Learning at work: organisational affordances and individual engagement

Abstract

Purpose -The purpose of this research is to explore the interaction between organisational affordances for the development of individuals' capability, and the engagement of workers at various levels with those opportunities. Design/methodology/approach -A case study of a large New Zealand wine company, using in-depth interviews. Interviews were held with staff at all levels working in the vineyards or winerythe two core functions of the organisation. Transcripts were analysed drawing on Billet's notion of workplace affordances, Fuller and Unwin's restrictive-expansive continuum, and the concept of proactive personality. Findings -Development opportunities were differentially experienced according to level in the organisational hierarchy and function, with those higher in the organisation experiencing a more expansive environment than those in lower-level jobs. However, where individuals were proactive, a seemingly restrictive development environment was experienced as far more expansive; just as a potentially expansive environment could be experienced as restrictive by those who did not take initiative.Research limitations/implications -The conventional limitations of case study research apply. In particular, concerns over generalisability to other industries and organisational settings. Practical implications -The research highlights for managers' the important role of job design and organisational characteristics that foster expansive work environments for the promotion of employee learning and development. For employees it highlights how proactive behaviour can provide opportunities for development in otherwise restrictive environments. Originality/value -Previous research has identified differences in workplace affordances for development across organisations. The paper extends this work by showing that such differences are also evident within organisations and are associated with hierarchical position. Moreover, the paper integrates the notion of proactive behaviour, a construct that fits well with interactionist perspectives on workplace learning that emphasise the dual and reciprocal nature of contextual influences and individual agency.

Learning and corporate social responsibility : a study on the role of the learning organization, individual competencies, goal orientation and the learning climate in the CSR adaptation process

“…However, contrary to what one might expect based on existing theory (e.g., Billett, 2004;Bryson et al, 2006;Dragoni et al, …”

“…A specific focus on how CSR managers develop their competencies at work is important; learning at work is one of the most common forms of a professional's competence development (Ellinger, 2005), and different jobs and hierarchical positions offer different opportunities to develop one's competencies (e.g., Bryson, Pajo, Ward, & Mallon, 2006). The specific position of CSR managers in companies, as described earlier, might therefore influence the way these managers develop their competencies.…”

“…For example, Bryson et al (2006) showed that despite having restrictive learning conditions, vineyard workers who showed high levels of proactive behavior and sought out opportunities to learn often received more opportunities to improve and develop their competencies than workers who did not show this proactive behavior. Similarly, in a study among 351 junior managers, Dragoni, Tesluk, Russell, & Oh (2009) demonstrated that the positive relationship between learning opportunities and managerial competencies was stronger for manager with a stronger LGO than managers with a weaker LGO.…”

“…A specific focus on how CSR professionals develop their competencies at work is important; learning at work is one of the most common forms of a professional's competence development (Ellinger, 2005), and different jobs and hierarchical positions offer different opportunities to develop one's competencies (e.g., Bryson, Pajo, Ward, & Mallon, 2006). Furthermore, given that SD challenges are extremely complex and that making strategic decisions based on these complexities can be challenging , the actual workplace is often the only place where CSR professionals 5 93 can develop their competencies; such decisions require reflection and deliberation with other decision-makers and can never become routine, given the ever-changing nature of SD challenges.…”

Teaching and assessment for an organisation‐centred curriculum

“…by Billett, 2001;Brown, 1998;Symes and McIntyre, 2000;Billett and Boud, 2001;Bryson, Pajo, Ward and Mallon, 2006) in favour of the workplace as an effective learning environment provided justification for embedding the leadership development program within the context of the NGO. The OCC framework was founded on the organisation's strategic goal, philosophies and culture to simultaneously meet the needs of the individuals and their organisation.…”