Moving beyond the training room: Fostering workplace learning through online journaling

Cyboran, Vincent L.

doi:10.1002/pfi.4140440709

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…Fostering or guiding participants' written reflection through keeping diaries (also labeled as “reflective writing,” “journaling,” or “daily/weekly recording”) has been used as an intervention with the aim of inducing positive changes in affective states, perceptions, attitudes, and behavior in different fields (e.g., Bono et al, 2013; Cyboran, 2005; Gander et al, 2013; Mann et al, 2009; Richardson & Rothstein, 2008; Seligman et al, 2005, 2006). Even in “rather minimal [reflection] interventions” (Emmons & McCullough, 2003, p. 386; Bono et al, 2013, p. 1619), the valence of reflections (e.g., positive, negative, or neutral) significantly impacted upon a range of outcome variables including individuals' happiness, well‐being, work‐related stress, and self‐reported performance, with interventions ranging from 1 to 3 weeks of daily reporting (Bono et al, 2013; Emmons & McCullough, 2003; Gander et al, 2013, 2016; Seligman et al, 2005) or from 8 to 9 weeks of weekly reporting (Cardador, 2014; Emmons & McCullough, 2003).…”

Section: Intervention Effectmentioning

confidence: 99%

Diary studies, a double‐edged sword? An experimental exploration of possible distortions due to daily reporting of social interactions

2022

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Summary Diary studies on social interactions are increasingly common in management research. Yet due to the high demands involved, participants may experience burden and respond by showing insufficient effort responding (IER). Moreover, repeated reflection on the variables of interest may change individuals' perceptions of their work, thereby compromising the benefits of diary studies. We investigated these two effects in a sample of 444 participants in an exploratory experiment on different diary‐writing conditions. Perceptions and evaluation of the work environment were assessed before and after a 2‐week diary‐writing period in which participants reported on daily interactions at work. Participants were randomly assigned to one of five conditions differing in length and affective valence of the required report or to a control group without a diary. Results show that IER increases over time, especially when participants report negative (vs. positive) interactions at work. Changes in work‐related perceptions only occurred in team‐member‐exchange as a result of reporting negative work interactions. We discuss reasons for the absence of effects for the other outcomes. Finally, we provide implications for designing and conducting diary research and suggestions for future studies examining diary methodology.

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Section: Intervention Effectmentioning

confidence: 99%

Diary studies, a double‐edged sword? An experimental exploration of possible distortions due to daily reporting of social interactions

2022

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Elements and principles of training as a performance improvement solution

Aik¹,

Tway²

2006

Perf. Improv.

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The Application of Blended Action Learning to Leadership Development

Thornton

Yoong

2010

Leadership in the Digital Enterprise

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This chapter describes the use of blended action learning in a professional development context. Action learning is a process that involves small groups of learners working on issues or problems they face in their every day work with the support of a facilitator. Although action learning sets most often meet faceto- face, ICT is increasingly being used to support or in some cases replace traditional set meetings, thus providing a ‘blended’ approach. Action learning is a potentially empowering process that encourages reflection and questioning and promotes shifts in workplace practice. The role of the action learning facilitator appears to be a key element in the success of this approach. The purpose of this chapter is to describe a case study of a blended action learning process designed to support leadership development and discuss the subsequent implications and emerging trends.

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Moving beyond the training room: Fostering workplace learning through online journaling

Cited by 3 publications

References 17 publications

Diary studies, a double‐edged sword? An experimental exploration of possible distortions due to daily reporting of social interactions

Diary studies, a double‐edged sword? An experimental exploration of possible distortions due to daily reporting of social interactions

Elements and principles of training as a performance improvement solution

The Application of Blended Action Learning to Leadership Development

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