Interplay of coordination, co-creation and community building: examining interprofessional collaboration in workplace development efforts in health care

Purpose Interprofessional collaboration (IPC) is increasingly important in work and workplace learning. The purpose of this paper is to investigate the characteristics of IPC that are relevant for learning and developing at work. Design/methodology/approach We examine IPC in the discussion data of health care professionals when designing, implementing and evaluating developmental tasks. Qualitative content analysis is carried out on temporally sequential task trajectories, considering IPC from the perspective of the objects and goals of IPC task activity in developmental efforts. Findings The developmentally relevant characteristics of IPC are crystallized in the concepts of coordination, co-creation and community building, which play different, interdependent roles in development efforts. We show their interplay and how they complement each other in practice. Research limitations/implications Our findings regarding IPC characteristics are to be interpreted as working hypotheses and resources for further research. Practical implications Understanding the dynamics of IPC is useful for renewing work practices. Attention to the interplay and complementarity of IPC characteristics may help in the design and implementation of effective and sustained development efforts. Originality/value The dynamics of IPC in developmental settings have not been sufficiently studied. This paper proposes three developmentally relevant and intertwined characteristics of IPC for scholars of workplace learning.

Professional learning in clinical supervision: highlighting knowledge work

Purpose Clinical supervision is a crucial workplace practice for professional learning and development. Research is needed to investigate in detail what happens in supervision to understand how this practice contributes to learning. This paper aims to examine how professionals work with knowledge and navigate epistemic challenges in working with problems of practice. Design/methodology/approach Three pairs of psychologists audio-recorded five consecutive supervision sessions and were interviewed twice during that time. Analysis considered supervision as a site of emergent learning, focusing on what was discussed and how problems were worked on, whether as epistemic objects (open-ended, aimed at generating new insights) or by using an approach to knowledge objects that focused more directly on what to do next. Findings One pair consistently adopted an epistemic object approach, while another was consistently more action-oriented, focused on knowledge objects. The third pair used both approaches, sometimes expanding the object with a view to gaining insight and understanding, while at other times focusing on next steps and future action. Originality/value To the best of the authors’ knowledge, this study is the first to study clinical supervision in terms of how knowledge work is done. Foregrounding the epistemic dimensions of supervision, it reveals previously unexplored but consequential differences in how knowledge is worked with and produced as supervisory pairs discuss complex issues of practice.

Building perspective awareness as a workplace practice

Purpose The present study aims to describe the implementation of a facilitated dialogue model intended to improve communication across professional logics and knowledge boundaries in two units of a large health-care organization in Sweden. Design/methodology/approach This is a mixed-methods study with interviews, field observations and follow- up questionnaires that were conducted during the implementation process. Findings The conclusion drawn in this study is that it is possible to change and improve the dialogue between health-care professionals with the help of a tailored, facilitated dialogue model. The authors found that different professional logics can indeed meet and share perspectives if the right conditions are provided. Moreover, an improved dialogue between different professional groups may contribute to work satisfaction, engagement, social cohesion and communication between professionals. Practical implications This study shows that the right organizational conditions, such as support from managers, must exist if the model’s inherent possibilities are to be used. Inhouse facilitation may be a sustainable model for facilitated workplace dialogue when its implementation is supported by the overall organization. Originality/value The contribution is an empirically based analysis of a new form of model for mediating perspectives within an organization with distinct professional roles. This study shows how, under the right conditions, the model can contribute to a perspective awareness and thus a more mature work organization.

Informal learning behaviors, interaction and workplace autonomy and readiness to learn

Purpose This paper aims to find a measurement model with better evidence of validity, with data extracted from the Program for the International Assessment of Adult Competencies (PIAAC). To test a parsimonious model in which dispositional and workplace context characteristics are predictors of informal learning behaviors (ILBs). Design/methodology/approach The authors performed exploratory and confirmatory factor analyses to improve the fit of the PIAAC data measurement model. Multiple linear regression was used to examine the prediction of ILBs by one dispositional variable (Readiness to Learn) and two workplace context variables (Autonomy and Interaction in the Workplace). Findings A measurement model emerged with 18 items divided into four factors. The three antecedent variables predicted ILBs. Interaction in the workplace resulted in higher scores, and workplace autonomy resulted in lower scores. Research limitations/implications The small number of items for ILBs prevented a more detailed exploration of predictors of different types of these behaviors. ILBs can be stimulated by policies that promote readiness to learn and that encourage the design of environments that require worker interactions and autonomy. Originality/value Few studies on ILBs in the workplace have investigated the prediction of dispositional and contextual antecedents based on a theoretical model. The findings herein were obtained using a diverse sample of countries, occupations and generations, allowing better generalization. The importance of interpersonal relationships in the workplace for predicting ILBs was emphasized.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

Managers’ perceptions of the accountability of corporate university programs, involvement in the corporate university programs and commitment to the organization

Purpose What remains uncertain with corporate universities is the contribution they provide to their organizations, particularly when considered from the perspective of managers. Managers are important stakeholders, as they may participate in carrying out the mission and policies that govern the corporate university and participate in the programs offered. Organizations would benefit from knowing more about the perceptions of managers. The purpose of this paper is to study managers’ perceptions of the accountability of two corporate university programs in China and its relationship with the managers’ overall involvement in corporate university programs and their commitment to the organization. Design/methodology/approach The study was conducted in two state-owned organizations in China, a country in which many organizations have adopted corporate universities. A mixed-method approach was used to carry out the study. Findings The results showed that there was a moderate relationship between the managers’ perceptions of the accountability of corporate university programs, based on two management development programs and managers’ involvement in corporate university programs and their commitment to the organization. The results also showed a low relationship between managers’ involvement in their corporate university programs and commitment to the organization. Originality/value The findings provide implications for managing corporate universities in China and enhancing the accountability of these initiatives. The study serves as a basis for future studies involving corporate universities and on the accountability of and involvement in training.

Workplace learning experienced by employees in information technology-enabled work environments – a developing country experiences

Purpose The purpose of this paper is to present the findings of a study that investigated workplace learning activities and drivers that enhanced learning as experienced by employees in Sri Lanka. Design/methodology/approach This study was conducted in the knowledge process outsourcing sector, where employees perform knowledge work in flatter team-based structures with information technology-enabled work environments. From the 17 firms that volunteered to participate in the study, 239 technical/professional employees volunteered for the survey. Multiple regression analysis was used to identify the association between drivers of workplace learning and learning activities experienced by employees and whether individual demographic characteristics and the number of employees in the firm are associated with workplace learning activities experienced by employees. Findings This study found that organisation-related, individual-related and team-related drivers significantly influence workplace learning activities experienced by employees. In addition, employees’ age, firm-specific experience and the number of employees in the firm significantly influence the same. Originality/value This paper presents learning activities experienced by employees in the completion of work-related job tasks at hand and drivers experienced by employees in the new normal that has existed since the Covid-19 pandemic.

What makes volunteer mentors tick? A case study in a preparatory online training course

Purpose This paper aims to understand what drives people – their motivations, autonomous learning attitudes and learning interests – to volunteer as mentors for a program that helps families to ideate technological solutions to community problems. Design/methodology/approach A three-phase method was used to build volunteer mentor profiles; elicit topics of interest and establish relationships between those. The mentor profiles were based on self-assessments of motivation, attitude toward lifelong learning and self-regulated learning strategies. The topics of interest were elicited through content analysis of answers to reflection questions. Statistical methods were applied to analyze the relationship between the interests and the mentor profiles. Findings Bottom-up clustering led to the identification of three mentor groups (G1 “low”; G2 “high” and G3 “medium”) based on pre-survey data. While content analysis led to identifying topics of interest: communication skills; learning AI; mentoring; prototype development; problem-solving skills; working with families. Analyzing relationships between mentor profile and the topics of interest, the group G3 “medium,” with strong intrinsic motivation, showed significantly more interest in working with families. The group with the overall highest scores (G2 “high”) evidenced also substantial interest in learning about AI, but with high variability between members of the group. Originality/value The study established different types of learning interests of volunteer mentors and related them to the mentor profiles based on motivation, self-regulated learning strategies and attitudes toward lifelong learning. Such knowledge can help organizations shape the volunteering experience to provide more value to volunteers. Furthermore, the reflection questions can be used by volunteers as an instrument for reflection and by organizations to elicit the learning interests of volunteers.

Predictors of employees’ self-reported future learning ability and disengagement at work

Purpose The purpose of this study is to examine the relationship between job characteristics that foster learning (experience with and demand for continuous learning at work, skills variety and autonomy) as potential predictors of self-reported outcomes, such as future learning ability and employee disengagement at work for a cohort of employees with no or very limited job change experience. Further consideration was given to employees’ experiences at work (meaningfulness and recognition at work) as potential mediators in this relationship between job characteristics and employee outcomes. Design/methodology/approach A cross-sectional design was applied. Participants (N = 284) were recruited from Northern Germany and asked to complete a paper-and-pencil survey. The results were subsequently analyzed using path models to examine direct and indirect effects associated with mediation. Findings Path model analysis indicated that job characteristics promoting learning at work are positive predictors of self-reported future learning ability and negative predictors of disengagement. Both meaningfulness and recognition predict future learning ability as well. However, these variables only operated as significant mediators in the relationship between job characteristics and employee disengagement (but not self-reported future learning ability). Originality/value The study outlines the importance of job characteristics and employee experience to understand employees’ beliefs about their learning ability and engagement at work. The findings highlight the importance of meaningfulness and recognition for employees, as well as the role of learning-supportive job characteristics.

Workplace fun and informal learning: the mediating role of motivation to learn, learning opportunities and management support

Purpose Past research shows that workplace fun has a positive effect on informal learning, however, the role of individual and organizational mediating variables in this relation has not been studied much. This study aims to examine the role of management support, motivation to learn and learning opportunity in the relationship between workplace fun and informal learning. Design/methodology/approach In this multivariate correlation study, data were collected through questionnaires. In total, 200 employees of the petrochemical industry participated. Partial least squares structural equation modeling was used to analyze the data. Findings The main finding suggests that motivation to learn contributes to informal learning. Fun in the workplace has a positive and significant indirect effect on informal learning by providing a variety of opportunities to learn; the management support in the final model also mediates the relationship between workplace fun and opportunities to learn. Practical implications The results indicate the benefits of creating and maintaining fun in the workplace to improve informal learning. The authors will be better able to advise by providing abundant resources for formal training such as time, learning climate and financial resources, workplace fun can be used as a practical strategy to promote informal learning where the workplace is fun, innovation, creativity and performance improvement occur. Managers should make arrangements to spontaneously motivate employees to learn informally and provide fun and varied opportunities for informal learning. Originality/value In this study, the multiple correlations and the effect of motivation variables, learning opportunity and management support in the relationship between workplace fun and informal learning were studied. Examining how these relationships are and identifying the moderator of this relationship because of individual and environmental differences requires further studies.