Communicating influence: positioning the trainer as an organizational leader

2020 ◽  
Vol 32 (8) ◽  
pp. 549-568
Author(s):  
Robin Smith Mathis
Keyword(s):  
Workplace Learning ◽  
Design Methodology ◽  
Relational Learning ◽  
Training Process ◽  
Content Type ◽  
Organizational Influence ◽  
Communication Models ◽  
Member Exchange ◽  
Organizational Leader ◽  
Practical Implications

Purpose This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational leader. Design/methodology/approach The interactions described in the trainees’ experiences were examined through a social constructivist lens. Interviews were conducted to collect data. Narratives were analyzed to reach interpretation. Findings Interview results identified four themes, namely, relevance and applicability of training received, the formation of attitudes and preferences among the trainee participants, immediacy in the use of the training received and relational and organizational influence that furthers leader-member exchange in the workplace. Research limitations/implications This study examined participants’ perspectives in workplace training and provides support for further research: examining communication’s role in workplace learning; exploring the training process; and positioning the trainer as an organizational leader. Practical implications This study provides empirical data to support changes in instructional communication models and exploring the process of training. Trainers’ relational building with trainees could impact many outcomes in their training efforts that are detailed in this study. Originality/value This study uses a collection of methods to address the trainees’ experience in formal workplace learning. It demonstrates the power of trainers to influence what the trainees think of training content, format and relational learning.

Gender-equal organizations as a prerequisite for workplace learning

2018 ◽  
Vol 25 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Kristina Johansson ◽  
Lena Abrahamsson
Keyword(s):  
Learning Environment ◽  
Workplace Learning ◽  
Design Methodology ◽  
Work Organization ◽  
Gender Segregation ◽  
Learning Activities ◽  
Review Of Literature ◽  
Content Type ◽  
Basic Characteristics ◽  
Practical Implications

Purpose This paper aims to explore how gendering of the learning environment acts to shape the design and outcome of workplace learning. The primary intention is to reflect on the idea of gender-equal organizations as a prerequisite for workplace learning. Design/methodology/approach A review of literature relating to gender and workplace learning was conducted with the relation between gender-(un)equal organizations and the design and outcome of workplace learning as the focus of the analysis. This was followed by an analysis of the characteristics of an organization that promote both adoptive and developmental workplace learning. Findings The literature shows how the gendering of the learning environment acts to shape workplace learning, often by preventing development learning and limiting adoptive learning to already privileged groups. To facilitate development, workplace learning requires that organizations are guided by nuanced knowledge of work organization and strategically use workplace learning to challenge existing power relations; that they are not characterised by gender segregation; and that the presence and protection of gendered practices and identities do not dominate learning activities. Practical implications Stressing gender-equal organizations as a prerequisite for learning requires stakeholders to integrate a gender perspective in the design of workplace learning. Originality/value This paper contributes to the literature considering workplace learning by highlighting how gender-equal organizations constitutes a prerequisite for workplace learning and in defining a few basic characteristics of such organizations.

E-recruitment and training comprehensiveness: untapped antecedents of employer branding

2019 ◽  
Vol 51 (2) ◽  
pp. 125-136 ◽  
Author(s):  
Sovanjeet Mishra ◽  
S. Pavan Kumar
Keyword(s):  
Design Methodology ◽  
Relevant Literature ◽  
Organisational Development ◽  
Training Process ◽  
Employer Branding ◽  
Conceptual Foundation ◽  
Content Type ◽  
And Training ◽  
Practical Implications ◽  
Modelling Approach

PurposeThe purpose of this paper is to highlight e-recruitment and training comprehensiveness as the untapped antecedents of employer branding (EB) in the relevant literature, which might enhance the employer’s knowledge and lead to organisational development.Design/methodology/approachThis study adopts an exploratory conceptual modelling approach based on the extant literature from 1964 to 2017 using the databases of Emerald, EBSCO, Scopus, Proquest, JSTOR and search engines such as Google Scholar to ensure the reliability of the literature.FindingsThis paper suggests that e-recruitment and training comprehensiveness might be the untapped antecedents of EB as compared to traditional recruitment and training process explored in earlier studies.Research limitations/implicationsThe viewpoint can be further refined through academic conceptualisation and empirical validation.Practical implicationsThis paper lays a conceptual foundation in the emerging area of EB. Ideas expressed herein can be approached by academicians.Originality/valuePast studies have not explored e-recruitment and training comprehensiveness as the antecedents of EB. This work provides knowledge that candidly contributes to the conceptualisation of e-recruitment and training comprehensiveness. Further, this research has the potential to help academicians to understand the antecedents of EB leading to organisational development.

scholarly journals “Tacit pedagogy” and “entanglement”: practice-based learning and innovation

2020 ◽  
Vol 32 (4) ◽  
pp. 273-284
Author(s):  
Jay Derrick
Keyword(s):  
Workplace Learning ◽  
Design Methodology ◽  
Work Processes ◽  
Theoretical Understanding ◽  
Content Type ◽  
High Profile ◽  
Team Working ◽  
New Concepts ◽  
Engineering Company ◽  
Practical Implications

Purpose This paper argues that the informal dimensions of practice are critical for understanding workplace learning and innovation, but have been under-theorised and under-researched. This paper aims to build on the thinking of Ellström (2010), Billett (2012) and Guile (2014) to account for the emergence of innovation through practice, and propose two new concepts for improving our understanding of innovation as process: “tacit pedagogy” and “entanglement”. This argument is evidenced through a recent study of team-working in a high-profile engineering company. Design/methodology/approach Qualitative interview data was collected on the informal features of organisational culture and work processes supporting innovation, and how these features intersect and interrelate with the formal features and procedures of the organisation. Findings Three generic modes of team-working practice are identified which, it is suggested, are likely to be associated with innovatory working, and are observable practices available to future researchers. Practical implications Productive approaches to the organisation of work processes so as to enhance practitioner learning and the potential for innovation are evidenced and evaluated. Originality/value The concepts “tacit pedagogy” and “entanglement”, intended to improve theoretical understanding of learning and innovation through practice, are introduced.

The importance of engaging in workplace learning

2014 ◽  
Vol 28 (3) ◽  
pp. 25-27
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Design Methodology ◽  
Social Impact ◽  
Middle Managers ◽  
Formal Learning ◽  
Content Type ◽  
Pertinent Information ◽  
Informal Settings ◽  
Practical Implications

Purpose – The purpose of this paper is to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds impartial comments and places the articles in context. Findings – Despite organizations spending billions of dollars each year on formal learning, >70 per cent of learning in the workplace is informal. Employees are constantly picking up additional skills, knowledge and ideas in informal settings. This article identifies the informal learning activities and learning processes that middle managers find most useful in their work and careers. Practical implications – Provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Social implications – Provides strategic insights and practical thinking that can have a broader social impact. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

LMX as a negative predictor of presenteeism climate

2015 ◽  
Vol 2 (3) ◽  
pp. 282-302 ◽  
Author(s):  
Aristides I Ferreira ◽  
Luis F. Martinez ◽  
Cary Cooper ◽  
Diana M. Gui
Keyword(s):  
Factor Analysis ◽  
Design Methodology ◽  
Factor Model ◽  
Content Type ◽  
Future Studies ◽  
Confirmatory Factor ◽  
Member Exchange ◽  
Underlying Mechanisms ◽  
Negative Predictor ◽  
Practical Implications

Purpose – Some underlying mechanisms regarding presenteeism still remain unclear, namely, the construct of “presenteeism climate” and the importance of “leadership” Leader-Member Exchange (LMX) for presenteeism. In order to shed some light into this phenomenon, the purpose of this paper is to develop and apply a new scale of presenteeism climate. Design/methodology/approach – In Study 1, the authors identified a pool of items from the literature and, in Study 2 (n=147) the authors tested 26 items that were pilot studied with exploratory factor analysis. In Study 3 (n=293) the authors tested a three-factor model – extra-time valuation, supervision distrust and co-workers competitiveness – with confirmatory factor analysis. Findings – Results showed that LMX has a negative correlation with presenteeism climate. Study 3 also showed that this structure remained invariant with additional samples from employees working in hospitals from Ecuador (n=90) and China (n=237). Finally, the authors included suggestions for future studies to overcome the limitations of this research. Practical implications – This study has implications for managers and academics, as it emphasizes the importance of favorable behaviors between leaders and employees in order to decrease presenteeism and its adverse consequences. Originality/value – The main contribution consists of identifying dimensions of presenteeism climate and developing measures. Additionally, the authors contribute to the literature on leadership by studying the influence of LMX on presenteeism climate.

Social interactions and workplace learning

2020 ◽  
Vol 34 (3) ◽  
pp. 31-33
Keyword(s):  
Social Interactions ◽  
Informal Learning ◽  
Workplace Learning ◽  
Design Methodology ◽  
Reading Time ◽  
Critical Role ◽  
Heterogeneous Firms ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Businesses that place strong emphasis on workplace learning become better positioned to succeed. Social interactions play a critical role in enabling the informal learning identified as an important aspect of learning overall. Leaders should therefore design tasks to enable such interaction which can become more significant still within culturally heterogeneous firms. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Exploring experiential indicators in flight training organization: a case study

2020 ◽  
Vol 92 (4) ◽  
pp. 541-549
Author(s):  
Vehbi Emrah Atasoy ◽  
Selcuk Ekici
Keyword(s):  
Design Methodology ◽  
Flight Training ◽  
Pilot Training ◽  
Training Process ◽  
Content Type ◽  
Operation Process ◽  
Indicator Data ◽  
Practical Implications ◽  
Training Organization

Purpose The purpose of this paper is to introduce an approach to evaluate the establishment requirements of an flight training organization (FTO) through indicators that are not included in the regulations from the viewpoint of “acquired indicators from FTO experience” (AIs-FTOE). Design/methodology/approach Although the establishment requirements of an FTO can be determined through regulations, it was realized that the pilot training process can be achieved in a safe, sustainable and economical manner through indicators that are not included in the regulations. These indicators were obtained through experience in the operation process of the FTOs. In this study, the indicators (obtained from the regulations and experiences) affecting the efficiency of FTOs, that were or would be operational, were determined, and the effects of the indicators on the organization were examined and presented in detail. The case study was carried out in the Department of Flight Training (ETU-P) of Eskişehir Technical University which has an FTO. Findings In accordance with the results, the necessity indicators were defined, and the indicators that were not included in the regulations were called as AIs-FTOE. Identified AIs-FTOEs were classified into three main headings: natural and artificial obstacles, meteorological conditions and physical and technological resources. Detailed indicator data results were presented after examinations. Practical implications When literature on FTOs was examined, it was seen that there is a need to identify and classify indicators that affect the efficiency of FTOs. To the authors’ knowledge, this study will be the first in the literature that presented information based on an active FTO in detail. Thus, the AIs-FTOEs identified in this study will serve as a roadmap for the FTOs to be established and are to be used as parameters to evaluate efficiency for the established ones. Originality/value To the best of authors’ knowledge, this paper will be the first paper in the literature describing the indicators that can be evaluated in terms of efficiency, sustainability and economy of FTOs.

Knowledge donating and knowledge collecting

2015 ◽  
Vol 36 (1) ◽  
pp. 35-53 ◽  
Author(s):  
Anders Dysvik ◽  
Robert Buch ◽  
Bård Kuvaas
Keyword(s):  
Design Methodology ◽  
Positive Relationship ◽  
Knowledge Exchange ◽  
Leader Member Exchange ◽  
Causal Inferences ◽  
Cross Sectional ◽  
Content Type ◽  
Member Exchange ◽  
The Relationship ◽  
Practical Implications

Purpose – The purpose of this paper is to investigate whether the relationship between employees’ knowledge donating and managers’ knowledge collecting is moderated by social leader-member exchange (SLMX) and economic leader-member exchange (ELMX). Design/methodology/approach – Data were obtained from 227 employee-leader dyads from four Norwegian organizations. Hierarchical moderated regression was used to test the hypotheses. Findings – Even though the authors observed a positive relationship between employees’ knowledge donating and managers’ knowledge collecting, the moderation analysis revealed a positive relationship only for high levels of SLMX relationships. Research limitations/implications – The data were cross-sectional, thus prohibiting causal inferences. Practical implications – SLMX relationships may be particularly important for the facilitation of knowledge exchange. Managers may draw on this finding to develop their relationships with employees by means of relationship-oriented behaviors. Originality/value – Given the importance of knowledge-sharing processes, a better understanding of the conditions under which knowledge donating related to knowledge collecting is particularly important. The present study advances knowledge on SLMX and ELMX relationships by demonstrating how SLMX moderates the association between knowledge donating and knowledge collecting.

Taking workplace learning back to school

2015 ◽  
Vol 29 (6) ◽  
pp. 23-25
Keyword(s):  
Workplace Learning ◽  
Design Methodology ◽  
Reading Time ◽  
Harry Potter ◽  
Secondary Schooling ◽  
Content Type ◽  
Single Instance ◽  
Pertinent Information ◽  
Modern Era ◽  
Practical Implications

Purpose – This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings – This is a serious question, although it may not appear that way, but it must be asked anyway: does Harry Potter actually learn anything while at Hogwarts school? The now wizard spends seven years and there are thousands of highly lucrative words devoted to his secondary schooling, but is there a single instance where readers witness him being taught something, and then he is able to provide evidence that he has learnt something? If, as some people have argued, Harry Potter is an allegory for education in the modern era, then the satirical intent of JK Rowling should perhaps be given more credence. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

What about learning?

2020 ◽  
Vol 32 (1) ◽  
pp. 63-75
Author(s):  
Anna Berg Jansson ◽  
Åsa Engström ◽  
Karolina Parding
Keyword(s):  
Workplace Learning ◽  
Social Relations ◽  
Design Methodology ◽  
Temporary Work ◽  
Professional Work ◽  
Structured Interviews ◽  
Content Type ◽  
Challenges And Opportunities ◽  
Temporary Work Agencies ◽  
Practical Implications

Purpose The purpose of this paper is to discuss conditions for workplace learning (WPL) in relation to temporary agency staffing (TAS), focusing on temporary and regular nurses’ experiences of social relations. Design/methodology/approach Data were gathered using qualitative semi-structured interviews with five agency nurses and five regular nurses. Thematic analysis was used to analyse the data. Findings Similarities and differences regarding conditions for WPL among “temps” and “regulars” emerged, pointing towards both challenges and opportunities for WPL on various levels. Moreover, although challenges stood out, the context of professional work provides certain opportunities for WPL through, for example, knowledge sharing among nurses. Research limitations/implications Results are valid for the interviewees’ experiences of WPL conditions. However, the findings may also have currency in other but similar workplaces and employment circumstances. Practical implications Client organisations and temporary work agencies could benefit from developing management and HR strategies aimed at strengthening the opportunities for WPL, related to professional work, to ensure that these opportunities are leveraged fully. Originality/value This study adopts a WPL perspective on TAS in the context of professional work, which is still rare.

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