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1 – 10 of over 180000Rishi Kappal and Dharmesh K.K. Mishra
Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning…
Abstract
Purpose
Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning culture. The purpose of this study is to examine the Executive isolation phenomenon where relationships between power distance, organizational culture and executive isolation of Chief Executive Officers (CEOs) are analysed on how it is considered by their teams. The same is contextualized through the inputs received through interviews conducted with CEOs and employee surveys.
Design/methodology/approach
The qualitative in-depth interviews of five CEOs, and survey across 34 of the 50 employees, were undertaken over the course of two phases of this study. The investigation focused on identifying executive isolation of CEOs and perspectives of employees that can impact the leadership and learning progress of organizations based on work culture, power distance and decision-making; awareness and experience of executive isolation; workplace friendliness and rejection; and management development initiatives to minimize the impact of executive isolation. Qualitative data analysis was conducted using MAXQDA 2022 (Verbi Software, Berlin, Germany), which is a qualitative data analysis software.
Findings
The findings highlight and expose the significant gap between understanding and analysing of the factors due to which the CEOs undergo executive isolation. It also extends to providing details related to the lack of awareness of the teams’ actions contributing to the CEOs’ isolation. It further highlights the fact that the difference of perspectives between the CEOs and teams leads to the organization slowing in its learning activities due to the leaders’ own challenges of executive isolation The findings also provide immense need of developing knowledge assets and management development initiatives for learning interventions, to help understand, analyse and mitigate executive isolation, in the interest of the organizational learning and development.
Originality/value
Earlier research work have contextualized the executive isolation impact on CEOs ability to be a leader. This study extends it to include the implications of leadership and learning culture on the teams that are affected by organization culture, power distance, decision-making and analysing the gap between the understandings about executive isolation of the CEOs. Eventually, it interprets how CEOs courting the executive isolation impacts the overall developmental culture of the organization. This will help in asserting the serious need of new learning frameworks needed to minimize the impact of CEO-level executive isolation.
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Sarah M. Miller, JungHwan Kim and Doo Hun Lim
This study aims to explore how employees’ emotions after downsizing impact their learning that they partook in after the downsizing event.
Abstract
Purpose
This study aims to explore how employees’ emotions after downsizing impact their learning that they partook in after the downsizing event.
Design/methodology/approach
The methodological approach was a qualitative case study. Nine employees, considered layoff survivors in a downsized organization, participated in semi-structured interviews. For data analysis, authors performed an initial, focused and axial coding.
Findings
The findings highlight three themes: “resilience,” “loyalty” and “moral support.” These themes show the empathy that layoff survivors experienced and the impact the layoff had on their commitment to the organization, as well as the social learning that occurred after downsizing.
Practical implications
Downsized organizations need to consider the emotions of employees who survive layoffs and how layoffs impact their behavior at work, particularly their learning behavior. Organizations need to understand how to positively impact layoff survivors’ emotions to influence the survivors’ willingness to learn and implement the changes within the organization. Providing outlets for survivors to network within the company, as well as meaningful opportunities, is one of the few ways of addressing employees’ emotions and ensuring they will be encouraged to change with the organization.
Originality/value
Research that explores how emotions resulting from an organizational downsize impact employees’ learning is minimal. Although much of the downsizing research does explore layoff survivors’ experiences after a downsizing, it does not address the emotional factors or the learning experiences. This study seeks to fill this gap.
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The purpose of this paper is to examine the roles of task-technology fit (TTF), learning-technology fit (LTF) and cognitive absorption (CA) in determining medical professionals’…
Abstract
Purpose
The purpose of this paper is to examine the roles of task-technology fit (TTF), learning-technology fit (LTF) and cognitive absorption (CA) in determining medical professionals’ cloud-based electronic learning (e-learning) system continuance intention and performance outcomes and evaluate whether medical professionals’ perceived impact on learning can affect their perceived impact on tasks within medical institutions.
Design/methodology/approach
Sample data for this study were collected from medical professionals at six hospitals in Taiwan. A total of 600 questionnaires were distributed, and 373 (62.2%) usable questionnaires were analyzed using structural equation modeling in this study.
Findings
In this study, medical professionals’ perceived TTF and LTF as antecedents to their cloud-based e-learning continuance intention and performance outcomes were validated, and medical professionals’ perceived impact on learning had a positive effect on their perceived impact on tasks. Synthetically speaking, this study’s results strongly support the research model with all hypothesized links being significant.
Originality/value
It is particularly worth mentioning that this study introduces a new construct, “LTF,” to conceptualize, define and measure it, and further contributes to the application of capturing both expectation–confirmation model and CA (i.e. an intrinsic motivator) for completely explaining medical professionals’ perceived TTF and LTF as external variables to their cloud-based e-learning continuance intention and performance outcomes.
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This paper aims to examine the impact of informal learning contextual factors in facilitation workplace learning in the auditing profession.
Abstract
Purpose
This paper aims to examine the impact of informal learning contextual factors in facilitation workplace learning in the auditing profession.
Design/methodology/approach
Multiple linear regression analysis was used to look at the relationship between four aspects of informal learning and the impact on workplace learning using data from a cross-sectional survey of 95 audit professionals.
Findings
Correlation analysis identifies men perceive access to time and technology resources differently than women, but regression analysis identifies both genders are impacted by having time to participate in informal learning activities. Older, more experienced auditors’ were not as impacted by informal learning activities, but younger auditors were impacted by management support. Contrasting previous research the significance of a supportive organizational culture suggests the learning culture in public accounting firms’ support knowledge dispersion through the feedback and review process.
Research limitations/implications
This study was tested in one context; it could be expanded to other accounting professionals, to look for generalizability. The technology attribute can be further explored as technology adoption is pushed to new staff; future studies could explore whether the technology attribute becomes significant.
Originality/value
Few studies have looked at the quantitative impact of informal learning in the accounting profession. This study adds to the literature confirming the importance of the pyramid structure in encouraging the development of younger auditors and its perceived positive impact on them. In addition, it extends the importance of the time commitment to personal development, and the role it plays in informal learning.
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The purpose of this study is to propose an integrated post-adoption model based on expectation-confirmation model (ECM) and flow theory to examine whether gamification and…
Abstract
Purpose
The purpose of this study is to propose an integrated post-adoption model based on expectation-confirmation model (ECM) and flow theory to examine whether gamification and interface design aesthetics as antecedents to students' beliefs can affect their continuance intention of massive open online courses (MOOCs) and perceived impact on learning.
Design/methodology/approach
Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 318 (53.0%) useable questionnaires were analyzed using structural equation modeling in this study.
Findings
This study's results verified that students' perceived gamification and interface design aesthetics of MOOCs positively affected their perceived usefulness, confirmation and flow experience elicited by MOOCs, and these in turn directly or indirectly led to their satisfaction, continuance intention of MOOCs and perceived impact on learning. Essentially, the results strongly support the research model with all hypothesized links being significant.
Originality/value
It should be particularly noticed that this study contributes to the application of capturing both ECM and flow experience (i.e. an intrinsic motivator) for completely explaining students' perceived gamification and interface design aesthetics as external variables to their continuance intention of MOOCs and perceived impact on learning, and this study's empirical evidence can further shed light on the possible formulation of MOOCs success.
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Jennifer E. Rivera and William F. Heinrich
This study aimed to match high-impact, experiential learning with equally powerful assessment practices.
Abstract
Purpose
This study aimed to match high-impact, experiential learning with equally powerful assessment practices.
Methodology/approach
We observed three examples of programs, analyzing individual student artifacts to identify multiple learning outcomes across domains through a novel approach to assessment.
Findings
Important outcomes from this effort were boundary-crossing qualities made visible through a multi perspective assessment process.
Research limitations/implications
Future research should focus on the nature of experiential learning and measurement thereof.
Practical implications
Learning design should consider experiences as a means to reflection, which complement content delivery. Instructors may restructure course credit loads to better reflect additional learning outcomes.
Social implications
Learners with this feedback may be able to better articulate sociocultural learning.
Originality/value
Describes learning in experiential and high-impact education; novel assessment of experiential learning in university setting.
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Christopher J. M. Smith, Constantinos Choromides, Victoria Boyd, Linda Proudfoot, Marty Wright and Fiona Stewart-Knight
Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning…
Abstract
Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University (GCU) are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management program in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organization – through improved interpersonal skills, decision-making, and problem-solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience.
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Carolyn Jackson, Kim Manley and Mayur Vibhuti
This paper aims to present the impact evaluation findings from a multiprofessional leadership programme commissioned in the South East of England to support primary care networks…
Abstract
Purpose
This paper aims to present the impact evaluation findings from a multiprofessional leadership programme commissioned in the South East of England to support primary care networks (PCNs) to lead system improvement together. It identifies programme impact at micro and meso system levels; a leadership impact continuum that can be used by individuals and teams to evidence impact of improvements in PCN practices; the learning and development strategies that were effective and proposes implications for other networks.
Design/methodology/approach
Mixed methods underpinned by practice development methodology were used to explore the impact of the programme on two practitioner cohorts across 16 PCNs. Data were collected at the start, mid-point and end of the eight-month programme.
Findings
Results illustrate an innovative approach to collective leadership development. A continuum of impact created with participants offers insight into the journey of transformation, recognising that “change starts with me”. The impact framework identifies enablers, attributes and consequences for measuring and leading change at micro, meso and macro levels of the health-care system. Participants learned how to facilitate change and collaboratively solve problems through peer consulting which created a safe space for individuals to discuss workplace issues and receive multiprofessional views through action learning. These activities enabled teams to present innovative projects to commissioners for service redesign, enabling their PCN to be more effective in meeting population health needs. The authors believe that this programme may provide a model for other PCNs England and other place-based care systems internationally.
Originality/value
This study offers insight into how to enable a journey of transformation for individuals and PCN teams to enhance team effectiveness and collective leadership for system-wide transformation required by the National Health Service Long Term Plan (2019).
Contribution to Impact
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Tawnee Chies and Marcos Mazieri
The emphasis on short-term by project-based firms (PBFs) implies the adoption of project efficiency and impact on the team as project success drivers in PBFs context. Good…
Abstract
Purpose
The emphasis on short-term by project-based firms (PBFs) implies the adoption of project efficiency and impact on the team as project success drivers in PBFs context. Good performance by employees, as individuals in a team, can be explained by their behaviors, associated with goal orientation theory. Learning and performance orientations are associated with teams’ effectiveness and overall project performance. The purpose of this paper is to analyze the relationships between the dimensions of goal orientation, especially learning orientation, and project efficiency and impact on the team, in PBFs context.
Design/methodology/approach
A quantitative approach was adopted, based on data from a survey of 714 respondents, representing project managers, that turned into a valid sample of 315 composed only by PBFs respondents. The results were analyzed through multiple linear regression and, mainly, mediation analysis methods.
Findings
Performance-avoid orientation is a predictor of project efficiency; performance-prove orientation, a predictor of impact on the team. Learning orientation relates positively to both project success criteria. Project managers should balance/induce the proper orientation within the team, favoring learning orientation according to the results, to have short-term project success in PBFs.
Originality/value
There is a direct relationship between learning orientation and project efficiency, but it is fully mediated by impact on the team, which it was not found in previous studies. This study argues that they are not parallel constructs, constituent parts of equal weight in project success, but that impact on the team precedes project efficiency when learning orientation is considered.
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