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When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

The purpose of this study is to investigate the driving factors for staff cohesiveness in the workplace and how they are related to workplace learning and development opportunities. Two research questions guided the inquiry: (1) What are the driving factors for staff cohesiveness in the workplace? and (2) How does staff cohesiveness influence workplace learning?

This study is based on a phenomenological research design. The data collection involved interviews and focus group discussions with 22 lecturers in two public universities. Thematic analysis was followed to analyse and interpret data.

The findings of this study indicate that staff cohesiveness is greatly influenced by several factors. Firstly, the presence of shared visions and goals plays a significant role in fostering staff cohesion. In addition, the similarity of age and gender among employees, as well as the presence of mutual support and a sense of belongingness, trust and solidarity, managerial support and the nature of the job that requires collective action, all contribute to staff cohesiveness. It is worth noting that previous studies have not reported the influence of age, gender and job characteristics as factors influencing staff cohesiveness.

Employers should not only focus on the knowledge and hard skills of applicants but also on the soft skills which support teamwork and cohesion in the workplace. Managers who want to enhance workplace learning should create opportunities for social gatherings and informal contacts in the workplace to facilitate informal learning in the workplace. Researchers focusing on workplace learning should include tacit learning practices that occur in the workplace as a result of the closeness between teammates.

This manuscript, which the authors hereby present, is the result of own original work. To the best of the authors’ knowledge, the authors wish to emphasise that it has not been submitted for publication in any other journals.

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.

The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.

The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.

The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.

Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.

The purpose of this study is to investigate the predictive influence of transactional leadership on employee green creative behaviour (GCB) and the mediating role of workplace learning and green knowledge management (GKM) in this relationship. Based on the leader–member exchange (LMX) theory. This study also uses moderated mediation analysis to investigate social networking sites (SNS) use as a moderator to better understand the indirect relationship between transactional leadership and employee GCB.

The data for this quantitative study were collected using a time-lag technique, with two time waves apart by two months. The final sample for the study included 294 employee–supervisor dyads from small and medium-sized tourism enterprises in the north eastern part of China.

Findings supported the study's proposed hypotheses, indicating that transactional leadership has a significant impact on workplace learning and GKM, as well as a significant role of mediators (workplace learning and GKM) in the relationship between transactional leadership and employee GCB. Furthermore, SNS use significantly moderated the impact of both mediators in establishing a link between transactional leadership and employee GCB.

This study offers new perspectives and insights for entrepreneurs, decision-makers, academics and tourism sector experts by identifying and putting into practise the predictive role of transactional leadership in innovative behaviours. This study also suggests that small and mid-sized travel agencies should focus on workplace learning, GKM and SNS use to promote environment-friendly creative employee behaviour.

Effective use of data is critically important for the provision of health services. A large proportion of employees in health organisations work in non-clinical roles and play a major part in organisational information flows. However, their practice, data-related capabilities and learning needs have been rarely studied. The purpose of this paper is to investigate issues of capabilities and learning needs related to employees' interactions with data in non-clinical work roles.

The study used a mixed-method approach. Qualitative methods were used to explore issues, and survey was administered to gather additional data.

Data use and related capabilities at the workplace are highly contextual. A range of general, core and data-specific capabilities, underpinned by transferable skills and personal traits, enable successful interactions with data. Continuous learning is needed in most areas related to data use.

The study was conducted in a large public-health organisation in Australia, which is not representative of unique organisations elsewhere. The study has implications for the provision of health services, workplace learning and education.

Findings have implications for organisational decisions related to data-use and workplace learning, and for formal education and lifelong learning.

The study contributes to closing a research gap in understanding interactions with data, capabilities and learning needs of employees in non-clinical work roles. Capabilities continuum presented in this paper can be used to inform education, training and service provision. The workplace-based results contribute to theoretical considerations of capabilities required for work in technology-rich environments.

Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries.

DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries.

A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile.

Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

The purpose of this study is to understand the scope and nature of information sharing as a form of workplace learning among gig workers.

Data were collected from public social media communities of gig workers in Thailand. In total, 338 posts and 3,022 comments on the posts were analyzed (data corpus N = 3,360). Thailand was selected for the context of this study given its high level of social media penetration, a high percentage of digital service consumption of internet users and the prevalence of app-based gig workers. This study used thematic analysis using inductive and semantic coding to generate themes.

Findings showed two overarching themes of information sharing, which included on-the-job experience and inquiries. One surprising finding was the extent to which gig workers used social media to help others even when it potentially undermined their success.

This study adds evidence to the role of information sharing in workplace learning and illustrates how gig workers who do not have access to traditional training and learning opportunities use social media communities to fill this need.

Given the surge of digitalization and internet infrastructure leading to the rise of gig work worldwide, this study provides a closer look at how gig workers are using social media communities to facilitate workplace learning and support one another amid otherwise difficult and insecure working conditions. It also discusses the role that culture plays in facilitating a cooperative rather than a competitive environment among drivers.

There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.

The research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.

The findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.

The practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.

The socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.

The article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.

This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC).

This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique.

The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB.

This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.

This study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time.

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.

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.

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.

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.

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.