Facilitating workplace learning and change

Germain, Marie‐Line; Grenier, Robin S.

doi:10.1108/jwl-03-2013-0017

Cited by 4 publications

(3 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interestingly, so far, the scarce empirical research has indicated self-directedness and SDL to be self-evident aspects (Moe et al 2008) of contemporary agile and low hierarcy companies (Holbeche 2015). However, despite the increasing importance of SDL in ICT work (Ha 2008;Milligan et al 2015;Germain and Grenier 2015), our findings indicate that learning should not become totally self-driven, as is the aim in some contemporary low-hierarchy, self-organising enterprises (cf. Lee and Edmondson 2017).…”

Section: Discussionmentioning

confidence: 66%

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Lemmetty

Collin

2019

Vocations and Learning

View full text Add to dashboard Cite

Changing technologies and competition in the field of information and communication technology (ICT) are challenging the learning of individual workers and teams alongside and through work. Organisations call for employees' autonomy and self-directedness executed by agile operations and low hierarchies, where learning is also increasingly the responsibility of the individuals and teams themselves and occurs in practice without strong control of the organisation. Therefore, the multidimensional concept of selfdirected learning becomes essential in the context of learning at work. In this study, we examine how employees in the ICT sector describe self-directed learning practices in the context of workplace learning. Our data consist of interviews with ICT employees in two organisations, which undergo an applied discourse analysis. The workers talked about self-directed learning as an obliged, creativity-enhanced as well as flexible and fast-paced practice. Self-directed learning was also described as a practice tied to work itself. The paper concludes with a discussion on how these partly conflicting discourses about selfdirected learning practice in work could be considered in practices related to enhancing such learning in the ICT field. Suggestions for future investigations are also presented.

show abstract

Section: Discussionmentioning

confidence: 66%

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Lemmetty

Collin

2019

Vocations and Learning

View full text Add to dashboard Cite

show abstract

“…Particularly, in knowledge-intensive ICT work, individual employees' self-direction seems to an important principle of innovation and collaboration, because outside control is seen as a negative influence on learning and creativity (Collin et al, 2018). Learning to learn and to structure one's own learning seem to be important abilities for knowledge workers in the future (Milligan et al, 2015;Germain and Grenier, 2015). In self-organised organisations, employees are expected to demonstrate greater autonomy and control over their own learning processes, which leads them to be more committed to their own self-directed learning (Bell, 2017;Frenkel and Sanders, 2007).…”

Section: Workplace Learning and Competence Development In Ict Organisationsmentioning

confidence: 99%

Self-organised structures in the field of ICT: challenges for employees’ workplace learning

Collin

Keronen

Lemmetty

et al. 2021

JWL

View full text Add to dashboard Cite

Purpose The purpose of this study is to identify the challenges of low hierarchy and self-organised structures for employees’ learning and competency development at work. In the past decade, interest in employees’ and organisations’ self-directedness has increased. Self-organised structures are perceived as better able to answer to the quickly changing requirements of clients and business environments. Within these structures, employees are expected to take on more responsibility and maintain more control over their workplace learning, which means they must be self-directed and autonomous. An important question for this approach is how can workplace learning and employee competence development be enhanced. Design/methodology/approach Two self-organised Finnish information and communication technology-companies participated in the study. With the help of data-driven content analysis, 36 interviews were analysed. Findings Unclear roles, structures and areas of responsibility caused challenges during the guidance and support of learning, for long-term and sustainable professional development possibilities and in organising and prioritizing work tasks related to learning. Practical implications In self-organised structures, there should be a means of the better supporting individual- and team-based learning. This will allow learning to have as much value as possible in the future and, therefore, be more sustainable. The findings are also important to be taken into account in managers’ and HR professionals’ education and training. Originality/value The findings of this study can offer insights into employees’ well-being emerging from the possibility to learn and be supported in that learning especially in self-organised structures, which so far has been scarcely studied.

show abstract

“…Articles that were excluded were studies that focused on an organizational level of learning, for example, Harris and Wood’s (2020) study about middle managers’ influence on organizational learning processes or Vera and Crossan’s (2004) study about links between organizational learning and strategic leadership. Other studies that were excluded were studies that studied the potential impact of other roles (not leaders) on learning at the workplace, such as educators (Hutchins, Burke, & Berthelsen, 2010; Mathis, 2020), union representatives (Bacon & Hoque, 2011) or “lectores” (readers) (Germain & Grenier, 2015). Also, studies with an employee perspective focusing on how learning conditions can be improved (Collin, Keronen, Lemmetty, Auvinen, & Riivari, 2021; Gustavsson & Lundqvist, 2021) was excluded.…”

Section: Conducting the Reviewmentioning

confidence: 99%

The impact of leadership on the workplace learning of individuals and teams: a literature review and synthesis

Hillberg Jarl

2024

TLO

View full text Add to dashboard Cite

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.

show abstract

Facilitating workplace learning and change

Cited by 4 publications

References 62 publications

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Self-organised structures in the field of ICT: challenges for employees’ workplace learning

The impact of leadership on the workplace learning of individuals and teams: a literature review and synthesis

Contact Info

Product

Resources

About