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1 – 10 of over 53000Haiyan Kong, Xinyu Jiang, Xiaoge Zhou, Tom Baum, Jinghan Li and Jinhan Yu
Artificial intelligence (AI) and big data analysis may further enhance the automated and smart features of tourism and hospitality services. However, it also poses new challenges…
Abstract
Purpose
Artificial intelligence (AI) and big data analysis may further enhance the automated and smart features of tourism and hospitality services. However, it also poses new challenges to human resource management. This study aims to explore the direct and indirect effects of employees’ AI perception on career resilience and informal learning as well as the mediating effect of career resilience.
Design/methodology/approach
This paper proposed a theoretical model of AI perception, career resilience and informal learning with perceived AI as the antecedent variable, career resilience as the mediate variable and informal learning as the endogenous variable. Targeting the employees working with AI, a total of 472 valid data were collected. Data were analyzed using structural equation modeling with AMOS software.
Findings
Findings indicated that employees’ perception of AI positively contributes to career resilience and informal learning. Apart from the direct effect on informal learning, career resilience also mediates the relationship between AI perception and informal learning.
Originality/value
Research findings provide both theoretical and practical implications by revealing the impact of AI perception on employees’ career development, leaning activities, explaining how AI transforms the nature of work and career development and shedding lights on human resource management in the tourism and hospitality field.
研究方法
本文提出了人工智能感知为前因变量、职业弹性为中介变量、非正式学习为内生变量的理论模型。以旅游业AI工作环境中的员工为研究对象, 本课题共收集了472份来自中国的有效数据, 并通过结构方程建模(SEM)来进行相关模型检验。
研究目的
人工智能和大数据分析可能会使旅游和酒店服务更加自动化和智能化, 但这也对人力资源管理提出了新的挑战。本研究旨在探讨员工对人工智能(AI)的感知对职业弹性和非正式学习的直接和间接影响, 以及职业弹性的中介作用。
研究发现
研究结果显示, 员工对人工智能的感知对职业弹性和非正式学习有积极影响。除了对非正式学习的直接影响外, 职业弹性在人工智能 (A I) 感知和非正式学习之间起中介作用。
研究创新/价值
本研究在以下几个方面具有重要的理论和实践意义:解释了人工智能感知对员工职业发展和学习行为的影响, 以及它是如何改变工作性质和员工职业发展的; 研究发现对旅游和酒店行业的人力资源管理具有实践指导意义。
Objetivo
La IA y el análisis de big data pueden potenciar aún más las características automatizadas e inteligentes de los servicios de turismo y hostelería. Sin embargo, también plantea nuevos retos a la gestión de los recursos humanos. Este estudio pretende explorar los efectos directos e indirectos de la percepción de la IA por parte de los empleados sobre la resiliencia profesional y el aprendizaje informal, así como el efecto mediador de la resiliencia profesional.
Diseño/metodología/enfoque
En este trabajo se propone un modelo teórico de percepción de la IA, resiliencia profesional y aprendizaje informal con la IA percibida como variable antecedente, la resiliencia profesional como variable mediadora y el aprendizaje informal como variable endógena. Dirigidos a los empleados que trabajan con IA, se recogieron un total de 472 datos válidos. Los datos se analizaron mediante un modelo de ecuaciones estructurales (SEM) con el software AMOS.
Resultados
Los Resultados indicaron que la percepción de la IA por parte de los empleados contribuye positivamente a la resiliencia profesional y al aprendizaje informal. Aparte del efecto directo sobre el aprendizaje informal, la resiliencia profesional también media en la relación entre la percepción de la IA y el aprendizaje informal.
Originalidad/valor
Los Resultados de la investigación proporcionan implicaciones tanto teóricas como prácticas al revelar el impacto de la percepción de la IA en el desarrollo profesional de los empleados, las actividades de aprendizaje, explicar cómo la IA transforma la naturaleza del trabajo y el desarrollo profesional, y arrojar luz sobre la gestión de los recursos humanos en el ámbito del turismo y la hostelería.
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Kyung Hee Park, He Li and Chang Liu
As university faculty faced new challenges, such as rapid digital social and the coronavirus disease 2019 (COVID-19) response, this study aimed to identify the daily changes in…
Abstract
Purpose
As university faculty faced new challenges, such as rapid digital social and the coronavirus disease 2019 (COVID-19) response, this study aimed to identify the daily changes in the interaction between the faculty and the organizational environment (colleague, policy and new issue) by exploring their recent dynamic educational efforts and the professional development.
Design/methodology/approach
This is a study wherein perceptions of 20 faculty from 15 universities and colleges were collected through in-depth online interviews. The authors analyzed interview data by arranging and visualizing the analyzed data using network clustering. Further, they applied the Latent Dirichlet allocation of the topic modeling to monitor the appropriate number of clusters, ultimately determined as four clusters using partial clustering.
Findings
The results showed that university faculty spontaneously tried to solve the problems through informal learning while the commitment to peer learning was deepening, reflecting the collectivist orientation nature of Chinese culture. Besides, the faculty also required support to reflect on their daily efforts for professional development. These results about their various learning routines prove the justification for the faculty's professional development to be discussed from the “learning by doing” perspective of lifelong learning.
Originality/value
This study proved the significance of informal learning for university faculty's professional development and the reasonable value of peer learning, and provided insights into how the Chinese context may influence university faculty's informal learning experience.
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John Muzam, Jacek Bendkowski, Pascal Muam Mah and Polycap Mudoh
The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It…
Abstract
Purpose
The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace.
Design/methodology/approach
It introduces a deep modern learning approach called “behavior-oriented drive and influential functions of formal and informal learning”. The study also develops the concept of the “Study, Plan, Do, Check, and Act” framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning.
Findings
Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning.
Practical implications
Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources.
Originality/value
The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.
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The focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and…
Abstract
Purpose
The focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and mentoring in teacher education. Emphasising the formal activities means that everyday informal learning in educational settings is overlooked. Informal coaching and mentoring could be utilised to support teachers' career-long professional learning.
Design/methodology/approach
This is a conceptual paper which draws on the author's research and seeks to expand what is considered as professional learning within teacher education – namely, informal coaching and mentoring. To understand how to support this professional learning, the lens of social practice is used with an emphasis on learning environments and learning practices.
Findings
Coaching and mentoring can be identified in informal encounters in the staffroom, school corridors and many places and situations. Findings are presented in relation to the importance of informal learning from and with colleagues and the role of headteachers.
Originality/value
More attention has been paid to informal learning, but there is still a need for what could be termed an “informal turn”. Understanding that informal coaching and mentoring afford professional learning opportunities to the teachers who both provide and receive coaching and mentoring can help to support their learning. Recommendations are provided on how educational settings can facilitate and support these professional learning opportunities while preserving their informality.
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Mansi Rastogi and Osman M. Karatepe
Drawing from work-family enrichment (WFE) model and path-goal theory of motivation, this paper proposes and tests work engagement (WE) as a mediator between informal learning and…
Abstract
Purpose
Drawing from work-family enrichment (WFE) model and path-goal theory of motivation, this paper proposes and tests work engagement (WE) as a mediator between informal learning and WFE.
Design/methodology/approach
Questionnaires measuring informal learning, WE and WFE were filled out by 290 hotel employees in India. The abovementioned linkages were tested via structural equation modeling.
Findings
The findings suggest that hotel employees' informal learning fosters their WE and WFE. The findings also reveal that WE partly mediates the impact of informal learning on WFE.
Originality/value
Most of employees' learning efforts in the workplace emerge from informal learning. However, there is still limited information whether employees' informal learning activates their WE, which is a timely and significant topic. Importantly, there is a paucity of evidence appertaining to the effect of informal learning on WFE, which is underrepresented in the current literature. Evidence about the mechanism linking informal learning to WFE is also sparse.
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This paper aims to explore how informal and socially situated learning and gendered practices impact the experiences of women learning to lead and the gendered dynamics inherent…
Abstract
Purpose
This paper aims to explore how informal and socially situated learning and gendered practices impact the experiences of women learning to lead and the gendered dynamics inherent in women’s lived experiences of learning.
Design/methodology/approach
The authors adopt a becoming ontology and a social constructionist perspective. A qualitative approach guided by feminist principles facilitated the surfacing of rich and reflective accounts from women leaders. Semi-structured interviews were conducted with 18 women leader priests in Canada.
Findings
The authors highlight how gendered practices are concealed and revealed through informal learning processes and illustrate this through two themes, informal and socially situated learning as inductive and gendered, and the jolt of gender discrimination in informal learning.
Research limitations/implications
While each account from the women church leaders is highly valued in its own right and the women’s stories have generated new insights, the overall data set is small and not generalizable. Future research should explore further the types of informal learning initiatives and systems, which acknowledge and best support women learning to lead in (gendered) organizations. It should also explore how informal learning informs leadership styles in this and other contexts.
Originality/value
The research demonstrates how informal learning experiences can serve as a site for invisible and unaccounted for gender bias and inform the becoming of women leaders. The research also advances the limited body of work that seeks to better understand the gender dynamics of women’s leadership in faith-based organizations.
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Timo Kortsch, Eva-Maria Schulte and Simone Kauffeld
In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always…
Abstract
Purpose
In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always connected with worries about employee turnover. This study aims to investigate the current informal learning strategies of craft workers and how they use the strategies, the effect of learning on employees’ internal and external marketability and beneficial workplace characteristics (autonomy, feedback).
Design/methodology/approach
An online prestudy (N = 131) explored current informal learning strategies. In the main study (N = 526), cluster analysis was applied to identify patterns of informal learning strategies. The relations of these patterns to workplace characteristics and marketability were investigated.
Findings
Four informal learning strategies were found (informal learning from oneself, from others, from other sources and from new media). Craft workers used combinations of the strategies (i.e. patterns): three learning patterns (balanced high, person-oriented and balanced low) differed in intensity and combination with the learning strategy use. More intense learning patterns were positively related to internal marketability but were not related to external marketability. Higher autonomy and feedback availability were related to higher learning engagement.
Research limitations/implications
Studies should have a broader view of informal learning strategies concerning different learning patterns. The use of new media is a learning strategy that might increase in the future.
Practical implications
Craft companies could promote different informal learning strategies without worries about employee turnover.
Originality/value
The study reveals how German small- and medium-sized enterprise employees use informal learning strategies in digitalized times and how human resources development can use informal learning strategies.
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The purpose of this study is to identify the causal relationship among informal learning, leader-member exchange (LMX), empowerment, job characteristics and job self-efficacy and…
Abstract
Purpose
The purpose of this study is to identify the causal relationship among informal learning, leader-member exchange (LMX), empowerment, job characteristics and job self-efficacy and the impact on administrative assistants in corporations. The study aims at providing information for administrative assistants who have worked with their current supervisors for more than one year in a one-to-one administrative assistant role in corporations.
Design/methodology/approach
To ensure the reliability and validity of the questions, statistical analysis was performed using SPSS 18.0. AMOS 18.0 was also used to estimate the causal relationship of the proposed research model.
Findings
The analyses show the following results. Indirect factor loading of LMX and empowerment to informal learning and direct factor loading of job characteristics and job self-efficacy were observed. In the relationship between LMX and informal learning, empowerment had a negative mediating effect and job self-efficacy had a positive mediating effect. In the relationship between empowerment and informal learning, job self-efficacy and job characteristics both had a mediating effect. However, job self-efficacy did not have a mediating effect in the relationship between job characteristics and informal learning.
Originality/value
When considering informal learning, planners should consider both individual characteristics and organizational characteristics. However, informal learning is not directly correlated to the impact of factors related to the executives and organization itself, but rather linked to individual and job characteristics. Hence, promoting job self-efficacy not only requires the individual efforts of employees but also a systematic strategy at the corporate level.
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Md Shariful Alam Khandakar and Faizuniah Pangil
The purpose of this paper is to explain the mediation effect of affective commitment on the relationship between human resource management practices and informal workplace learning…
Abstract
Purpose
The purpose of this paper is to explain the mediation effect of affective commitment on the relationship between human resource management practices and informal workplace learning.
Design/methodology/approach
This paper develops a conceptual framework along with propositions by integrating comprehensive literatures, in the field of human resource management, affective commitment and informal workplace learning. Through the review of detail literature and based on the situated learning theory (Lave and Wenger, 1991) and organizational support theory (Eisenberger et al., 1986; Rhoades and Eisenberger, 2002; – and Eisenberger, 2006), it is proposed that eight human resource practices could affect informal workplace learning. Moreover, it is also argued that affective commitment could mediate the relationship between HRM practices and informal workplace learning.
Findings
This paper provides a conceptual framework on human resource management practices and informal workplace learning which is mediated by affective commitment.
Originality/value
None of the models presented in the literature details the mediation of affective commitment on the relationship between human resource management practices and informal workplace learning which is mediated by affective commitment as indeed the most recent research on the subject envisages.
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