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1 – 10 of over 15000Vathsala Wickramasinghe and Udayabanu Ramanathan
The purpose of this paper is to present the findings of a study that investigated workplace learning activities and drivers that enhanced learning as experienced by employees in…
Abstract
Purpose
The purpose of this paper is to present the findings of a study that investigated workplace learning activities and drivers that enhanced learning as experienced by employees in Sri Lanka.
Design/methodology/approach
This study was conducted in the knowledge process outsourcing sector, where employees perform knowledge work in flatter team-based structures with information technology-enabled work environments. From the 17 firms that volunteered to participate in the study, 239 technical/professional employees volunteered for the survey. Multiple regression analysis was used to identify the association between drivers of workplace learning and learning activities experienced by employees and whether individual demographic characteristics and the number of employees in the firm are associated with workplace learning activities experienced by employees.
Findings
This study found that organisation-related, individual-related and team-related drivers significantly influence workplace learning activities experienced by employees. In addition, employees’ age, firm-specific experience and the number of employees in the firm significantly influence the same.
Originality/value
This paper presents learning activities experienced by employees in the completion of work-related job tasks at hand and drivers experienced by employees in the new normal that has existed since the Covid-19 pandemic.
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This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Abstract
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
This research paper uncovers the workplace learning experiences of Sri Lankan knowledge process outsourcing employees. Types of workplace learning embraced in by people with different characteristics, like tenure and age, were examined too. People with longer tenure engaged significantly in all forms of workplace learning: organization-wide learning, individual learning and learning from colleagues and leaders. Yet older employees reported learning less from colleagues and leaders, and did less self-initiated learning. Overall, improving the neglected arena of self-directed learning is where HR teams can add innovation value. The most common learning stream the respondents used was formal learning activity.
Originality/value
The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
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The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future…
Abstract
Purpose
The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis.
Design/methodology/approach
This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.
Findings
When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected.
Research limitations/implications
Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning.
Practical implications
The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning.
Originality/value
The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.
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Joris van Ruysseveldt, Tonnie van Wiggen-Valkenburg and Karen van Dam
The purpose of this study is to develop the self-initiated work adjustment for learning (SIWAL) scale that measures the adjustments that employees make in their work to enhance…
Abstract
Purpose
The purpose of this study is to develop the self-initiated work adjustment for learning (SIWAL) scale that measures the adjustments that employees make in their work to enhance learning, based on theories and research on workplace learning, work adjustment and work design.
Design/methodology/approach
The SIWAL scale was validated in two independent studies. Study 1 (n = 208) focused on the internal consistency and factor structure of the SIWAL scale. Study 2 (n = 178) re-examined the factorial structure using confirmatory factor analysis and investigated scale validity.
Findings
In both studies, the SIWAL scale showed good psychometric characteristics, i.e. a clear two-factorial structure and internal reliable sub-scales. The findings also indicated convergent, divergent and concurrent validity.
Research limitations/implications
Using the SIWAL scale, future research could focus on the individual, social and organizational predictors and outcomes of SIWAL, collect supervisor and peer ratings to further validate this self-report scale and investigate lower-educated workers.
Practical implications
Organizations might try to enhance their employees' SIWAL through organizational policies, such as supportive leadership, and a learning climate.
Originality/value
This study provides a first step toward a better understanding of what workers do to enhance their workplace learning. The study findings indicate that employees address two adaptive behaviors: adjusting job responsibilities and adjusting social interactions.
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Mohamed Hegazy, Mohamed Samy El-Deeb, Hosny Ibrahim Hamdy and Yasser Tawfik Halim
This paper aims to examine the effect of the auditors’ burnout determinates on audit quality and performance. It also analyses whether the demographic characteristics of gender…
Abstract
Purpose
This paper aims to examine the effect of the auditors’ burnout determinates on audit quality and performance. It also analyses whether the demographic characteristics of gender, age group, education and job positions affect auditors’ decisions for burnout, audit quality and performance.
Design/methodology/approach
A questionnaire was distributed on a sample of auditors in the top ten auditing firms in an emerging market including the Big 4. Factor analysis, correlation matrix and structural equation modeling were used for the analysis of the collected data and testing the developed hypotheses.
Findings
The results show that burnout has negative consequences for both the auditor and the auditing firm. While good organizational climate has a negative significant association with audit quality, nonethical decisions and audit performance, role clarity has positive significant association with the audit quality and performance and has an insignificant association with nonethical decisions. Also, turnover intention has significant positive association with nonethical decision, audit quality and performance.
Originality/value
This research is among the first to focus on auditor’s burnout determinates on audit quality and performance in an emerging market characterized by different socioeconomic, political and cultural factors compared with those of developed markets. Auditors, regulators and professional policymakers can benefit from the results of this research.
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Hasnan Baber, V. Deepa, Hamzah Elrehail, Marc Poulin and Faizan Ashraf Mir
As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue…
Abstract
Purpose
As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace.
Design/methodology/approach
A total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability.
Findings
The results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation.
Practical implications
The findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace.
Originality/value
A new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge.
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Alexandra Tessier, Claire Croteau and Brigitte Voyer
This study aims to explore the usability of the andragogical process model for learning to develop, deliver and evaluate training to improve communication between adapted…
Abstract
Purpose
This study aims to explore the usability of the andragogical process model for learning to develop, deliver and evaluate training to improve communication between adapted transport drivers and people living with communication disabilities and to identify the successes and limitations of the model in this context.
Design/methodology/approach
Two aspects were considered to explore the usability of the andragogical process model for learning: a comparison between the elements of the model and the designing, delivering and evaluating processes of the training; and an appreciation evaluation.
Findings
The model was useful to systematically design, deliver and evaluate workplace training that was appreciated by the learners, even though most of the model’s elements were modified to meet the constraints of the trainer and the organization. Assessing the needs for learning, establishing a human climate conducive to learning and choosing appropriate training methods emerged as key elements that contributed to a successful appreciation of this training.
Originality/value
This study is one of the few that examines the possibility of a systematic application of the andragogical process model for learning to workplace training. Its results suggest that the model could be considered for application by non-professional trainers or external trainers from a workplace, but that organizational constraints must be considered when using it.
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Eva Schürmann and Simon Beausaert
The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees…
Abstract
Purpose
The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees engage and what are the drivers for informal learning.
Design/methodology/approach
Semi-structured interviews were taken from ten human resources (HR) and ten marketing employees working at a German machinery manufacturer.
Findings
Employees mostly learn informally by talking or collaborating with others, searching information online, feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees’ informal learning. Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors.
Research limitations/implications
The design of this exploratory qualitative study brings some limitations. Based on the findings, suggestions for future quantitative and intervention studies are done.
Practical implications
The results show how human resources development (HRD) professionals could better support employees’ engagement in informal learning and gives an overview of the determinants that could be influenced and in turn have a positive effect on employees’ informal learning.
Originality/value
This study is one of the first studies unraveling informal learning as perceived by employees. It develops a comprehensive framework for categorizing drivers for informal learning.
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Anjum Naweed and Angelina Ambrosetti
The purpose of this paper is to investigate workplace learning in the context of the rail industry, specifically for the type of learning required to become a train driver. It…
Abstract
Purpose
The purpose of this paper is to investigate workplace learning in the context of the rail industry, specifically for the type of learning required to become a train driver. It examines the impact of changes to the traditional learning model, and explores the potential of mentoring in the learning/training model.
Design/methodology/approach
This paper uses a participative research approach to examine training experiences with trainee drivers and driver trainers (n = 61) in six Australian rail organisations. The data are synthesised based on an inductive thematic analysis from focus groups, interviews and cab-rides.
Findings
Current driver-learning approaches contain a number of haphazard elements that provide an unfavourable learning experience. Mentoring practices appear to be happening incidentally, despite train drivers wanting mentoring experiences.
Practical implications
In the designing and planning of new driver-learning frameworks, it is important to identify the unintended consequences of implementing a condensed “classroom” curriculum. The condensed and accelerated driver-learning model currently used could be enhanced through the incorporation of a mentoring process.
Originality/value
The article fills an important research gap in the space of workplace learning and mentoring in the rail industry. The themes and findings provide a basis for why mentoring should be integrated as part of the training process. It draws attention to the importance of the situational context, and contributes to communities of practice by outlining important considerations for a holistic model of mentoring in the rail industry.
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Kato Plant, Karin Barac and Herman De Jager
The purpose of this paper is to identify the determinants of internal audit workplace learning success for developing early career internal audit professionals in South Africa.
Abstract
Purpose
The purpose of this paper is to identify the determinants of internal audit workplace learning success for developing early career internal audit professionals in South Africa.
Design/methodology/approach
A qualitative research design was used to collect data through focus group discussions and semi-structured interviews from 65 internal audit stakeholders including internal audit employers’ early career; internal auditors’ workplace learning assessors; and presenters and members of the education and training committee of the professional body in South Africa on their experiences of the determinants of workplace learning success for internal auditors.
Findings
In line with workplace learning theories, it was found that there are five determinants of internal audit workplace success: the learning environment, management support, the early career internal auditors’ commitment (attitude and motivation to learn) and a relevant, structured and effective formal workplace learning programme.
Practical implications
Internal audit employers, early career internal auditors, workplace learning assessors and presenters as well as the Institute of Internal Auditors globally and in South Africa can use the results of this study as a benchmark for their internal audit workplace learning practices.
Originality/value
This paper provides insight into the determinants of workplace learning success for internal auditors and contributes to the limited body of knowledge in auditing on developing professional competence in the workplace.
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