The interplay between change and learning at the workplace

Abstract

Purpose -The purpose of this paper is to analyse employees' perception of a change at their workplaces and the requirements for learning, and factors supporting or inhibiting learning in the context of this change. Design/methodology/approach -Data collection included personal face-to-face semi-structured interviews with ten client advisors in the retail-banking department of a German bank. The interviews took place during a time when the participants' workplaces were affected by a drastic change, namely the implementation of an integrated consulting concept. The data were analysed by a qualitative, content analysis approach, adapting Billett's framework for analysing workplace changes. Findings -Challenges and requirements for learning as a consequence of the workplace change were analysed. The results show that the employees realised many affordances of the modification of work routines, especially concerning work performance, professional knowledge, and professional role. Thus, employees recognised the change as an opportunity for the acquisition of knowledge and competence development. Originality/value -This paper contributes to the understanding of workplace change's effect on employees' knowledge, work routines and professional development.

Learning Climate and Workplace Learning

“…Whereas facilitation learning climate was postively related to learning outcomes in times of low and high work restructuring, it appeared especially important under conditions of high restructuring. This finding underlines the notion that restructuring processes have the capacity to enhance the demand for learning (Bauer & Gruber, 2007;Hetzner, Gartmeier, Heid, & Gruber, 2009), and that a climate that provides the necessary (educational) opportunities and facilities for learning will be effective in aiding employee learning in times of changes (Kyndt et al, 2013;Maurer et al, 2003).…”

Leadership, knowledge and people in knowledge-intensive organisations: implications for HRM theory and practice

“…While Mahon and Millar (2014) emphasise the importance of intergenerational cooperation and openness to being managed by younger people, a vital element of organisational performance for knowledge-intensive organisations is the ability of their employees to learn -to develop their knowledge, skills and abilities (Hetzner, Gartmeier, Heid, & Gruber, 2009), and this is equally true of the older knowledge worker. However, a growing literature has found a negative effect of age on learning performance (Rossnagel, Schulz, Picard, & Voelpel, 2009) and it is suggested that this is likely associated with the perceived minimal pay back of the energy invested in learning for the older generation as they near the end of their careers (Lang & Carstensen, 2002).…”

Work-based learning in health care organisations experienced by nursing staff: A systematic review of qualitative studies

“…The fast development of technology and constant increasing of knowledge (Bahn, 2007;Nisbet et al, 2013) as well as worldwide economic situation and the need for productivity public sector, cause pressures for continuous changes in organisations challenging also health care organisations to evaluate their practices (Ramage, 2014). The employees have to absorb new knowledge and skills to keep their professional know-how up to date and to be able to adapt to the organisational changes (Hetzner et al, 2009;Skår, 2010). The staffs' ability to learn and utilise their knowledge in the continuously changing environments of health care can be seen as safe and high-quality nursing (Skår, 2010;Henderson et al, 2011;Bjørk et al, 2013).…”