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The purpose of this paper is to examine specifically the impacts of transformational leadership on job‐related learning at the individual level.

A questionnaire survey was conducted. The survey questionnaire contained measurements of job‐related learning (JRL) and the five dimensions of transformational leadership: idealized influence attributed (IIA), idealized influence behavior (IIB), individualized consideration (CON), inspirational motivation (INSPIRE), intellectual stimulation (INTSTIM). Data were collected from 400 individuals of various organizations on a voluntary and anonymous basis.

The research results showed that the dimensions of IIB and CON were two significant predictors to job‐related learning.

All of the data collected in the present study are gathered from a single source through a common method (i.e. a Likert‐scale questionnaire). Also, the use of a cross‐sectional design in the present study restricts inferences being drawn regarding the causal relationships between transformational leadership and job‐related learning.

It seems that leaders are able to enhance job‐related learning among the employees when they recognize the growth needs of their followers and provide them with personal guidance and goal‐directed development. The findings imply that if a high learning orientation in an organisation is desired, transformational leadership would be the type of leadership needed in the organization.

The present study does provide some evidence that some dimensions of transformational leadership are more influential on job‐related learning than the others.

The purpose of the research is to examine whether need for achievement moderates the relationship between job‐demand for learning and job‐related learning.

Data were obtained from 153 participants full‐time. The scales for job‐demand for learning and job‐related learning were developed for this research, whilst the scale for need for achievement was obtained from an external source. Hierarchical regression analysis was used in testing the hypothesized moderating effects.

It was found that need for achievement moderates the relationship between job‐demand for learning and job‐related learning. Specifically, although job‐demand for learning is correlated positively to job‐related learning for both the high and the low need for achievement groups, this correlation is stronger amongst the high group.

The use of a cross‐sectional design in this study prohibits inferences being drawn regarding the causal relationships between job‐demand for learning, need for achievement and job‐related learning.

Job‐related learning can be facilitated through increasing the need for achievement by allowing employees to establish their own learning and performance goals rather than by imposing such goals on them. The redesign of jobs to create challenges for employees is an equally important practical consideration.

This research provides a succinct view of the relationship between an external factor, job‐demand for learning, and an internal motivator, need for achievement. It emphasizes the degree to which organizations can facilitate learning through design of challenging jobs, to the extent of the individuals' motivation.

Explores relations between workers’ extent of control over their paid and unpaid labour processes and the incidence of different types of organized and informal learning. Activity theory is used to posit relations between power and knowledge acquisition in different spheres of work. The sources of evidence are recent Canadian national surveys. Implications of the findings for more democratic organization of paid workplaces and educational institutions are briefly noted.

Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer’s behavioral intention to learn such skills. Based on the motivation-ability-role perception-situational factors (i.e. the MARS model), the purpose of this paper is to argue that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self-efficacy (A), change agent role perception (R), and situational support (S).

Data collected from 254 IS developers are analyzed using the partial least squares technique.

Results show that a developer’s intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self-efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non-work support positively influence both extrinsic and intrinsic learning motivation. Notably, non-work support has a greater impact on both absolute and relative learning self-efficacy.

Though many of the proposed hypotheses were supported, results showed several interesting and unexpected findings. First, regarding the change agent role perception, people who perceived themselves as advocates displayed a higher level of intention to learn business skills than did those who identified with the other two roles (i.e. traditionalist and facilitator). Second, when compared to extrinsic learning motivation, intrinsic learning motivation contributed more to the intention to learn business skills. Third, the study contributes to the literature by finding that, in terms of direction and magnitude, the two types of self-efficacy have similar influence on an IS developer’s behavioral intention to learn business skills. Finally, work support was found to have a positive impact on both extrinsic and intrinsic learning motivation. However, it was interesting to note that work support did not lead to significantly higher levels of relative and absolute learning self-efficacy.

The findings of this study provide several critical implications for practitioners seeking to encourage IS developers to learn b-skills. First, organizations should strongly encourage IS developers to take on the advocate role in ISD projects, and urge them to acquire business skills through formal education and on-the-job training. Second, organizations should also help IS developers understand how learning business skills is important for their future work and potential self-growth, rather than focusing solely on extrinsic benefits such as promotion or remuneration. Third, organizations can also make use of the strategies to enhance IS developer’s learning self-confidence and beliefs, which will, in turn, increase their intention to learn business skills. Finally, support from others is influential in the formulation of positive work attitudes and behaviors, so organizations will benefit when employees are well supported.

While prior research has emphasized the importance of business skill possession for IS developers during the system development process, few studies have explored the factors affecting an IS developer’s behavioral intention to learn those business skills. This study intends to bridge this gap by investigating factors that drive IS developers’ intention to learn business skills. The findings of this study are useful to researchers in the development and testing theories related to IS developer learning behavior, and to practitioners to facilitate business skill learning for their IS development staff.

Increasing speed in many life domains is currently being discussed under the term “social acceleration” as a societal phenomenon which not only affects western societies, but may also lead to job demands arising from accelerated change. Demands such as work intensification and intensified learning and their changes over time may increase emotional exhaustion, but may also induce positive effects. The purpose of this paper is to examine how increases in demands arising from accelerated change affect employee well-being.

A total of 587 eldercare workers provided data on work intensification and intensified learning as well as on exhaustion and job satisfaction at two points in time.

Work intensification was negatively related to future job satisfaction and positively related to future emotional exhaustion, whereas intensified learning was positively associated with future job satisfaction and negatively with future emotional exhaustion.

Intensified demands represents a growing social as well as work-specific challenge which needs to be addressed by practitioners.

Using a longitudinal perspective this study is the first to examine the relationship of increases in work intensification and intensified learning with job satisfaction and emotional exhaustion at work.

The purpose of this paper is to examine the paid and unpaid work time and learning activities of a small longitudinal sample (n=286) of continuously employed Canadians over the 1998‐2004 period.

A sub‐sample of those who responded to two national surveys carried out in 1998 and 2004 and who were continuously employed throughout this period was selected. In addition to a quantitative analysis of their responses to both surveys, a qualitative analysis of open‐ended interviews in 2000 with many of the same respondents offers further insight into orientations to engagement in formal (course‐based) and informal learning.

Those who are not taking adult education courses are still very likely to participate continually in job‐related informal learning. There is some indication that continuing lack of participation in courses may be associated with declining participation in job‐related informal learning. The in‐depth interviews suggest that most continuously employed respondents see course‐based education and informal learning as complementary.

The lack of prior longitudinal population studies means that understanding of continuity and change in work and learning relations has been based on inferences from cross‐sectional surveys. There are few recent longitudinal surveys of work and learning and none that incorporate both unpaid work and informal learning as well as paid work and adult education course participation. This study provides some elementary benchmarks for further diachronic research on work time and learning relations.

The purpose of this paper is to explore how employees in small and medium-sized enterprises (SMEs) practise and view workplace learning at three different life-cycle stages.

It is a qualitative study using a sample of 30 Hong Kong SMEs classified into inception, high-growth or maturity stage, from which firms in each stage were randomly selected and interviewed until data saturation was reached. Snowball sampling was adopted during interviews and data were examined through thematic analysis.

Consistent themes (patterns) from 134 semi-structured interviews are identified, addressing both similarities and differences in the nature of the practice of workplace learning in SMEs between life-cycle stages.

More similar comparative studies in other parts of the world, including quantitative surveys on larger samples, with either SMEs or multinational corporations, are encouraged to enrich the current findings.

If organisational growth is a priority, SME owner/managers should support employees’ work and learning in a timely fashion. As the study finds, individual learning and inter-organisational learning are considered “a must to have” for employees, regardless of which stage the firm is at. When an SME enters high-growth, however, more opportunities for group learning are particularly beneficial. For mature SMEs, it is essential for learning to move towards systemisation and include a professional development component to meet employees’ career expectations, not just their work demands.

The results advance the body of knowledge in SME learning from the life-cycle perspective. As one of the first studies in bridging these areas, it brings new implications to academic researchers and SME practitioners.

The purpose of this research was to develop a conceptualization and measure of workplace coachability.

Using four independent samples of employed adults, we developed a short and long version of the Coachability Scale. We followed standard scale development practices, presenting evidence of the scales’ factor structure, reliability and validity.

With the first two samples, we derived an initial three-dimensional version of the Coachability Scale and provided evidence of convergent validity. With Samples 3 and 4, we expanded the scale with additional dimensions related to coaching feedback processes and accumulated additional evidence of the scale's validity, and provided evidence of convergence between the two versions of the Coachability Scale.

We encourage continued research on the Coachability Scale, as well as research on coachability in formal coaching relationships and with more diverse populations and cultures. It is also important to examine how coachability relates to specific coachee behaviors and outcomes. Although common method bias may be a limitation, we used temporally separated measurements to minimize method bias in Sample 4.

Knowledge about coachability can inform coaching practice decisions and help tailor the coaching engagement to better fit the coachee's needs.

Measuring how individuals respond to coaching and coaching relationships has important implications for managerial behavior and the quality of work life.

This is one of the first studies to develop valid scales for assessing workplace coachability.

The purpose of this study is to review the definition, perspective, measurement and context of workplace learning and explored workplace learning to identify its role in quantitative research.

Through an integrative review of the literature, the following four roles that workplace learning has played in these studies were identified: workplace learning as an antecedent, a mediator, a moderator and an outcome.

This paper synthesized results for workplace learning in 45 studies. A total of 88 variables related to workplace learning were identified after four overlapped variables (autonomy, social support, work engagement and workload) in multiples areas were excluded from a total of 92 variables (56 antecedents, 8 mediators, 7 moderators and 21 outcomes).

Because this study identified four roles of workplace learning (as antecedent, mediator, moderator and outcome), this study did not focus on the process of learning in the workplace. Additional study is needed to investigate how workplace learning can lead to outcomes and how this process can link workplace learning and its consequences.

This paper synthesized the antecedents, mediators, moderators and outcomes for workplace learning by integrating the findings in this study. This provided a comprehensive framework that could be used by researchers to continue the empirical research on this topic to develop the dynamics between individual, group, job and organizational variables on the one hand and workplace learning on the other.

The purpose of this study is to determine whether participation in decision-making (PDM) and organizational learning (OL) act as mediating factors in the relationship between supportive culture and job involvement.

Data were collected from 712 employees working in different public sector undertakings (PSUs) across India. Necessary condition analysis (NCA) analysis and partial least square (PLS) analysis were used to test the proposed hypotheses.

The findings of the present study indicated that PDM and OL act as a full mediator respectively in the relationship between supportive culture (SC) and job involvement (JI). The SC was positively and significantly related to PDM and OL. However, SL did not have a significant impact on JI. In addition, higher PDM and OL were found to be significantly impacting JI.

The results suggest that PDM and OL facilitate the impact of SC on JI and may help organizations to retain their employees. The implications of these findings for all hierarchical levels in PSUs are discussed.

OL and PDM as mediators between SC and JI have received very little attention from the context of India. The results add to the growing literature of culture from a non-western context as this study is based on Indian samples. This study has taken care to provide unbiased responses by utilizing data from employees working in various functional units of the organizations.