Purpose -This paper analyses and discusses the "learning activities" that comprise obligatory learning at work by employees each month. The management strategy is to use these learning activities to spread knowledge, exchange experience and implement new skills within the organisation. The purpose of this paper is to answer the question: to what extent do these learning activities at the Bank promote adaptive or developmental learning? In addition, the paper asks whether the learning activities amplify or reduce the employees' cognitive uncertainty in resolving work-related issues.Design/methodology/approach -This case study is part of a four-year project about workplace learning, in a bank with more than 700 employees located in more than 50 departments of various sizes in Norway.Findings -The research shows that time regularly set aside for necessary information updates and workplace learning is important in a hectic work situation with a strong focus on sales.Within the organization studied, learning is strongly focused on factual knowledge, routines and rehearsal.Research limitations/implications -Although this qualitative study is based on multiple and triangulated observations the methodology is limited in that it raises the question of how far one can accept the validity of generalizations arising from one case only.
We analyse and self-reflect on an action research project conducted in a financial organisation twelve years ago. The research question was: What are the challenges of initiating an action research project in a financial organisation with top-down control that uses the Balanced Scorecard? The data came from action learning seminars with line managers, observations, interviews, and meetings in a Norwegian bank (Bank) with approximately 800 employees. The data were analysed using thematic analysis. This study's findings indicate that performance management and top-down senior management control may unintentionally hinder the possibilities for proceeding with action research projects. The researchers lacked open communication with senior management about the purpose of the project, and the managers who participated in the action learning found it difficult to explain to colleagues and senior management what they learned from the processes. Action research did not fit with the Bank's strategic use of performance management. The project may have increased the stress on the line managers as we identified problems without providing the opportunity to make real changes in their organisation. As a result, we determined that action researchers should be cautious in initiating action research without concrete support, active participation and 'common ground' dialogues with senior management.
Design, methodology, approach: Empirical data from a case study of a Bank comprising 40 qualitative interviews, eight two-day focus groups and attendance at 35 learning activities.Grounded theory was used to understand how the organisational strategy and the understanding of employees about learning activities at work were consistent or contradictory.Additionally we analysed 2284 registered learning activities recorded by Bank employees on a Balanced Scorecard. Findings:The top-down strategy for learning -"Best Customer Practice" -recording information about and accounting for learning, when combined with a new institutional demand for authorization and training -has a controlling function that contradicts the organisation's own rhetoric about promoting reflective learning among the employees.
Purpose: Analysis of learning strategies in an organisation using the Balanced Scorecard based on theory about reflective learning and external constraints on learning.Design, methodology, approach: Empirical data from a case study of a Bank comprising 40 qualitative interviews, eight two-day focus groups and attendance at 35 learning activities. Grounded theory was used to understand how the organisational strategy and the understanding of employees about learning activities at work were consistent or contradictory. Additionally we analysed 2284 registered learning activities recorded by Bank employees on a Balanced Scorecard. Findings: The top-down strategy for learning -"Best Customer Practice" -recording information about and accounting for learning, when combined with a new institutional demand for authorization and training -has a controlling function that contradicts the organisation's own rhetoric about promoting reflective learning among the employees. Research implications: Top-down learning strategies reduce the employees' possibilities to contribute with reflective learning in organisational development. Practical: Employees are motivated by feedback from their customers. Social: Learning strategies in a financial organisation promote top-management control and constraint the employees' possibilities to contribute with quality assurance and new ideas about their work. Originality / value: Reveals how top-management control influences advisors' learning in a financial organisation.
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