring application, design participants had to balance these two aspects by managing complexity. In turn, the nurses' work practices have changed because it now involves a new activity based on a different logic than the nurses' traditional work practices. Originality/value This study describes a new activity included in nurses' work practices when the nurses became part of a design process. This study introduces a novel way on how to gain a deeper understanding of existing professional practice through a detailed study of activities taking place in a design process. This study explores the possible implications for nurses' professional practices when they participate in a self-monitoring application design process.
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| 15. |
- Chue, Shien, et al.
(författare)
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Organizational socialization strategies of interns transitioning to telecommuting work in uncertain times
- 2024
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Ingår i: JOURNAL OF WORKPLACE LEARNING. - 1366-5626 .- 1758-7859. ; 36:5
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe study aims to examine how organizational socialization occurs for interns transitioning from onsite to telecommuting work, particularly in a context where traditional supports have been reduced due to the pandemic.Design/methodology/approachDrawing from interviews (n = 22) of undergraduates interning at advertorial and marketing firms, the study conducted a thematic analysis of workplace learning experiences of undergraduate interns & horbar;newcomers at the workplace when disruption of traditional ways of performing work activities occurred. In particular, the enforced telecommuting work-from-home arrangements due to the pandemic provided a unique setting for this study of internship learning in changing contexts. The analyses reveal differences in undergraduate interns' experiences of organizational socialization when they were at the physical workplace as compared to when they had to work remotely.FindingsInterns reported benefitting from structured onboarding, supportive peer systems, and regular face-to-face meetings with supervisors, which facilitated their socialization and understanding of workplace culture before the pandemic. However, as telecommuting became the norm during the pandemic, these experiences shifted. Interns adapted by engaging in digital interactions to mirror office dynamics, extending work hours due to blurred work-life boundaries, and independently seeking information in the absence of direct guidance. When adapting to digital communication and independent learning, interns faced challenges like longer working hours and reduced spontaneous interactions, indicating a preference for the traditional, in-person socialization methods of the pre-pandemic workplace.Originality/valueThis study provides insight into interns' experiences during the global shift to hybrid work as a result of the pandemic, contributing fresh insights into organizational socialization processes amidst workplace disruptions. The conclusions offer valuable implications for future adaptive onboarding practices in educational and professional settings.
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| 16. |
- Döös, Marianne, 1949-, et al.
(författare)
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Beyond being present : learning-oriented leadership in the daily work of middle managers
- 2015
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Ingår i: Journal of Workplace Learning. - 1366-5626 .- 1758-7859. ; 27:6, s. 408-425
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – In their daily work, managers influence the organisation’s learning conditions in ways that go beyond face-to-face interaction. Neither the influencer nor those influenced are necessarily aware that they are engaged in learning processes. This paper contributes to the understanding of learning-oriented leadership as being integrated in managers’ daily work. The particular focus is on managers’ efforts to change how work is carried out through indirect acts of influence.Design/methodology/approach – The research was part of a larger case study. The data set comprised interviews with nine middle managers about ways of working during a period of organisational change. A learning-theoretical analysis model was used to categorise managerial acts of influence. The key concept concerned pedagogic interventions.Findings – Two qualitatively different routes for indirect influence were identified concerning social and organisational structures: one aligning, that narrows organisational members’ discretion, and one freeing, that widens discretion. Alignment is built on fixed views of objectives and on control of their interpretation. The freeing of structures is built on confidence in emerging competence and involvement of others.Research limitations/implications – The study was limited to managers’ descriptions in a specific context. An issue for future research is to see whether the identified categories of learning-oriented leadership are found in other organisations.Practical implications – The learning-oriented leadership categories cover a repertoire of acts of influence that create different learning conditions. These may be significant for the creation of a learning-conducive environment.Originality/value – The study contributes an alternative way of thinking about how work conditions are influenced that impact on learning in organisations. Managerial work that creates conducive conditions for learning doesn't need to be a specific task. Learning-oriented elements are inherent in aspects of managerial work and managers’ daily tasks can be understood as expressions of different kinds of pedagogic intervention.
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| 17. |
- Döös, Marianne, 1949-, et al.
(författare)
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Collective learning : Interaction and a shared action arena
- 2011
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Ingår i: Journal of Workplace Learning. - 1366-5626 .- 1758-7859. ; 23:8, s. 487-500
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The paper argues for a theoretical contribution that deals with the detection of collective learning. The aim is to examine and clarify the genesis processes of collective learning. The empirical basis is a telecom context with task-driven networking across both internal and external organizational borders. Methodology/approach: The research draws upon an integration of organizational learning theory and a relational and contextual branch of experiential learning theory framed as organizational pedagogy. A case study of R&D work serves as the empirical foundation. Four teams were studied through interviews, focus groups, and observations. Data were analyzed in interplay between empirical findings and theoretical concepts. Findings: Collective learning does not only occur within the boundaries of well-defined groups where previously identified. Characterized by distributed work processes and rapid changes in the telecom context, collective learning is associated with individual distribution of tasks, insufficiency as a foundation, a question-and-answer space, and the imprints of others in a shared action arena. Research limitations/implications: Conclusions concern how collective learning can be comprehended. The paper points to the importance of interaction and a shared action arena. The way in which knowledge develops is, to some extent, context-dependent. This indicates that the characteristics of the shared action arena vary. Practical implications: Differentiating learning processes have a practical significance for organizations wanting to focus upon competence issues. Originality/value: This study identified the importance for collective learning of the presence of a shared action arena. The theoretical contribution fills a gap in the understanding of how collective learning arises when moving from face-to-face learning within local teams, to networking across both internal and external organizational borders. This contributes to the understanding of how the learning of individuals links with the learning of an organization.
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| 18. |
- Eklöf, Mats, 1953, et al.
(författare)
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Improving communication among healthcare workers: a controlled study
- 2016
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 28:2, s. 81-96
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - This paper aims to test the effects on aspects of workplace communication relevant to teamwork, and social support, in hospital units, of a dialog training (DT) intervention based on knowledge of key quality aspects related to interpersonal work-related communication among healthcare workers. Design/methodology/approach - A cluster randomized controlled study conducted among approximately 300 Swedish healthcare workers employed at ten hospital units. Workplace communication was measured in the form of participative safety, trust/openness, and social support. Effects were tested at three-month and six-month follow-ups. Repeated measurements were made. Findings - The results indicated that DT had a positive influence on participative safety and social support from managers. A positive tendency was observed for trust/openness. Originality/value - Developing and practicing good staff communication in hospital units is an important area for interventions designed to improve job performance and health.
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| 19. |
- Ellström, Eva, 1949-, et al.
(författare)
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Two modes of learning-oriented leadership : a study of first-line managers
- 2018
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 30:7, s. 545-561
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this study was to explore what learning-oriented leadership could mean in practice and to identify possible sources of variability in this leadership between first-line managers (FLMs). The empirical basis of the study comprised FLMs in nursing homes for elderly care.Design/methodology/approachThe study was carried out using a sequential mixed-method design based on interviews, observations and documentary analysis.FindingsThe study contributes an in-depth analysis of two modes of learning-oriented leadership: development-oriented and production-oriented. The two orientations represent an open and enabling pattern versus a constraining and controlling pattern of leading and organizing employee learning and development. The observed differences in learning-oriented leadership between the FLMs were interpreted in terms of the demands–constraints–choices model proposed by Stewart (1982; 1989).Research limitations/implicationsFuture research should include data from employees to analyze how the mode of learning-oriented leadership shapes the conditions and opportunities for learning at work.Practical implicationsEmployee learning and development issues should be clearly linked to business strategies, and it is imperative that senior managers actively support and follow up on FLMs’ work with these issues. Furthermore, there is a strong need for training and development of FLMs – formal and informal – to improve their knowledge of and skills in leading and organizing workplace learning.Originality/valueThe study adds to previous research by elaborating what learning-oriented leadership could mean in practice and how it can be theoretically understood.
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| 20. |
- Ellström, Eva, et al.
(författare)
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Two Types of Learning Environment: Enabling and Constraining A Study of Care Work
- 2008
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Ingår i: Journal of Workplace Learning. - : Institutionen för beteendevetenskap och lärande. - 1366-5626 .- 1758-7859. ; 20:2, s. 84-97
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: First, to elaborate on the notion of a learning environment based on an empirical study of care work. Second, to explore how aspects of a learning environment may differ between and within units in the same organization, and how to understand and explain such differences. Methodology/approach: The study was based on a multiple case-study design including four departments within two care units. Data were collected through direct observation of working conditions and work practices as well as semi-structured interviews with all care-workers within the two units (29 persons), and with the head and deputy head for each of the two units. Findings: It was possible to distinguish between two qualitatively different patterns of working conditions and practices within the four teams. These patterns of practice were interpreted as representing an enabling and a constraining type of learning environment as these concepts were defined in this study. The evidence suggest that the emergence of an enabling learning environment was an outcome of a dynamic interplay between a number of factors that had the character of a virtuous circle. Originality/value: The article adds to previous research through a distinction between two types of learning environment (enabling and constraining), and by linking these two types of learning environment to different conceptions of learning and to different working conditions and practices.
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| 21. |
- Ellström, Per-Erik, 1947-
(författare)
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Practice-based innovation : a learning perspective
- 2010
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 22:1-2, s. 27-40
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to explore the idea of practice-based innovation and to propose a framework that can be used to conceptualize and analyze practice-based innovation processes in organizations.Design/methodology/approach – The argument is driven by conceptual analysis and theoretical synthesis based on theory and research on innovation, organizational change, individual and organizational learning.Findings – The proposed framework portrays practice-based innovation as a cyclical process of adaptive and developmental learning driven by contradictions and tensions between explicit and implicit dimensions of work processes.Originality/value – The paper adds to previous research through its focus on practice-based innovation and the conceptualization of this notion in terms of learning in and through everyday work. It thus creates connections between innovation research and research on workplace learning.
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| 22. |
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| 23. |
- Eslahchi, Morteza
(författare)
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Adapting to the COVID-19 world : a case study of collective learning in a social entrepreneurial organisation
- 2023
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626 .- 1758-7859. ; 35:9, s. 50-65
-
Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 24. |
- Falkenström, Erica, 1966-, et al.
(författare)
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Developing ethical competence in healthcare management
- 2016
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Ingår i: Journal of Workplace Learning. - 1366-5626 .- 1758-7859. ; 28:1, s. 17-32
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper was to explore what kind of ethical competence healthcare managers need in handling conflicts of interest (COI). The aim is also to highlight essential learning processes to develop healthcare managers’ ethical competence.Design/methodology/approach – A qualitative study was performed. Semi-structured interviews with ten Swedish healthcare managers from different care providers were carried out twice and analysed through step-wise categorisation.Findings – Four categories of COI were revealed and two ways (passive and active) in which COI were handled. Ethical guidelines did not help the healthcare managers to handle the COI, and none of the managers made use of any sort of systematic ethical analysis. However, certain ethical competence was of great importance to identify and handle COI, consisting of contextual understanding, rational emotions, some theoretical knowledge and a suitable language. Organising work so that ethical analysis can be carried out is of great importance, and top management needs to clearly express the importance of ethical competence and allocate resources to allow adequate learning processes.Originality/value – This paper highlights the management level and focuses on how work-integrated learning-processes can enable ethical competence. Ethical competence at the management level is essential both to comply with the constitution and legal requirements regarding healthcare, and so that managers are able to analyse COI and justify their decisions.
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| 25. |
- Florén, Henrik
(författare)
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Collaborative approaches to management learning in small firms
- 2003
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Ingår i: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 15:5, s. 203-216
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to describe how learning in collaborative approaches – in this paper labeled “collaborative approaches to management learning” (CAML) – can support the learning situation of small firm owner-managers. Drawing on a socio-cognitive learning framework, the context of the small firm and its consequences for management learning are framed and discussed. Drawing on four episodes of management learning in CAML, it is suggested that CAML establishes a new context in which old truths can be questioned and new insights can be created. In CAML the owner-managers are offered a position on the periphery of practice of the other managers and other network visitors, where trust among the network participants provides the foundation for admitting and openly facing lack of knowledge on different issues, something that is prohibited within their enterprises, due to the lack of peers and expected omniscience of the owner-manager.
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| 26. |
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| 27. |
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| 28. |
- Gustavsson, Maria
(författare)
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Learning and propensity for changing the job situation during downsizing
- 2012
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 24:7/8, s. 497-508
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – To investigate individuals’ learning and propensity for changing their job situation during downsizing in a company.Design/methodology/approach – A case study was carried out in an industrial company that had undergone major downsizing to adapt to changes in production. Approximately 100 employees retrained at the company’s training program and 350 employees received notice to quit their jobs. Data for this study consisted of qualitative interviews with 20 workers who faced different transition situations.Findings – Three general learning trajectories labelled stayers, leavers and reemployed leavers emerged as a consequence of the downsizing. The stayers were the individuals who remained at the company and later retrained to new jobs. The leavers were the individuals who more or less voluntarily left the company to start a new career. The reemployed leavers were dismissed and left involuntarily but were later reemployed at the company.Practical implications – In cases of downsizing it is important that the organization meets latent wishes for change and considers differentiated reactions connected to age, length of employment, former education, etc. among workers who face different transition situations.Originality/value – The results imply that the learning trajectories were shaped through participation, thus learning, in the transition program and workplace activities. Each worker has a specific history of experience which shape their disposition to learning and in which way they are able to adjust to a new job situation.
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| 29. |
- Gustavsson, Maria, et al.
(författare)
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Learning conditions supporting the management of stressful work
- 2021
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 33:2, s. 81-94
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – From a workplace learning perspective, the purpose of this paper is to explore the relationship between conditions for learning and stressful work and, to analyse the learning conditions that support the management of stressful work. The model of effort-reward imbalance (ERI) is adopted as an indicator of stressful work by measuring the relationship between Effort and Rewards in work.Design/methodology/approach – The material consists of questionnaire data from 4,420 employees in ten public and private organisations in Sweden.Findings – The results provide evidence that suggests that some workplace conditions known to enable learning also indicates a comparatively better chance for employees to manage stressful work. An innovative practice reduces the feelings of effort, whereas managerial support and knowledge sharing serve as rewards contributing to appreciation, while competence and career development create rewards in the form of opportunities for progression.Practical implications – Workplaces in which there are enabling learning conditions can provide employees with ample resources for managing stressful work.Originality/value – This paper explores the complex relationship between workplace learning conditions and the ERI model seen from a workplace learning perspective which has received relatively sparse attention in the literature.
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| 30. |
- Gustavsson, Maria
(författare)
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The potential for learning in industrial work
- 2007
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626 .- 1758-7859. ; 19:7, s. 453-463
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this article is to discuss the potential for learning that is present for process operators in their work at a paper mill. The term learning potential is used to denote the opportunities operators have for learning in their daily work. Design/methodology/approach - A case study of the work and learning of process operators in four different shift teams in four different departments at a paper mill, using diaries and interviews, provides the data for identifying potential for learning in the work of process operators. Findings - Findings show that the work of operators is dominated by an adaptive form of learning, that is becoming better at an already known task, and solving daily work problems. At the same time there is potential for a more development oriented learning, but with a local and ad hoc emphasis in the shift teams. However, the desire and willingness of the operators is important for the utilization of existing learning potential. Research limitations/implications - In general, limitations of the case study methodology mean that it may not be possible to generalize to other industrial and organizational settings. Practical implications - The research highlights that there is potential for learning, but the "invisible" learning that is found on the shopfloor in the shift teams must be supported by the company so that it can lead to development of the organization. Originality/value - The research has indicated that potential for development has a mainly local and ad hoc emphasis, primarily through the contradictions that exists in shift teams. Nothing, however, indicates that this potential might also include development of the organizational level at the paper mill.
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| 31. |
- Haj-Bolouri, Amir, 1985-, et al.
(författare)
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Action design research as a means for organizing workplace learning : case studies of e-learning platforms
- 2021
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 33:6, s. 405-425
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular.Design/methodology/approach This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular.Findings The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes.Originality/valueThe findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.
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| 32. |
- Halvarsson Lundkvist, Agneta, 1961-, et al.
(författare)
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Learning conditions for continuous improvement in a public service organization
- 2018
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 30:8, s. 578-591
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This study focuses on a transformation effort in a social welfare department of a Swedish municipality where continuous improvement, which is a Lean principle, was introduced in employees’everyday work via a workplace development programme (WPDP). The aim of this paper is to explore the conditions (internal and external) that enabled or constrained employee learning during the introduction of continuous improvement into employees’ everyday work in a WPDP-supported social welfare department.Design/methodology/approach – This case study is based mainly on 22 semi-structured interviews with individuals holding different positions in the department and overarching municipality.Findings – The findings show that multiple and emerging conditions, both internal and external, shaped a predominantly restrictive learning environment during the introduction of continuous improvement into the social welfare department. The major conditions identified were related to the initial implementation and top management’s steering and monitoring of the “Lean investment”, activities and support provided by the WPDP, activities and support provided by the internal Lean support team and first-line managers’ abilities to facilitate employee learning.Originality/value – Apart from unique empirical material depicting an effort towards change under conditions far from favourable for employee learning, the value of this study lies in the attention given to the external dynamics that drive change in line with the concept of new public management in public service organizations, including a WPDP that supported the social welfare department.
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| 33. |
- Hasson, Henna, et al.
(författare)
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Improving organizational learning through leadership training
- 2016
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Ltd.. - 1366-5626 .- 1758-7859. ; 28:3, s. 115-129
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - This paper aims to evaluate whether training of managers at workplaces can improve organizational learning. Managers play a crucial role in providing opportunities to employees for learning. Although scholars have called for intervention research on the effects of leadership development on organizational learning, no such research is currently available.Design/methodology/approach - The training program consisted of theoretical and practical elements aimed to improve line managers' transformational leadership behaviors and, in turn, improve organizational learning. The study used a pre- and post-intervention evaluation survey. Line managers' and their subordinates' perceptions of organizational learning were measured with the Dimensions of Organizational Learning Questionnaire and with post-intervention single items on organizational learning.Findings - Comparisons between pre- and post-intervention assessments revealed that managers' ratings of continuous learning and employees' ratings of empowerment and embedded systems improved significantly as a result of the training. The leadership training intervention had positive effects on managers' perceptions of individual-level and on employees' perceptions of organizational-level aspects of organizational learning.Originality/value - The study provides empirical evidence that organizational learning can be improved through leadership training. Both line managers and their subordinates perceived that organizational learning had increased after the training intervention, albeit in different ways. Implications for developing leadership training programs and for evaluating these are discussed.
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| 34. |
- Hauer, Esther, 1975-, et al.
(författare)
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Developmental intervention, learning climate and use of knowledge in elderly care
- 2012
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 24:1, s. 19-33
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to examine the learning climate in elderly care, its potential improvements after the “Steps for skills”, and its influence on knowledge from formal training. The assumptions were: the different activities of the Steps for skills should enhance the perceived learning climate; differences in working conditions in home help and residential homes should influence the perceived learning climate and its improvements; and changes in the perception of the learning climate should bring changes in the perceived usefulness of new knowledge.Design/methodology/approach – The study is a case study carried out in the public elderly care in Sweden, and used a repeated measurements design. A total of 270 nursing assistants answered a questionnaire at Time I, and 174 at Time II.Findings – Results show no improvements of the learning climate for the full sample. When contrasting the learning climate in home help services and in residential homes significant differences are found, and also a tendency for their learning climate to change in opposite directions. The perception of the learning climate seems to influence the perceived usefulness of new knowledge.Research limitations/implications – The sample was from one single organization.Practical implications – Developmental interventions should take in to consideration that context matters, and that the perceived learning climate influences the use of new knowledge.Originality/value – In this study, a 15-items learning climate scale (LCS) is presented. Another contribution is identifying working condition failure as a potential explanation to why interventions usually do not result in expected changes.
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| 35. |
- Henningsson-Yousif, Anna, et al.
(författare)
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Making teachers' pedagogical capital visible and useful
- 2015
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 27:5, s. 332-344
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to compare methods of working with pedagogical capital in teacher and mentor education. The authors make an account of the development of the concept of pedagogical capital and relate it to the theoretical context of practice theory. Empirical data will substantiate the theoretical discussion of teachers ' pedagogical capital. Design/methodology/approach – Comparative analyses of the authors ' research and empirical data were undertaken. Findings – Three dimensions of pedagogical capital have been identified: an experience content dimension, an analysis dimension and an acting dimension. Research limitations/implications – The authors find potential in using and further developing the concept of pedagogical capital in its various dimensions and in relation to other similar concepts. Practical implications – The authors ' methods could be used for school development purposes as well as in teacher education. Social implications – The aim of the paper is to underline the value of the contributions people can make to society as a whole and as teachers in school, in particular. The recognition of the ability to analyse and contribute is the essence of this work. Originality/value – The value of the paper is the introduction and development of pedagogical capital in an international context. The value is also the common analyses of educational work in Sweden and Norway.
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| 36. |
- Holmgren, Robert, 1958-, et al.
(författare)
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The value of informal workplace learning for police education teachers’ professional development
- 2022
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 34:7, s. 593-608
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this study is to explore Swedish police education teachers’ informal workplace learningand its perceived value for their professional development. Two categories of teachers, police teachers and universityteachers,with different professional knowledge and experience, work together at the police education unit.Design/methodology/approach – The method used was in-depth interviews with teachers working at aSwedish police education unit.Findings – Informal workplace learning was perceived by both teacher groups to be of great value forgaining knowledge about the local practice and for their professional development. Their learning emerged indiscussions, observations and practically oriented activities in their daily work. Four conclusions: firstly, theteachers’ informal workplace learning was socially and practice-oriented and learning emerged in acollaborative, reciprocal and active process. Secondly, the embodied nature of the learning is evident in theteachers’ joint activities in the teaching practice. Thirdly, it takes time and active involvement in the localpractice to become a professional teacher in this kind of education. Fourthly, an educational structure whereacademic knowledge and experience can be integrated with police knowledge and experience constitutes animportant basis for teachers’ professional development in police education and training.Originality/value – The study’s focus on police education and the professional development of teachers inthis specific practice contributes to increased knowledge of the social, practice-oriented and embodied natureof informal workplace learning.
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| 37. |
- Holmquist, Mats, 1954-
(författare)
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Interactive research and joint learning for practical contributions
- 2009
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Ingår i: Journal of Workplace Learning. - Bingley, West Yorkshire : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 21:3, s. 240-251
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to examine whether universities can find ways to make more practical contributions through collaboration, collective reflection and joint learning. Design/methodology/approach – The approach takes the form of action research and cooperation in three different development networks in Sweden. Data are analyzed by theories on science in society, organizational learning, dialogue and reflection. Findings – Results show that the participants in the networks reduced their insecurity and increased their competence to handle change. The dialogue, exchange of experiences and systematic reflections gave ideas, knowledge and contacts that supported them in their work life and inspired them to take development action. Research limitations/implications – Researchers can contribute to the development process by acting as facilitators and using interactive methods for joint learning. Coming from different cultures and aiming to collaborate under equal and democratic conditions, all involved actors must have an attitude that is humble and free of an assumed prestige. Practical implications – External development networks with university participation can be a useful tool for internal development. Originality/value – Interactive research is a possible way for universities to make practical contributions at work. All academics who work with applied research should consider this approach.
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| 38. |
- Huzzard, Tony
(författare)
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Communities of Domination? Reconceptualising Organizational Learning and Power
- 2004
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Ingår i: Journal of Workplace Learning. - 1366-5626. ; 16:6, s. 350-361
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Tidskriftsartikel (refereegranskat)abstract
- In identifying a bias within situated learning theory towards routine work practices, this paper develops a theoretical framework for assessing the relationships between learning, sensemaking and power in the non-routine practices of temporary organising. The paper locates processes of sensemaking and learning in a model of organisational change that attempts to render power in communities of practice more visible than has been the case in theorising hitherto by focusing on sensegiving in change projects. Change is conceived in terms of an oscillation between the routines of permanent organising and the more experimental, innovative actions of temporary organising where leaders mobilise actors to explore new ideas. The role of sensegiving in such processes, it is argued, helps shed light on the political nature of micro-processes of change.
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| 39. |
- Hällgren, Markus, et al.
(författare)
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Mini-muddling : Learning from project plan deviations
- 2007
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 19:2, s. 92-107
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This paper aims to contribute to the understanding of the informal and incidental learning that takes place in project work among individuals who must adapt to deviations from project plans.Design/methodology/approach – Reflections in the study are built on four power plant projects found in an integrated provider of projects of this type. The projects were followed by participative observations during ten weeks of onsite visits. Furthermore, 26 interviews were done among participants in the organisation on working practices and implications. Data included interviews, reports, minutes-of-meetings, observations, and e-mail correspondence that characterised the cases.Findings – The paper finds that learning occurred at two levels. First, there was the learning that occurred as each of the deviations was handled. The second aspect of learning involved the patterns in which remedies were handled.Research limitations/implications – Because research was built on case studies, one has the reservations common with that approach. Nevertheless, the learning architecture that Sense related to intra-project learning has features that relate to the situation where learning has occurred from projects. Further, by associating observations with the background provided by Lindblom and Simon, suggestions carry inherent credibility.Practical implications – The organisation that was set up seemed particularly effective in handling the deviations. Also, intuition came into play. Both these items may interest consultants and trainers as well as academics.Originality/value – Although the need to handle project deviations is appreciated in practice, it is not clear that there is an understanding of how response occurs. The paper documents response across the stages of projects, which is original. Value is associated with the interpretation.
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| 40. |
- Högberg, Karin, 1982-, et al.
(författare)
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“Am I supposed to call them?” : Relearning interactions in the digital workplace
- 2023
-
Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 36:9, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time.Design/methodology/approach – A multiple, longitudinal case study of knowledge-based workers in three firms located in Sweden has been conducted from March 2020 to March 2023. In total, 89 interviews with 32 employees in three knowledge-based firms have been collected.Findings – The study shows how the intricate interaction between rules and norms for interaction and work must be renegotiated as well as un- and relearned when the physical work environment no longer frames the work context. Furthermore, technology can be viewed as both an enable and a barrier, that is, technology has enhanced collaboration between organizational members yet also created social difficulties, for example, related to communication and interaction. The study emphasizes that individuals learned through trial and error. That is, they tried behaviors such as translating social interactions" to a digital arena, appraised the outcomes and modified the practices if the outcomes were poor.Research limitations/implications – The present study does have several limitations. First, it is based on interviews with respondents within three organizations in Sweden. To broaden and deepen the understanding of both organizational and learning, future studies can contribute by studying other contexts as well as using a mixed method approach in other countries.Practical implications – Results from the study can provide a practical understanding of how the rapid change from working at the office to working from home using digital technologies can be understood and managed.Originality/value – Contributions include combining interaction order and un- and relearning among organizational employees. This insight is important given that the rapid digital transformation of our society has changed how work is performed and how the future workplace will be both structured and organized.
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| 41. |
- Islind, Anna Sigridur, 1985-, et al.
(författare)
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Learning in home care : a digital artifact as a designated boundary object-in-use
- 2017
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 29:7/8, s. 577-587
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe aim of this paper is to understand how the role of an mHealth artifact plays out in home care settings. An mHealth artifact, in terms of a mobile app, was tested to see how the quality of home care work practice was enhanced and changed. The research question is: In what ways does an mHealth artifact re-shape a home care practice and how does this affect the interaction between caregivers and the elderly and learning opportunities for the caregivers?Design/methodology/approachAn action research approach was taken and the study was conducted in a home care organization in a Swedish municipality. The data were collected through semi-structured interviews and observations that were conducted during home visits. Concepts of learning and boundary objects were used to analyze and distinguish interactions and conversations with the mHealth artifact.FindingsThe study shows how an mHealth artifact is re-shaping a home care practice and how this affects interactions and identifies learning opportunities. Views on the mHealth artifact as a designated boundary object as well as a boundary object-in-use must co-exist.Originality/valueThe study provides qualitative descriptions from using an mHealth artifact for home care, which is an emerging area of concern for both research and practice. It focuses on the interactional and organizational values generated from the actual use of the designed mobile application
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| 42. |
- Islind, A. S., et al.
(författare)
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Learning sustainable work through critical design: a case study of a hackathon to prepare the future workforce
- 2020
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 32:8, s. 641-651
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Tidskriftsartikel (refereegranskat)abstract
- Purpose This paper aims to explore the future of work by investigating how work can be practiced to meet global sustainability goals. The authors draw from empirical findings from a case of critical design session with university students. The aim of the design session was, on the one hand, to embed sustainability into education and, on the other hand, to prepare students with necessary conceptual tools to be prepared for future work. The research questions explored are: What do students learn through engagement in critical design, and how can that foster sustainable work? Design/methodology/approach The research approach is a case study, drawing on critical design activities with 45 students at a university course. The data consists of students' reflections on their design efforts and one researcher's field notes from the design session. Findings The findings show that the students engaged in critical design learn different aspects of sustainable work: how to be solution oriented, how to use technology to do good in the world and outside-the-box thinking skills. Originality/value The authors contribute extended insight into what it means to work for sustainable development, hence doing sustainable work, and how sustainable work can be conducted in practice. The authors discuss three dimensions of sustainable work that we argue are essential to understand how professionals can work towards increased sustainability. The three dimensions are: participation-based work, practice-based work and context-based work.
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| 43. |
- Johansson Bunting, Leona, 1970-, et al.
(författare)
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Learning film production
- 2014
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Ingår i: Journal of Workplace Learning. - 1366-5626 .- 1758-7859. ; 26:5, s. 296-309
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this study is to contribute knowledge about learning linked to the film industry by investigating how film producers reason about learning for and in the profession. Design/methodology/approach – This study is based on semi-structured interviews with twenty film producers, both university and workplace trained (UWT) and workplace trained (WT). The content analysis is based on the transcribed dialogues. The study is empirical, explorative and qualitative.Findings – The interviewees consider networks to be of utmost importance for gaining entrance to and continuously finding work in the film industry. They also reason about required knowing and what learning practices are available. Although formal education is not advocated by all, it can hold intrinsic value for the individual. Traditions of learning are being scrutinized and critical reflection is replacing naivety and emotionality.Practical implications – Different aims regarding learning in the formal education system and film industry result in a gap which needs to be bridged in order to challenge conserving and reproducing patterns of learning. Collaboration is suggested as a solution benefiting both the individual learner and the film industry. The resulting knowledge from this study can be used by the formal education system and the film industry when developing forms for collaboration surrounding learners of film production. Originality/value – The focus presented in this paper of learning in and for film production has been sparingly addressed in previous research.
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| 44. |
- Jonsson, Robin, 1986, et al.
(författare)
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Engaging the missing actor : lessons learned from an age-management intervention targeting line managers and their HR partners
- 2023
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Ltd.. - 1366-5626. ; 35:9, s. 177-196
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Tidskriftsartikel (refereegranskat)abstract
- 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 inorganizational 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
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| 45. |
- Karlsson, Jan, 1959-, et al.
(författare)
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Reaching beyond disciplines through collaboration : Academics' learning in a national multidisciplinary research programme
- 2008
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Ingår i: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 20:2, s. 98-113
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners.Design/methodology/approach - The research draws on theories of learning that view it in relation to context, where the most significant features of the learning process concern discerning new aspects of a phenomenon. The study focuses on the workplace learning of researchers in a multidisciplinary programme at the National Institute for Working Life in Sweden (NIWL). Data was collected from semi-structured interviews. In the analysis the learning experienced was discerned by identifying how the participants spoke of developing and changing in their work as researchers.Findings - The investigation identified five categories of learning of the academics in the multidisciplinary research programme, namely: deepened awareness of perspectives and concepts; practical development; new awareness of one's competences and professional learning process; flexible professionalism and practical usefulness; insights into research and development processes.Practical implications - The study contributes to an increased understanding of how knowledge production and academics' workplace learning is constituted in multidisciplinary contexts and research programmes involving practitioners from outside academia.Originality/value - In organising and supporting learning and knowledge exchange in inter- or multidisciplinary research programmes with (or without) practitioners, it is essential to be aware of the importance of relational and contextual implications for academics' learning processes.
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| 46. |
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| 47. |
- Kock, Henrik
(författare)
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The team as a learning strategy: Three cases of team-based production in the Swedish manufacturing industry
- 2007
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Ingår i: Journal of Workplace Learning. - : Institutionen för beteendevetenskap och lärande. - 1366-5626 .- 1758-7859. ; 19:8, s. 480-496
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To increase our understanding of how the introduction of a team-based work organization can affect the opportunities to learn at work two research questions are addressed: (a) what conditions are important for learning and competence development in a team-based work organization, and (b) to what extent does a team-based work organization support and enhance favourable learning conditions for team members?Methodology/Approach: Investigations are based on longitudinal case studies of work-based learning and the development of a team-based organization in three manufacturing companies.Findings: Results demonstrate that there are no straightforward or linear relations between the introduction of team-based production and the expansion of learning conditions. The study also identifies several challenges and dilemmas organizations meet when they introduce a team-based production.Practical Implications: Several conditions important for learning in a team-based production are emphasized; the needs for challenging work tasks; the development of a team leadership and the significance of supportive learning conditions, etc.Originality/Value: The study contributes to an understanding of organizational change and development as a non-linear process which can be understood as a complex interplay between actors and internal and external organizational conditions.
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| 48. |
- Kock, Henrik, 1952-, et al.
(författare)
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Why do small enterprises participate in a programme for competence development?
- 2008
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626 .- 1758-7859. ; 20:3, s. 181-194
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to increase our understanding of why firms, specifically small to medium-sized enterprises (SMEs), participate in a programme for competence development and why firms use different strategies for competence development. Design/methodology/approach - A study of 17 SMEs that all received support from the European Social Fund, Objective 3 programme. The collection of data is based on semi-structured interviews with management/owners, internal project leaders, employees and union representatives, feedback seminars with representatives from the studied enterprises, and on analysis of documents. Findings - The findings demonstrate that all SMEs reported driving forces for competence development relating to both external organizational conditions and internal organizational conditions, to at least a certain degree. Furthermore, there appears to be a strong relationship between observed patterns of driving forces and the strategy for competence development used by the firm. Practical implications - The SMEs that experience a relatively stronger driving force for competence development initiate problem-solving efforts to design and implement more elaborated strategies for competence development. The SMEs that experience a lesser degree of driving force for competence development implement less elaborated strategies for competence development. Originality/value - The paper finds that both external and internal organizational conditions are important in understanding why SMEs undergo competence development programme. Furthermore, the importance of external and internal organizational conditions is not only limited to why the companies participate in a programme for competence development, but also for how they participate, i.e. the strategies used for competence development.
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| 49. |
- Kohlström, Kirsi, et al.
(författare)
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Policy ideals for a reformed education : How police students value new and enduring content in a time of change
- 2017
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Ingår i: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 29:7/8, s. 524-536
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Tidskriftsartikel (refereegranskat)abstract
- Purpose This study aims to examine how subgroups within a cohort of Swedish police students value different types of curricula content (i.e. new competencies versus enduring ones) in the context of the currently transforming landscape of basic police training.Design/methodology/approach Drawing on a Swedish national survey (N = 369), the study examined variations in how students value new versus enduring police curricula content based on sociodemographic factors. Specifically, factors such as student age and gender and the institutional arrangements of education were tested using an independent t test.Findings The study identified differences in values based on gender. Female students valued competencies such as communication, flexibility, diversity and decisiveness as more important in an educational setting than did males. Fewer differences were found in relation to institutional arrangement, and in-house students valued flexibility and communication skill as more important for educational curricula compared to university-based students. No differences were found in relation to age.Originality/value This study adds knowledge to the question of how changes in occupational education policy develop in practice. More specifically, the study explored how students in educational programmes value new versus enduring competencies and whether differences can be identified based on sociodemographic factors. These questions are important because they expose sociodemographic conditions that influence how students value policy-driven skills versus enduring ones.
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| 50. |
- Köpsén, Susanne, 1952-
(författare)
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Learning for renewal. Learning in a trade union practice.
- 2011
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing. - 1366-5626 .- 1758-7859. ; 23:1, s. 20-34
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Tidskriftsartikel (refereegranskat)abstract
- AbstractPurpose – The purpose of this paper is to analyze learning in a Swedish trade union board in aworkplace, according to contemporary challenges in working life and conditions, of decentralizationand local independency of trade union work and learning.Design/methodology/approach – The paper is based on ethnographic studies of two Swedishlocal trade union boards. The aim is to investigate the everyday activities of the board and the learningprocesses that were generated. This paper focuses on the study of an experienced trade union board.Theory stressing the situated character of learning is used to understand the changes in participationand the trade union practice. The trade union board’s practice is interpreted as solving problems withreference to pragmatism.Findings – The paper finds that the experienced board is competent and manages to independentlysolve unfamiliar but traditional problems, processes of learning are generated, but it fails to developthe competence and update the practice required for the complex and challenging problems of today onits own.Practical implications – The local trade union board does not manage to develop the competencegiving it the power to independently handle the trade union issues significant for the future of thetrade union members and the workplace on its own.Originality/value – This context of learning has not been studied before. It is a type of workplacelearning, but part of a social movement.
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