The Relationship between Workplace Climate, Motivation and Learning Approaches for Knowledge Workers

Vanthournout, Gert; Noyens, Dorien; Gijbels, David; Bossche, Piet Van den

doi:10.1007/s12186-014-9112-1

Cited by 30 publications

(16 citation statements)

References 43 publications

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“…Thus knowledge work is not defined by the level of a worker's education or their specific job function, but by the knowledge-related tasks their work requires (Despres & Hiltrop, 1996). Specifically, this includes searching for existing knowledge, creating new knowledge, processing and sharing knowledge, and applying knowledge in work tasks (Vanthournout, Noyens, Gijbels, & van den Bossche, 2014). This corresponds with a specialized and deep knowledge that has diffuse peripheral foci (Despres & Hiltrop, 1996).…”

Section: Who Is a Knowledge Worker?mentioning

confidence: 99%

“…Knowledge workers must have the autonomy to regulate their learning and direct their own professional development. It is the organisation's role, then, to remove any obstacles they might have in completing their task and provide ongoing opportunities for professional development (Vanthournout, Noyens, Gijbels, & Van den Bossche, 2014). The rapid and continuous growth of knowledge today influences how organisations manage knowledge, as well as how knowledge is developed and shared (Cheng, 2015).…”

Section: Who Is a Knowledge Worker?mentioning

confidence: 99%

“…Knowledge-worker organisations often enable their employees' skill development by offering professional development for their existing employees (Vanthournout et al, 2014) or by instituting a rigorous hiring process to ensure that highly qualified workers enter the organisation in the first place (Kelloway & Barling, 2000).…”

Section: Professional Benchmarksmentioning

confidence: 99%

“…The freedom to communicate and collaborate is important for knowledge workers to share knowledge within their community and allows for the continual gain and sharing of knowledge with others in their profession (Kelloway & Barling, 2000). This type of collaboration goes beyond standard training activities of stand-alone workshops and conferences (Fontana et al, 2015;Littlejohn & Margaryan, 2013;Vanthournout et al, 2014).…”

Section: Professional Discretionmentioning

confidence: 99%

See 3 more Smart Citations

The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession

Price

Weatherby

2017

School Effectiveness and School Improvement

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To better understand the status of the teaching profession, we present a conceptual framework outlining the four domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within countries. Across more than 30 school systems, we address the question: to what extent does the level and type of professionalism afforded to individual teachers shape their perceptions of the esteem of their profession? The strongest domain traits that correlate with feeling valued as a teacher are teachers' satisfaction with their working conditions, involvement in school decision-making, and the chance to be recognized for good work. This framework shapes an actionable set of concepts that policymakers can use to address attraction and retention to the profession system-wide and that school leaders can use to improve working conditions in their own schools.

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Section: Who Is a Knowledge Worker?mentioning

confidence: 99%

Section: Who Is a Knowledge Worker?mentioning

confidence: 99%

Section: Professional Benchmarksmentioning

confidence: 99%

Section: Professional Discretionmentioning

confidence: 99%

See 2 more Smart Citations

The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession

Price

Weatherby

2017

School Effectiveness and School Improvement

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“…Although, there has been earlier research on learning practices at work, some researchers have argued that studies on the topic have been too theoretical and have lacked empirical evidence (Lee and Roth 2006). Some of the empirical studies have been conducted as ethnographic case studies (e.g., Valleala et al 2015) or primarily based on interviews and surveys (e.g., Milligan et al 2015;Vanthournout et al 2014). However, there is a need also for in-depth tools to understand learning and SDL as phenomena in the context of work and to determine the learning methods or resources employees use to achieve their learning goals (Pintrich 2004;Ha 2008;Loftus and Higgs 2010).…”

Section: Introductionmentioning

confidence: 99%

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Lemmetty

Collin

2019

Vocations and Learning

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Changing technologies and competition in the field of information and communication technology (ICT) are challenging the learning of individual workers and teams alongside and through work. Organisations call for employees' autonomy and self-directedness executed by agile operations and low hierarchies, where learning is also increasingly the responsibility of the individuals and teams themselves and occurs in practice without strong control of the organisation. Therefore, the multidimensional concept of selfdirected learning becomes essential in the context of learning at work. In this study, we examine how employees in the ICT sector describe self-directed learning practices in the context of workplace learning. Our data consist of interviews with ICT employees in two organisations, which undergo an applied discourse analysis. The workers talked about self-directed learning as an obliged, creativity-enhanced as well as flexible and fast-paced practice. Self-directed learning was also described as a practice tied to work itself. The paper concludes with a discussion on how these partly conflicting discourses about selfdirected learning practice in work could be considered in practices related to enhancing such learning in the ICT field. Suggestions for future investigations are also presented.

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Employees' citizenship behavior and workplace climate in promoting knowledge sharing

Park

Kim

2021

Knowl Process Manag

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We investigated the relationships among leadership, workplace climate, employee citizenship behavior (ECB), and knowledge sharing behavior. Survey data were collected from employees in the multi-sector industry, including engineering and construction. We found that leadership affected workplace climate and citizenship behavior; workplace climate and citizenship behavior influenced knowledge sharing behavior; and workplace climate and citizenship behavior mediated between leadership and knowledge sharing. This study focused on how leadership, climate, and behavioral aspects affect individual behavior and the role of citizenship behavior and workplace climate.

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The Relationship between Workplace Climate, Motivation and Learning Approaches for Knowledge Workers

Cited by 30 publications

References 43 publications

The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession

The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Employees' citizenship behavior and workplace climate in promoting knowledge sharing

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