Workplace work-integrated learning: supporting industry 4.0 transformation for small manufacturing plants by reskilling staff

Rangraz, Masood; Pareto, Lena

doi:10.1080/02601370.2020.1867249

Cited by 47 publications

(30 citation statements)

References 26 publications

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“…Besides training new skills and competences, there is equal emphasis on supporting the upskilling and retraining of the incumbent workforce (European Commission, 2021) and transformative competences of the workforce (OECD, 2019) triggered by the informatization of industry. However, despite the increasing reliance of Industry 4.0 on knowledge work and the employees who hold this knowledge, the workforce in manufacturing industry struggles to define their learning needs in a focused way (Rangraz and Pareto, 2020;Blayone and VanOostveen, 2021).…”

Section: Industry and Workplace Learningmentioning

confidence: 99%

Conceptualizing industrial workplace learning: an information systems perspective

Shahlaei

Snis

2022

JWL

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Purpose The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.

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Section: Industry and Workplace Learningmentioning

confidence: 99%

Conceptualizing industrial workplace learning: an information systems perspective

Shahlaei

Snis

2022

JWL

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“…Based on the emergence of the digital revolution, organisations require an employee base ready to embrace new working styles, filling roles that are just emerging and adapting existing jobs, opening them to integrate more data and automation processes. People should assimilate a new culture and adjust themselves to the workplace transformation brought by digitalisation, automation and robotics (Rangraz and Pareto, 2021). Moreover, cultivating soft and leadership skills becomes even more relevant for employees (Frankiewicz and Chamorro-Premuzic, 2020; Kane, 2019).…”

Section: The Transformative Leadership Compassmentioning

confidence: 99%

The transformative leadership compass: six competencies for digital transformation entrepreneurship

Schiuma

Schettini

Santarsiero

et al. 2021

IJEBR

141

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PurposeIn the digital age, companies require leaders to foster digital transformation entrepreneurship, i.e. the organisational attitude and orientation of the creation of a new business or the development of an existing business by having at the core or embracing digital transformation as the continuous development and application of digital knowledge for companies' value creation. This paper identifies six critical competencies distinguishing the transformative leadership profile supporting enterprises' digital transformation development.Design/methodology/approachThe paper, through a critical literature review focussing on three research streams, i.e. wise, transformative and digital leadership, addresses the following research question: What competencies characterise a digital transformative leader promoting and encouraging digital transformation entrepreneurship? Methodologically, first, explorative analysis of the literature has been carried out exploring the role and relevance of leadership in driving companies' digital transformation. Second, focussing on the three leadership perspectives, wise, transformative and digital, the critical features distinguishing each view have been identified. A set of hypotheses has been formulated to develop a framework to profile a digital transformative leader. In the third stage, the framework of the digital transformative leadership compass has been developed.FindingsThe paper profiles the digital transformative leader, a critical figure in companies competing in the digital age to nurture digital transformation entrepreneurship. Six specific competencies are synthesised and proposed throughout the transformative leadership compass. It is presented as an interpretative framework helpful to understand what affects the organisational culture and behaviours driving digital transformation. The proposed model defines theoretical foundations to operationalise an assessment framework and developing empirical research about leadership characteristics hampering and enabling successful companies' digital transformation.Originality/valueThe study proposes a novel framework based upon a critical analysis of the leadership literature. Combining insights gathered from the literature review on transformative, wise and digital leadership, the need for nurturing a transformative digital leadership allowing enterprises to stay competitive and able to change and adapt to the scenario's evolution emerged. Accordingly, the paper defines the digital transformative leader as a leadership profile sustaining organisational and digital transformation. The transformative leadership compass is proposed as a model to outline the critical competencies distinguishing a digital transformative leader capable of driving continuous company innovation and specifically digital transformation entrepreneurship.

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“…A few cases incorporate innovation exchange workplaces, hatcheries and science parks. In a WIL setting, [35], contend that communication can orange from arm's length where there's inadequate communication between the college and the firm to insert characterized by tall levels of communication. Furthermore, Kirtikara [36] found that dialect was a profoundly petulant issue in WIL Communications between firms and colleges as phrasing was befuddling and there was a small shared understanding.…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge Management Technology Using Seci and Wil to Improve Performance of in-Formation Technology Division in Pangestu Jaya Ltd.

Ipmawati¹,

Hendriana²

2021

mst

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Information Technology Division is one of the divisions in Pangestu Jaya Ltd. which engaged in IT Department, where in this division there are several sub-divisions that are interrelated and have the duty and responsibility of each individual to improve services in The company. Turnover is one of the major obstacles in order to still be able to keep the knowledge technology in the company, because there are still many employees with outsourced status who often do turnover in IT division, so difficult to keep the knowledge. therefor need a knowledge management technology which is capable of storing, distributing knowledge in order to renew even while maintaining corporate knowledge. The system design of this research used SECI and WIL (Work Integrated Learning).

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Workplace work-integrated learning: supporting industry 4.0 transformation for small manufacturing plants by reskilling staff

Cited by 47 publications

References 26 publications

Conceptualizing industrial workplace learning: an information systems perspective

Conceptualizing industrial workplace learning: an information systems perspective

The transformative leadership compass: six competencies for digital transformation entrepreneurship

Knowledge Management Technology Using Seci and Wil to Improve Performance of in-Formation Technology Division in Pangestu Jaya Ltd.

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