How Task Characteristics and Social Support Relate to Managerial Learning: Empirical Evidence From Dutch Home Care

Ouweneel, Ape; Taris, Toon W.; Zolingen, S.J. van; Schreurs, Paul J. G.

doi:10.3200/jrlp.143.1.28-44

Cited by 51 publications

(51 citation statements)

References 40 publications

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“…There is also some evidence showing connections between social support and learning or professional development; there are correlations between social support and physicians’ work orientation [24], as well as general practitioners’ work practices [25]. There is some evidence that social support can develop working skills in patient–caregiver relationships [13], and social support can impact managerial learning [26]. Co-worker support is significant for professional efficacy [27] and self-efficacy [28].…”

Section: Introductionmentioning

confidence: 99%

Social support in the workplace for physicians in specialization training

Mikkola

Suutala

Parviainen

2018

Medical Education Online

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When becoming a specialist, learning-through-service plays a significant role. The workplace affords good opportunities for learning, but the service-learning period may also impose stress on phycisians in specialization training. In medical work, social support has proved to be a very important factor in managing stress. Social support may afford advantages also for learning and professional identity building. However, little was known about how social support is perceived by doctors in specialization training. This study aimed to understand the perceptions of physicians in specialization training regarding social support communication in their workplace during their learning-through-service period. The study was conducted qualitatively by inductively analyzing the physicians’ descriptions of workplace communication. The dataset included 120 essays, 60 each from hospitals and primary healthcare centres. Physicians in specialization training explained the need of social support with the responsibilities and demands of their clinical work and the inability to control and manage their workloads. They perceived that social support works well for managing stress, but also for strengthening relational ties and one’s professional identity. A leader’s support was perceived as being effective, and both senior and junior colleagues were described as an important source of social support. Also co-workers, such as the individual nurse partner with whom one works, was mentioned as an important source of social support. The results of this study indicate that social support works at the relational and identity levels, which is due to the multi-functional nature of workplace communication. For example, consultation functions as situational problem-solving, but also the tone of social interaction is meaningful. Thus, strengthening one’s professional identity or collegial relationships requires further attention to workplace communication. Abbreviations PiST: Physician in specialization training

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Section: Introductionmentioning

confidence: 99%

Social support in the workplace for physicians in specialization training

Mikkola

Suutala

Parviainen

2018

Medical Education Online

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“…Social support from supervisors has long been recognized as important for both learning and transfer of training. Research has incorporated the use of leadership theories including transformational leadership and LMX to further our understanding of the role of social support in informal learning and knowledge sharing (Ouweneel et al 2009, Zhang et al 2011. Employees with high-quality LMX relationships with their supervisors engaged in more voluntary learning behaviors (Walumbwa et al 2009) and perceived greater organizational support for development (Kraimer et al 2011).…”

Section: Social Exchangementioning

confidence: 99%

Learning in the Twenty-First-Century Workplace

Noe

Clarke

Klein

2014

Annu. Rev. Organ. Psychol. Organ. Behav.

340

303

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Human capital resources are key for organizations to gain a competitive advantage. Learning based on formal training and development programs, informal learning, and knowledge sharing influences the development of human capital resources. This article provides a selective review of research on learning that occurs in many different forms and at the individual, team, and organizational levels. It is organized around five themes-thinking differently about learning, reconsidering the form and design of learning, facilitating learning in the workplace, expanding the scope of learning outcomes, and improving methodology in learning research. These themes provide a framework for understanding how learning can contribute to the development of human capital resources and organizations' competitive advantage. For each theme, relevant research is reviewed, and limitations and future research directions are provided.

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“…Due to the challenges posed by the dynamic labor market, global competition and technological innovation, lifelong learning ranks high among the topics on the management as well as research agenda (Nijhof, 2005;Ouweneel, Taris, Van Zolingen, & Schreurs, 2009). Past research has revealed that contemporary careers can be viewed as a series of learning cycles across a person's life (Hall, Zhu, & Yan, 2002), and that learning must be examined in relation to the context in which it occurs, S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 acquiring new social contacts (Carstensen, 1998).…”

mentioning

confidence: 99%

On the relationships among work characteristics and learning‐related behavior: Does age matter?

Lange

Taris

Jansen³

et al. 2009

J Organ Behavior

Self Cite

104

102

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SummaryThis 3-wave longitudinal study examined (a) the causal direction of the relationships among psychosocial work characteristics (e.g., job demands, job control, and supervisor support) and indicators of learning-related behavior (e.g., motivation to learn and active problem solving), and (b) whether these relationships differed across age, by comparing the results for young ( 30), middle-aged (31-44) and older (!45) workers. The results for the total sample revealed significant reciprocal causal relationships among job demands, job control, and learningrelated behavior. Furthermore, significant age differences were found in the level of the work characteristics and learning-related behavior, as well as in the cross-lagged relationships among the variables. Compared to earlier-predominantly cross-sectional-results, the present study underlines the importance of taking a dynamic as well as a life-span view on the relationships between work and learning-related behavior.

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How Task Characteristics and Social Support Relate to Managerial Learning: Empirical Evidence From Dutch Home Care

Cited by 51 publications

References 40 publications

Social support in the workplace for physicians in specialization training

Social support in the workplace for physicians in specialization training

Learning in the Twenty-First-Century Workplace

On the relationships among work characteristics and learning‐related behavior: Does age matter?

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