Employees' and managers' accounts of interactive workplace learning

Abstract

PurposeThe purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning.Design/methodology/approachThe approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory method. Data collection included semi‐structured interview, “complete this sentence” and “scenarios” from 51 respondents: 22 managers and 29 employees in four private sector organisations. As respondents' theories emerged, these informed the next round of data collection, this process named “theoretical sampling”. Managers and employees were asked about perceptions of their own role and the other's roles in learning.FindingsReciprocity and participative learning involving managers and employees emerged. There was dynamism to the data and evidence of both Billett's notion of affordances and Stacey's patterns of local interactions. Employees encouraged learning through peer discussions, and motivation/personal initiative. Managers encouraged learning through have a go coaching, formal training opportunities and working with company structure and resources. The data support the idea of complex and integrated learning.Practical implicationsThe data informed both managers and employees in such a way as to highlight the dynamic and complex interactions around learning processes. One practical implication is employee and manager training in emergence and complexity as learning environments. Ideas of complex responses and patterns of local interaction resonated with the data more than particular typologies of learning.Originality/valueThis paper captures insights, especially from employees, into the dialogue and dynamism of their learning opportunities, whilst supporting existing theories. The need for managers to “learn” employees' local interaction patterns emerged as a future research agenda, alongside the need to penetrate the social space of employee learning more deeply.

Understanding learning spillover: the major role of reflection in the formal–informal learning interaction within different cultural value settings

“…To actively support employees and ensure the ongoing reflection process, companies could also offer informal coaching. Because coaching does not enforce policies or guidelines but encourages self-help (Armson and Whiteley, 2010), learners could be supported and at the same time stimulated to practise their reflection skills.…”

Mental challenges of nurses in the face of unlearning situations in hospitals: A qualitative study

“…Macri, Tagliaventi, and Bertolotti (21) in a study in Italy, recognized lack of new knowledge sharing and training, unhealthy competitive atmosphere, non-cooperation pattern among colleagues, and low collaboration as factors of failure to change and unlearning process which is consistent with the present study. Armson and Whiteley (22) in Australia, among different factors affecting implementation of new learning, introduced interactive necessity of implementation of new learning and changes as key factors. Also, Pianes (23) in America considered participation in learning as facilitators of unlearning.…”

Learning-Oriented Leadership in Organizations: An Integrative Review of Qualitative Studies

“…Providing support was about emphasizing relationships with employees, being available and listening to employees, showing empathy and building trustful relationships (Armson & Whiteley, 2010; Beattie, 2006; Campbell & Evans, 2016; Ellström, 2012; Leithwood et al, 1998; Wallo, 2017; Wallo et al, 2022). Providing support is illustrated in the following: “Managers described openness, honesty and trusting relationships as important in the facilitation of learning” (Campbell & Evans, 2016, p. 82).…”

“…To facilitate learning the leaders also used brainstorming, visualizing, metaphors and analogies, or acted as a sounding board (Amy, 2008; Ellinger et al, 1999; Ellinger & Bostrom, 1999; Ellström, 2012; Wallo, 2017). The leader’s role in helping employees understand why an individual employees’ learning is important from a larger, organizational perspective was also emphasized in the studies (Armson & Whiteley, 2010; Campbell & Evans, 2016; Ellinger & Bostrom, 1999; Ellinger et al, 1999). Several studies highlighted the importance of asking employees questions to encourage new ways of thinking (Amy, 2008; Crans et al, 2021; Drago-Severson, 2012; Ellinger et al, 1999; Ellström, 2012; Sun & Anderson, 2012; Wallo, 2017; Wallo et al, 2013, 2022; Warhurst, 2013b).…”