Culturally Sensitive Approach to Gamification in The Corporate Environment

Gamification has become a popular trend in corporate learning, with many organizations incorporating game design elements into their employee training programs. However, there is limited research on the effectiveness of gamification in enhancing employee learning and development. This study aims to address this gap by conducting a comparative analysis of traditional and gamified training methods on employee learning outcomes. A mixed-methods approach was employed, involving both quantitative and qualitative data collection and analysis. The results of the study indicate that gamified training methods significantly outperform traditional methods in terms of engagement, motivation, and knowledge retention. Additionally, the study found that gamified training methods were particularly effective in promoting soft skills development, such as teamwork and communication. The findings suggest that gamification can be a valuable tool for organizations seeking to improve employee learning and development outcomes. The study also highlights the importance of considering individual differences in learning preferences and styles when designing gamified training programs. The rise of gamification has revolutionized the way organizations approach employee learning and development. This study aims to investigate the impact of gamification on employee learning and development, comparing its effectiveness with traditional training methods. A comprehensive review of existing literature suggests that gamification has the potential to increase employee engagement, motivation, and retention, as well as improve knowledge retention and transfer. In contrast, traditional training methods often rely on lectures, reading materials, and quizzes, which may not be as effective in promoting active learning and retention. This comparative study examines the effects of gamification on employee learning outcomes, including cognitive, affective, and behavioural outcomes, and compares them to traditional training methods. The findings of this study provide valuable insights for HR professionals, trainers, and managers seeking to design effective training programs that leverage the power of gamification to improve employee learning and development. KEYWORDS: - Gamification, employee learning and development, traditional training methods, job satisfaction, engagement, productivity, employee retention.

Workplace learning plays a key role in developing individuals & teams and it is highly supporting to the efficient organizational functions for sustainability. The learning occurs in every individual while he faces various workplace situational changes and challenges. It may shape him to become expert in his field. At the same time there are many obstacles the employees face while work in various work situations. This paper has the objectives to explore and discuss the workplace learning of employees, challenges of employees in learning and to establish the need of learning organization strategic approach for employee workplace learning and development. The qualitative study adopted the literature survey method for collecting the existing literatures using terms, related to workplace learning, organization learning and employee learning. It adopted the qualitative approach using content analysis summative method to report and discusses the workplace learning and hindrances in employee learning and need of organizational learning approach. The study listed the hindrances of workplace learning like lack of motivation, lack of provision of facilities, resistance to change, no revision of monetary benefits, lack of assessment and feedback, lack of sufficient training and support, lack of career growth and poor work culture fostering negativity, discrimination and inequality. This paper emphasized the organizational learning approach to eliminate the hindrances and obstacles in employee learning since the organization learning covers the learning and improvement across all the functional levels and this approach mainly focuses on individual learning and development.

Employee learning which is known by terms such as human capital development and lifelong learning is an aspect of post-school learning which people engage in for purposes of enhancing their work-related competencies and possibly achieve upward professional mobility. There are different views on how best employee learning can be achieved at organizational and national levels, a debate which is currently alive in South Africa. The genesis of this debate is in the continued manifestation of aspects of the country’s history such as socio-economic inequalities as well as how employee learning can be used to narrow them. This article looks at the concept of the culture of employee learning in terms of the theories on the basis of which its character is determined. Two such theories are Human Capital Theory and Critical Realism. Through application of these theories to the South African context of employee learning, the article concludes by offering suggestions on the direction which the country could take to create a sustainable culture of employee learning which might assist with addressing, amongst other problems, the challenge of socio-economic inequality which continues to haunt the country twenty one years after 1994.

PurposeAlthough environmental factors at the organizational level are of importance for individual employability, very few studies have investigated how the practices an organization implements can facilitate employability. The purpose of this paper is to analyze how high-involvement human resources (HIHR) practices (i.e. recognition, competence development, empowerment, information sharing and fair rewards) influence employee learning, which contributes to employability.Design/methodology/approachThe data were collected from 288 pairs of employees and their direct supervisors in Chinese companies. In this study, we measure perceived employability from both employees and their direct supervisors. Structural equation modeling (SEM) analysis is conducted to test the hypotheses.FindingsThe results indicate that employees’ perceptions of the HIHR practices of recognition, competence development, empowerment and information sharing are positively related to employee learning, and then facilitate self- and supervisor-ratings of employees’ employability. Practices of fair rewards have a negative effect on employee learning and employability.Originality/valueThis study contributes to employability and human resource management literature in several ways. First, the study raises the association between different HIHR practices and perceived employability through employee learning. Second, the study considers both self-rating and supervisor-rating of employability to improve the effectiveness of the results.

PROTOCOL: Police Training Interventions to improve the democratic policing of protests

Training and development programs often include educational activities that broaden a worker's knowledge and increase motivation to improve job performance. These efforts assist employees in learning and acquiring new skill sets, as well as gaining the necessary professional knowledge to advance in their jobs. The goal of this research is to investigate and establish how an organization develops via the function of development and training. This article will examine the structure and components of an employee training and development program with beneficial effects for both people and employers. Organizations struggle to remain competitive in today's global market. Employee development programs are becoming increasingly important for firms looking to gain a competitive advantage. Employees are valuable resources to the business, and their performance determines the organization's success or failure. As a result, many firms invest heavily in staff training and development initiatives. Furthermore, in training programs, it is beneficial for organizations to emphasize employees' knowledge, competence, and abilities. Professionals and scholars have had extensive discussions about the impact of development programs on both employees and organizations. The study provided here is a thorough review of the literature on the fundamentals of employee development programs and their advantages to both businesses and individuals.

The study aimed to investigate the factors influencing employee learning based on the heutagogy approach at Day Insurance Company. By focusing on individual, organizational, and environmental factors, the research sought to identify their contributions to self-determined learning in a workplace context. The study further aimed to validate a structural equation model of these factors and their relationships with employee learning outcomes, providing insights for fostering heutagogical practices in organizations. A quantitative survey-based research design was employed to collect data from employees of Day Insurance Company. A researcher-designed questionnaire was developed to assess factors influencing heutagogical learning, which included individual (e.g., motivation, job satisfaction), organizational (e.g., managerial support, feedback mechanisms), and environmental (e.g., socio-cultural factors) dimensions. The sample consisted of 230 employees, selected using the Cochran formula. Data were analyzed using SPSS for descriptive statistics and SmartPLS for structural equation modeling to evaluate the relationships among variables and the overall model fit. The results revealed that individual factors had the strongest influence on employee learning outcomes, with motivation and job satisfaction emerging as critical contributors. Organizational factors, such as managerial support, job expectations, and technological infrastructure, also significantly impacted learning outcomes, while environmental factors played a comparatively weaker role. The model demonstrated a strong fit (R² = 0.834), indicating that the identified factors accounted for 83.4% of the variance in employee learning outcomes. These findings highlight the importance of both individual agency and organizational support in implementing heutagogical learning practices. The study underscores the effectiveness of the heutagogy approach in fostering employee learning, with individual and organizational factors playing pivotal roles. Organizations should prioritize strategies that enhance motivation, provide supportive feedback, and invest in technological infrastructure to support self-determined learning. These findings contribute to the growing body of research on heutagogy and its practical applications in workplace learning.

The purpose of this study is to examine the effects of accounting knowledge management capability on firm success via the mediating influences of accounting service excellence, professional service, and advisory service outstanding. Transformational leadership, employee learning and knowledge exchange are hypothesized to become the antecedents of accounting knowledge management capability. Also, environmental uncertainty is the moderating variable of the research. The data are collected from accounting firms in Thailand. The results reveal that only creation and transferring of accounting knowledge has a significant positive effect on accounting service excellence and professional service diversity. In addition, accounting service excellence, professional service diversity, and advisory service outstanding have a significant positive effect on firm success; transformational leadership has a significant positive effect on the creation and leverage of accounting knowledge, and employee learning has a significant positive effect on creation and transferring of accounting knowledge. However, the moderating variable of environmental uncertainty does not influence the relationships between accounting knowledge management and its consequences. Potential discussion with the research results is successfully implemented in the study. Theoretical and managerial contributions are explicitly provided. The conclusion, suggestions and directions for future research are recommended. Keywords Accounting Knowledge Management Capability, Accounting Service Excellence, Professional Service Diversity, Advisory Service Outstanding, Transformational Leadership, Environmental Uncertainty

The integration of digital gamification into corporate environmental strategies represents a novel approach to fostering sustainability awareness among employees. This study delves into the design, development, and implementation of an educational game for the VINCI group in Greece, aiming to enhance the corporate environmental culture. The game incorporates various environmental challenges and sustainability practices, encouraging employees to engage in eco-friendly behaviors within a corporate context. Initial feedback indicates a positive reception among participants, suggesting increased awareness and a shift towards sustainable practices. The study underscores the potential of gamification as an effective tool in corporate environmental education, offering insights into its design, implementation challenges, and the impact on corporate sustainability culture. This case study contributes to the broader discourse on the role of digital games in environmental education and corporate sustainability initiatives.

Purpose This paper intends to explore the opportunities and challenges of employee self-directed learning with the rise of generative AI. It examines the possible impacts of generative AI on employee learning from a psychological perspective, based on expectancy theory. Design/methodology/approach This paper reviews existing literature on the role of AI in employee learning and applies expectancy theory to analyze its potential effects. Through this approach, the article explores how the availability of generative AI may influence employees’ self-directed learning, with a particular emphasis on its impact on motivation to learn explicit versus tacit knowledge. Findings The study highlights a growing body of research on AI’s influence on employee learning; however, there has been limited focus on its impact on employee motivation for self-directed learning. Based on expectancy theory and previous research, this study argues that the availability of generative AI leads to a decrease in motivation to learn explicit knowledge while increasing the perceived value and motivation of learning tacit knowledge. Research limitations/implications This article calls for more attention from scholars to understand the impacts of generative AI on employees’ motivation for self-directed learning, especially in relation to different types of knowledge, beyond the current focus on formal training programs. Practical implications To address challenges such as inaccurate firm-specific information from AI, companies should develop programs that provide accurate knowledge and facilitate the learning of verified tacit information. While generative AI can reduce the perceived value of explicit knowledge, organizations should promote strategies to encourage its learning alongside tacit knowledge. Originality/value This viewpoint contributes to our understanding of the effects of AI availability on employee motivation for self-directed learning of different types of knowledge. It provides valuable insights for organizations on the challenges and opportunities associated with the increasing use of AI.

This large‐scale study (n = 5,349) explores a long‐standing, but rarely validated value chain. Since the inception of human resource development (HRD), the intersection between top organizational leadership, HRD, and organizational performance outcomes has been emphasized by scholars and practitioners. Leadership has been highlighted as the key catalyst both in encouraging employee learning and performance and in formulating an HRD supportive culture toward key organizational outcomes. However, there is a dearth of empirical studies that have focused on the intersection of leadership, HRD, and organizational performance, and virtually no studies have systematically investigated specific leadership practices, such as transformational leadership (TL). We explore the intersection between TL, HRD, and organizational performance by engaging 3,474 employees and 1,875 customers from 69 healthcare locations in the United States. Ideally, transformational leaders encourage followers to enrich their knowledge, skills, and abilities in order to increase individual and shared learning to advance organizational performance. A major organizational support function toward such employee development is HRD and its core domains—learning and performance. Those organizations fostering excellence in learning and performance have been identified as having strong organizational HRD cultures. The study reported herein supported that TL behaviors aligned to support HRD culture through leader support of employee learning and performance in the US healthcare context. Organizational HRD culture was found to align with key positive employee and customer‐reported performance outcomes. Implications for leadership and HRD research, theory, and practice are explicated.

Objective: The aim of this study was to review stress reducing interventions on group and organisational levels in organisations and analyse the studies according to quality of design, results and employee participation and learning.Methods: A literature review was carried out, with data search in the databases Current Contents, Embase, PsycINFO, Ovid MEDLINE®.Results: Nineteen interventions had a high quality design. An action research and participatory research design was the best design to reduce work related stress on group and organisational levels. The studies with the most effective results were based on a contract with the organisation, had supportive supervisors and managers and an individual and organisational stressor reduction process. They also identified work constraints and implemented an action plan using problem-based learning. There were six studies which met the criteria for the highest level of participation, which is official participation in problem solving and development activities. There were four studies which met the criteria for the highest level of learning, creative learning.Discussion: Researchers working with stress reducing interventions on group and organisational levels need to recommend high-quality design on each level. A successful group and organisational intervention needs to have a strategy that guarantees top management's commitment and methods that create effective participation, individual and organisational learning, social support, and empowerment of employees.

Conducting training programs in public agencies in a manner that fosters employee development requires identification and management of those aspects of the training program influencing the learning process. This article discusses the importance of managing the learning process in training in public agencies by adapting training methods to a particular employee's learning style. Such an approach creates training activities and training environments which improve the effectiveness of public agency training programs.

Employee learning in the digitalization context: An evaluation from team members’ and project managers’ perspectives

The directions of constructivism educational paradigm implementation in adult learning were analyzed based on the learning of future employees for the judicial system. This educational approach is characterized by active interaction of students and the law domain. It also motivates students to feel a professional environment on the stage of necessary skills being obtained based on the active involvement of their prior knowledge to accomplish the authentic activities. The author gradually analyzes inquiry-based learning, problem-based learning, project-based learning as constructivism techniques, and offers recommendations to implement them in the learning of future employees for the judicial system, designing the training “Courtroom Management” for court judicial assistants. Inquiry-based learning, problem-based learning, project-based learning and cooperative learning promote students’ engagement into the learning context. This allows teachers to make their lessons more student-centered and knowledge-centered. The constructivist approach is efficient in terms of the students’ higher-order thinking skills development, students’ deeper engagement in the learning process, and getting necessary competencies. Despite educators facing many challenges while implementing constructivist-based instructional techniques, at the same time, inquiry-based learning, problem-based learning, project-based learning, and cooperative learning are able to improve student intrinsic motivation and self-confidence. The author concludes that despite significant time and effort necessary for constructivism-based training design, the implementation of such an approach will allow the National School of Judges of Ukraine to improve the efficiency of the learning process for both its trainers and students. Key words: training for future judges, NSJU training, constructivism, training of lawyers, inquiry-based-learning, problem-based learning, project-based learning, cooperative learning.