Employee Learning Research Articles

Employee learning and development, workforce outcome, and talent retention among internet of thing industries: Basis for workforce satisfaction framework

Employee learning and development, workforce outcome, and talent retention among internet of thing industries: Basis for workforce satisfaction framework

Capacity Building and Organisational Performance in Local Government Context, Kasese District, Uganda

Service sector is predominantly increasing in modern economic system raising prominence of staff competences in achievement of corporate goals. This study was conducted to examine the relationship between capacity building and organizational performance in local government context, Kasese district, Uganda. Mixed methods research design was used guided by both objective and subjective assumptions to achieve the research objectives. Data was collected at one point in time from Kasese district employees working in different departments including; Finance, Human resource, engineering, health, education and sports, natural resources and community based. 80 respondents were seen to be representative in study considering the Kabale district local government Human Resource Manual (2021) where the district had a total number of 100 employees. Apparently out of 80 questionnaires distributed only 65 were returned well filled making an acceptable response rate of 81.25%. Stratified and simple random sampling approaches guided this whole process in ensuring that every staff members had equal chances of participation. Questionnaire and interview guide was used to collect both quantitative and qualitative data. Study findings confirmed a positive and significant relationship between capacity building and Organizational Performance at Kasese district. Specifically, results reveal that conducting Induction training (Beta= .657, P<.01) is a significant influencer of performance; on the job training programs (Beta = .175, P<01) impact on organisational performance; and off the job training (Beta= .682, P > 01) significantly predict organisational performance. One key recommendation drawn from this study, linked to human capital theory is that institutional managers should prioritize individual employee learning and earmark resources that sufficiently caters for knowledge and skills enhancement.

THE IMPACT OF GAMIFICATION ON EMPLOYEE LEARNING AND DEVELOPMENT: A COMPARATIVE STUDY OF TRADITIONAL AND GAMIFIED TRAINING METHODS

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.

Methodology for the selection of learning measures for the competence development of assembly workers

ABSTRACT Mass personalization and shorter product life cycles complicate the assembly of manufacturing companies. To handle the complexity, a high number of employees execute varying assembly tasks. Their work is characterized by learning new tasks frequently to produce different variants. To achieve good learning results in a short amount of time, a suitable individual assembly workers’ competence development process is crucial. Therefore, this publication shows the development of a user methodology to plan the competence development process focusing on selecting learning measures that fit both the work situation and learning employees. The presented user methodology is based on a standardized description and selection procedure for learning measures by using results of a Domain Mapping Matrix, Delphi study, and expert interviews. The publication contributes to improved competence development to support the strategic empowerment of the workforce and to increase the flexibility in manual assembly.

Exploring the impact of integrated design on employee learning engagement in the ubiquitous learning context: A deep learning-based hybrid multistage approach

Learning engagement has received the attention of academics and practitioners; however, studies on employee learning engagement are limited. Based on an integrated hardware-software-value-design––– perspective and domain-specific innovativeness theory, we developed and tested a theoretical framework using a novel and hybrid multistage approach combining a partial least squares (PLS) structural equation model (SEM) and artificial neural networks from deep learning. We used multigroup analysis (PLS-MGA-ANN), which examines key integrated design elements and domain-specific innovativeness drivers of employee learning engagement in toward ubiquitous learning context. According to a sample of learners’ responses, the linear PLS-SEM results demonstrated that (a) integrating design elements, including perceived compatibility, familiarity, value, and user interface design, had a direct impact on domain-specific innovativeness; (b) domain-specific innovativeness had a direct impact on employee learning engagement and played a mediating role in the relationship between integrated design elements and employee learning engagement; and (c) copresence moderated the relationships between domain-specific innovativeness and employee learning engagement. Furthermore, through the evaluation of nonlinear models of the neural network, perceived compatibility and value revealed nonlinear average importance. Practical and theoretical implications are discussed.

Bringing employee learning to AI stress research: A moderated mediation model

While a substantial portion of the literature characterizes artificial intelligence (AI) stress as a hindrance, our focus diverges by probing employee learning as an active response to this challenge. We highlight the role of employee knowledge and skills development amidst an enterprise's digital transformation. Drawing on the active learning perspective of the Job Demand-Control model, we investigate why and when AI stress promotes employee learning and subsequent adaptive coping behaviors. We propose that AI stress can create opportunities and resources for employee learning, leading to improved job performance and supportive behavior for digital transformation. Additionally, we examine how employee trust in AI moderates these relationships, finding that higher levels of AI trust are associated with greater use of active learning strategies when faced with AI stress. Our findings, based on a two-wave survey of 224 employees from a motor-vehicle testing company in China, are further supported by post-hoc interview data collected from 32 employees of the same company. Overall, our study contributes to the understanding of AI adoption, digital transformation, and stress learning.

The impact of workplace changes and supervisor support on employee learning: a nonlinear perspective

ABSTRACT In this study, we examine how workplace changes relate to employee participation in formal learning (i.e. participating in a course or training) and informal learning (i.e. learning from tasks and people at work). Drawing from work design principles, we propose a nonlinear relationship between workplace changes and employee learning, suggesting that multiple changes accelerate employee participation in learning activities. Additionally, we propose that supervisor support for learning moderates this relationship. We examined our hypotheses using survey data from a large subsample of employed workers who participated in the Netherlands Working Conditions Survey (NWCS) in 2018 and 2020. Results showed that workplace changes generally enhance both formal and informal learning. Specifically, we observed a nonlinear relationship for formal learning, however, the pattern of the curve was a decelerating rather than an accelerating one. Further, supervisor support for learning was positively associated with both formal and informal learning and outweighed the association of workplace changes with work-related learning: for employees who experienced high supervisor support, informal learning depended less on workplace changes, but for formal learning it enhanced the found nonlinear relationship and resembled a positive curve that gradually flattens. Results are discussed in light of their theoretical and practical contributions.

Efficacy of continuous employee learning and development in the South African public service between 2014 to 2023 era

Modern technologies have intensified innovations and necessitated changes in public service processes and operations. Continuous employee learning development (CELD) is one means of the molecule-atom that keep employees motivated and sustain competitiveness. The study explored the efficacy of CELD in relation to modern technology in the South African (SA) public service departments between 2014 to 2023 era. Departments are faced with challenge of equipping their employees with adequate professional and technical skills for both the present and the future in order to deliver specific government priorities. Data for the study were gathered utilizing a qualitative semi-structured e-questionnaire. The study sample consisted of 677 human capital development practitioners from national and provincial government departments in SA. The inefficacy CELD and the inadequacy of technological infrastructure and service delivery can be attributed to the failure by executive management and senior managers to invest in CELD to prepare employees for digital world. It is recommended that departments should use Ruggles’s knowledge management, Kirkpatrick’s training, and Becker and Schultz’s human capital models as sound measurement tools in order to gain a true return on investment. The study adds pragmatic insight into the value of CELD in the new technological environment in public service departments.

Artificial Intelligence in Employee Learning Process: Insights from Generation Z

Abstract Artificial intelligence, as a field of computer science focused on developing technologies that simulate intelligent behaviours and human cognitive functions, undoubtedly has huge potential to transform all business activities, including the process of employee learning. However, different generations have varying attitudes toward the rapid advancement of technology and the increasing possibilities offered by artificial intelligence. The general purpose of this research is to gain insights into the attitudes of Generation Z regarding the use of AI in the context of the employee learning process. Empirical research was conducted on a sample of 264 respondents from Slovenia and Bosnia and Herzegovina. In addition to descriptive statistics, Cronbach's alpha, Shapiro-Wilk, and Mann-Whitney tests were used to test hypotheses. Generally, the research findings indicate that the upcoming generation of the workforce considers artificial intelligence a significant factor in improving the employee learning process. The study contributes to human resource management literature because it brings new insights into Generation Z attitudes, whose participation in the active workforce will significantly increase in the coming years.

Developing a hybrid and networked educational approach to lifelong learning for organisations and employees

Developing work-related competencies suitable to the ongoing changes in surrounding society could be discussed in terms of lifelong learning. In such a context, the role of higher education has been identified as a key to develop advanced competencies applicable in a networked society. The current project includes scholars from three Swedish universities, representatives and employees from six Swedish bank and insurance companies, and a related governmental agency, all belonging to an established network. The project focuses on highly specialized professionals and their organisations, and the paper aims to answer the following research question: How can a hybrid and networked educational approach to lifelong learning for organisations and employees at the advanced level of higher education be designed? The investigation applies design-based research, and preliminary findings indicate that a hybrid and networked educational approach for lifelong learning for organisations and employees could be viewed from various perspectives. However, an overall observation is that several boundaries dissolve – for example, the ones between universities and participating and collaborative organisations – when a hybrid and networked educational approach for lifelong learning is designed. For one thing, universities should not be reduced to suppliers of education, and organisations should not be reduced to receivers of knowledge. Of particular interest is that participants working with data from their organisations can devote time to organisational challenges and/or utilize a deeper understanding of such challenges in a university course module approach. While the project still is in progress (the implementation phase is ongoing, and the phase intended to evaluate completed course modules has not started yet), the preliminary hybrid and networked approach for lifelong learning needs further development before it can be established. Nevertheless, early trials highlighting the idea of flexible courses that consist of various short modules developed in collaboration between universities and participating organisations indicate a promising venue for creating long-term relationships that could include deeper university-organisation and/or university-industry collaborations. Dialogues with course module participants and representatives of the collaborative organisation reinforced this preliminary conclusion.

Continuous Learning and Job Satisfaction of Employees of the Selected Deposit Money Banks in Nigeria

This study examined the effect of continuous learning on job satisfaction of employees of selected Deposit Money Banks in Nigeria. This study adopted quantitative research technique using questionnaire. The population of the study consists of two thousand, three hundred and forty-two (2,342) staff of selected Deposit Money Banks in Nigeria. Multi-stage sampling technique was utilized to select the respondents from the selected Deposit Money Banks. The sample size of three hundred and thirty-one (331) respondents were determined through Raosoft sample size calculator. Data were administered and collected through the primary source with the aid of a questionnaire in gathering data from managerial staff of the selected Deposit Money Banks using a six (6) point scale. The six (6) point Likert scale ranges from 6 points indicating strongly agree, and 1 = strongly disagree. Findings from the study shows that continuous learning meaningfully influenced job satisfaction of employee in the selected Deposit Money Banks in Nigeria. The study concluded that continuous learning had significant effect on job satisfaction of employees in the selected Deposit Money Banks in Nigeria.

Generative AI and training employees with special needs

PurposeThe viewpoint paper aims to highlight the assistive role that Generative artificial intelligence (Gen AI) can play in the design of learning and development programs for employees with special needs. The article discusses the challenges, benefits and reasons why Gen AI should be used to manage diversity, equity and inclusion by creating personalized and customized training and development programs.Design/methodology/approachThe viewpoint paper is based on reviewing articles and videos on the application of Gen AI in learning and development.FindingsGen AI offers immense opportunities to design personalized learning solutions for employees with special needs due to disability that can be physical or cognitive. The AI-based solutions support special learners by customizing assistive technology-based solutions and content based on the level of disability and need of the learner. This paper also highlights the importance of synergy between the training department, government and technology solution providers.Originality/valueThe viewpoint paper fills in an important gap by discussing the role that Gen AI can play by facilitating the learning and development of employees with unique skills.

Industry 4.0 and Fayol’s 14 Principles of Functional Management: Relevances, Emerging Practices and Consequences

Aim: This study aims to examine and evaluate the relevance and importance of Henri Fayol's principles of management and its emerging practices in the context of Industry 4.0. Approach: The study employs a literature review approach to analyze and synthesize existing research and literature related to Fayol's principles of management and their applicability in the age of Industry 4.0. Findings: The analysis shows that several of Fayol's principles, including division of labor, authority and responsibility, discipline, order, equity, and stability of tenure of personnel, remain remarkably relevant in the digital age. But, some principles, such as unity of command and unity of direction, may need to be adapted in decentralized decision-making and cross-functional collaboration. The study also identifies new management practices and methodologies, such as agile methodologies, design thinking, and data-driven decision-making, that are emerging to meet the demands of Industry 4.0. By adapting and applying Fayol's principles in new and innovative ways, businesses can leverage the opportunities of Industry 4.0 while ensuring a positive work environment and employee satisfaction. Originality/Value: This study provides valuable insights for businesses and management practitioners on the continued relevance and applicability of Fayol's principles of management in the age of Industry 4.0. The study also highlights the need for businesses to invest in employee learning and development, utilize data and analytics, and explore new tactics and practices better suited to the digital age.

A reciprocal – reflective approach to learning: concept and model

Purpose The purpose of this paper aimed primarily at the practitioner is to offer foundational information regarding reciprocal-reflective approach to learning (RRAL). Presentation and explanation include conceptual and theory grounding of the processes to be initiated by a manager for collaboration with an employee. A detailed model reflective of the approach is presented. Conceptual and practice-aimed information may be adapted for training and development. Design/methodology/approach Explanations of employee learning often place the manager in role(s) of teacher, guide, coach and/or expert. Proposed here is an approach in which manager and individual employee, jointly, make use of a learning approach which is representative of an experiential, action or problem-based form of learning from which they both can learn. The manager can initiate the process in which both participants collaborate to identify some specific, shared learning goals aimed at the matters under consideration. Other goals, likely more personal in the case of each participant, may also be identified and efforts made to help one another attain progress regarding such goals. The RRAL process as explained mirrors a bifurcation of instrumental behaviors (focus on learning activities) and emotional behaviors (caring and sharing resulting in a strengthened relationship and trust). Findings Relying on research that clearly identifies various supportive behaviors on the part of the manager, a detailed example of a plan is provided. The plan is driven by shared aims, focus, feedback and adjustment. In addition to individual learning goals, the manager has the opportunity to make her/his own role adjustments that lead to positive, supportive actions stimulating the quality of the relationship with the employee including the building of trust. Practical implications Using the example provided as a guide can be very helpful to a manager with limited experience in instigating employee learning and change. Initial use may be regarded as an experiment subject to much analysis and discussion by both participants as they contemplate how to work together in future reciprocal learning endeavors. Originality/value Currently, there is little research available that expresses how manager and employee can work as partners on some matter (change, problem, improvement) in a collaborative, reciprocal fashion. This paper, as an example, should demonstrate that skills and knowledge of both participants can improve and progress made regarding the issue at hand. The RRAL can be fashioned by the participants to yield progress and a more positive relationship.

Work engagement interventions linked to employee learning and improvement

PurposeThe purpose of this paper is to identify influential workplace engagement interventions that were initiated by managers over several years as revealed in many studies. Also, an action learning guide is offered for an individual manager to use such interventions with the employee in shaping activities to assist employee learning and performance improvement which may result in greater workplace engagement.Design/methodology/approachThe first step was to examine the research literature on: the meaning of workplace engagement along with theory bases for it, the framework for stimulating employee engagement and information about action learning in the workplace. Second, was the identification of manager/organization interventions found to result in employee assessment of their own positive growth in workplace engagement? Third, we offer a practical, action learning approach.FindingsAn action guide is presented as an example of a method to assist a manager working with, in this case, a single employee. The guide is grounded on empirical research, mostly meta-analyses, and reflects positively assessed workplace engagement interventions.Originality/valueIn the performance management, human resources and training domains there is limited research and/or examples of practical guides for managers to use to link guidance with efforts to apply specific interventions to support employee workplace engagement. This paper provides the manager with a path to assist employees.

Organizational Learning Culture and Firm Performance: The Mediating Role of Learning Agility

This article delves into the critical role of learning agility in the Indian context. It specifically explores how an organizational learning culture (OLCu) fosters an employee’s ability to learn and adapt—their learning agility—which ultimately translates into improved firm performance. Employing a cross-sectional research design, the study gathers data through self-administered surveys from over 313 employees working in hardware service firms within the Indian IT sector. Path analysis is then utilized to analyse the collected data and unveil the underlying relationships. The findings unveil a fascinating interplay between OLCu, learning agility and firm performance. The study suggests that OLCu acts as a catalyst, fostering a work environment that encourages continuous learning and development. This, in turn, fosters employee learning agility. However, the research also reveals that learning agility plays a mediating role, meaning it partially explains the effect of OLCu on firm performance. In simpler terms, while a strong OLCu is crucial, it is the employee’s enhanced learning agility that truly unlocks the door to improved firm performance. This research offers valuable insights that can empower organizations in the Indian IT landscape. By nurturing a vibrant OLCu, companies can equip their employees with the tools and support they need to become more learning agile. This agility translates into a workforce that can readily adapt to new technologies, evolving customer demands, and a dynamic business environment. Consequently, firms can expect greater innovation, improved service delivery, and, ultimately, a significant boost in overall performance. This research also contributes significantly to the existing body of knowledge. It adds a fresh perspective to organizational learning theory by highlighting the crucial role of learning agility as a bridge between OLCu and firm performance, particularly in the Indian IT sector.

Unveiling the Nexus: Influence of learning motivation on organizational performance and innovative climate of Chinese firms.

This study delves into the interplay between learning motivation, organizational performance, and the innovative climate within Chinese firms. It is a subject of frequent discussion in literature but there is little concrete evidence supporting this viewpoint within the context of small and medium size enterprises in China. Drawing upon a comprehensive review of existing literature and empirical data gathered, this research aims to uncover the connections between employee learning motivation and its impact on the organizational dynamics in the context of Chinese firms. A cross sectional survey is used to collect the data of 115 Chinese firms and structural equation modelling (SEM) is used for empirical analysis. The results show that success of firms in terms of innovation is significantly influenced by organizational learning motivation. Moreover, innovative environment of the firms increases the overall performance of the organizations. It is also found that factors affecting the innovations have a significant impact on organizational performance. The findings of the study suggest that firms should develop organizational learning motivation to boost their innovation capability and overall performance. This study offers insights and recommendations for organizations and policymakers seeking to harness the potential of learning motivation to drive sustainable growth, competitiveness, and innovation in Chinese firms.

Reciprocal-reflective approach to learning: an approach to increase employee and manager learning

PurposeThe purpose of this paper is to present for practitioner (manager) consideration an approach to a collaborative learning and problem-solving effort by a manager in partnership with an employee. Fundamentally, in place of manager direction and expertise applied to employee learning, the approach is grounded on manager-employee collaboration that makes use of an approach to learning to: (1) address some work-based problem or issue, (2) share typical leadership roles of goal-setting and problem solving, and (3) jointly working to improve the knowledge, skills, and personal attributes of each partner.Design/methodology/approachThe concept of reciprocal reflective approach to learning (RRAL) is created by consideration of some factors that are consolidated, ultimately, to yield an approach to change. They include shared efforts in goal-setting and related tasks, identification of knowledge and skill areas linked to the performance and growth of each of the partners, and the use of a specific learning model.FindingsThe approach presented can be achieved yet requires much attention by each participant. Reciprocity means that each participant is involved in their own increases in knowledge and skills as well as aiding their partner in her/his improvements. Problem solving is also a large component of their efforts as is relationship building.Originality/valueThe approach embraces how reciprocal action can go well beyond problem solving and includes manager and employee interest and attention in helping each other to learn, change, and recognize growth in personal attributes.

Employee learning and skilling in AI embedded organizations – predictors and outcomes

PurposeIn this research article we aim to answer two research questions: - With ever increasing AI based integrations in organizations, it is imperative to understand how employees learn and adapt to these newer technologies? What is the impact of this learning and adaptation on AI-based employee productivity?Design/methodology/approachA survey-based research design has been conducted among the employees working in technology companies. Questionnaires were administered by the researchers physically using snowball based purposive sampling to reach the participants who are working in the AI driven technology companies. The data was analyzed using Structural Equation Modelling and numerous studies have previously used this approach for model fit and testing.Findingsit was found that employee learning has significant positive mediational impact on the relationship between AI trust, knowledge sharing and AI skills and AI-employee collaboration. SEM results indicate that data fits the proposed model well.Practical implicationsfindings indicate that as the trust in AI develops, employees are more interested in learning and increasing their understanding of AI driven work and increase their AI skills such as Machine learning and data analytics. To increase AI-employee collaborations and upskilling: organizations will need to foster AI training opportunities; make employees work on projects having AI based sociotechnical systems; create environment of knowledge sharing among employees on AI themes.Originality/valueThe use of Artificial Intelligence (AI) is ubiquitous, and more and more organizations are adopting AI in their operations which lead to massive scale changes in the functioning of organizations. These large-scale massive transformations are posing challenges and opportunities at the same time. At the same time, it created immense challenges for employees’ adjustment to the new learning and skilling requirements posed by AI (Sengupta et al., 2022). It is therefore expected that employees embrace the associated new technologies of AI such as big data analytics, Machine learning and Robotics.

Getting heard? How employees learn to gain senior management attention in inclusive strategy processes

AbstractResearch SummaryRecent trends toward inclusive strategy processes raise the issue of how employees acquire the discursive competence necessary to gain senior management attention. Building on the emergent dynamic attention‐based view's (DABV) emphasis on communicative interaction, we ethnographically track an inclusive strategy process in a large insurance company. We find that employees typically failed to gain CEO attention because they lacked the discursive competence to integrate their operational knowledge with the CEO's corporate themes. Employees acquired this competence by both experiential and vicarious learning. The CEO promoted employee learning more effectively by specific coaching than by generic coaching. We contribute primarily to the DABV by showing how interactions are sites for learning as well as communications and that communication channels can be both expandable and transparent.Managerial SummaryThe benefits of increased employee inclusion in strategy processes depend upon participants being truly heard. This study of an inclusive strategy process in a large insurance company shows that top management attention to employee contributions cannot be assumed. Employees often fail to pitch ideas in a manner that top managers can work with. Employees learn to pitch ideas effectively both by receiving direct feedback from top management and by observing feedback on other employees' contributions. Top managers must also learn how to coach effectively, engaging with the specifics of employees' contributions rather than offering general advice. Designs for new inclusive strategy processes should include opportunities for top managers to improve their coaching and for employees to learn from both direct feedback and indirect observation.