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Kock, Henrik
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Lundqvist, D., Wallo, A., Coetzer, A. & Kock, H. (2023). Leadership and Learning at Work: A Systematic Literature Review of Learning-oriented Leadership. Journal of leadership & organizational studies, 30(2), 205-238
Open this publication in new window or tab >>Leadership and Learning at Work: A Systematic Literature Review of Learning-oriented Leadership
2023 (English)In: Journal of leadership & organizational studies, ISSN 1548-0518, E-ISSN 1939-7089, Vol. 30, no 2, p. 205-238Article in journal (Refereed) Published
Abstract [en]

Contemporary organizations must be adaptive and agile as the environment changes. To respond to change, leaders must find ways of integrating learning into everyday work experiences. This invites the question: how do leaders facilitate individual, group and organizational learning? Several studies have examined relationships among leadership and learning and potential mediating and moderating variables. However, because this literature is extensive and fragmented it is difficult to discern what is known about how leadership contributes to individual, group and organizational learning. Accordingly, there is a pressing need to assemble and evaluate the existing studies. To address this limitation of the literature, this paper presents a systematic review and critique of literature in this field. Our review of 105 studies suggests that there are statistically significant relationships between different types of leadership and learning at the individual, group, and organizational levels. Furthermore, the findings indicate that these relationships are often mediated by other variables. However, little is known about moderators and boundary conditions. Based on the findings, it would be premature to say with certainty that leadership causally influences learning, since the empirical basis for such a claim is lacking. We outline the conceptual, theoretical, methodological, and empirical refinements needed to guide future research on learning-oriented leadership and advance this research trajectory. The findings of our review and our conclusions will be informative for researchers and practitioners.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
leaders as facilitators of learning; managers; informal learning; workplace learning; learning-oriented leadership; systematic literature review
National Category
Work Sciences Pedagogy
Identifiers
urn:nbn:se:liu:diva-189606 (URN)10.1177/15480518221133970 (DOI)000873302800001 ()
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Note

Funding: Forte (The Swedish Research Council for Health, Working Life and Welfare)

Available from: 2022-10-28 Created: 2022-10-28 Last updated: 2023-12-07Bibliographically approved
Wallo, A., Martin, J., Sparrhoff, G. & Kock, H. (2022). Balancing “Critique for Improvement” With “Critique for Emancipation” in Management Learning and Education. Journal of Management Education, 46(3), 506-530
Open this publication in new window or tab >>Balancing “Critique for Improvement” With “Critique for Emancipation” in Management Learning and Education
2022 (English)In: Journal of Management Education, ISSN 1052-5629, E-ISSN 1552-6658, Vol. 46, no 3, p. 506-530Article in journal (Refereed) Published
Abstract [en]

Promoting the capacity for critical reflection is a pivotal part of management learning and education. Based on the concept of developmental learning, the purpose of this paper is to explore and outline two types of critical reflection: critique for improvement and critique for emancipation. Critique for improvement is based on a performative intent and is aimed at using critical reflection to improve organizational practices. Critique for emancipation is based on a critical performative intent and focuses on emancipation from repressive ideological and social conditions that place unnecessary restrictions on the development of human consciousness. In this paper, it is argued that managers and leaders enrolled in management education need to be exposed to both critique for improvement and critique for emancipation. A heuristic conceptual framework is therefore proposed, along with strategies for how to balance the two types of critique in management learning and education and propositions to be explored in further research

Place, publisher, year, edition, pages
Sage Publications, 2022
Keywords
management learning, management education, management development, human resource development, leadership education, developmental learning, critique for improvement, critique for emancipation
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-179022 (URN)10.1177/10525629211044720 (DOI)000692857000001 ()2-s2.0-85114298390 (Scopus ID)
Available from: 2021-09-06 Created: 2021-09-06 Last updated: 2022-11-17
Wallo, A., Kock, H., Reineholm, C. & Ellström, P.-E. (2022). How do managers promote workplace learning?: Learning-oriented leadership in daily work. Journal of Workplace Learning, 34(1), 58-73
Open this publication in new window or tab >>How do managers promote workplace learning?: Learning-oriented leadership in daily work
2022 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 34, no 1, p. 58-73Article in journal (Refereed) Published
Abstract [en]

Purpose The purpose of this paper is to explore managers learning-oriented leadership, and what conditions managers face when working with the promotion of employees learning. Design/methodology/approach Data was collected through semi-structured interviews with managers in three manufacturing firms. Verbatim expressions of the interview participants were analysed using stepwise analytical procedures. Findings The managers used many kinds of activities to promote learning. Most common were activities related to learning opportunities that arose during daily work. The identified activities ranged from being planned to occurring more spontaneously. Depending on the situation or the learning activity, the managers used different behaviours to promote learning. They supported, educated and confronted employees, and they acted as role models. Factors constraining the implementation of learning-oriented leadership included limited resources, and a lack of commitment from top management, employees or the managers themselves. Research limitations/implications Future research should study learning-oriented leadership from the employees perspective. Practical implications Managers notions about learning and development constitute an important condition for learning-oriented leadership. Therefore, managers need to be trained in how to promote their employees learning at work. Originality/value This study adds to the limited knowledge of how managers carry out a learning-oriented leadership in their daily work. The findings contribute knowledge regarding managerial practices of promoting employees workplace learning by identifying different activities and behaviours that managers could incorporate into their leadership.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2022
Keywords
Human resource development; Leadership; Workplace learning; Leadership for learning; Learning-oriented leadership; Managers as facilitators of learning; Managers as facilitators of learning; Managers; Qualitative
National Category
Pedagogy Work Sciences
Identifiers
urn:nbn:se:liu:diva-176271 (URN)10.1108/JWL-11-2020-0176 (DOI)000670396100001 ()
Available from: 2021-06-08 Created: 2021-06-08 Last updated: 2022-11-17
Kock, H. & Reineholm, C. (2020). Organisatorisk förändringskompetens på arbetsplatser. Gävle: Myndigheten för arbetsmiljökunskap
Open this publication in new window or tab >>Organisatorisk förändringskompetens på arbetsplatser
2020 (Swedish)Report (Other academic)
Abstract [sv]

I denna rapport presenteras en kunskapssammanställning som inriktats mot forskning som undersöker vilka faktorer som anses som viktiga för att skapa en hög förändringskompetens på arbetsplatser. Denna kunskapssammanställning har genomförts på uppdrag av Myndigheten för arbetsmiljökunskap, inom ramen för ett regeringsuppdrag med syfte att sammanställa kunskap om framtidens arbetsliv. Syftet med kunskapssammanställningen är att undersöka vilka faktorer i empirisk forskning som beskrivs som viktiga för att använda, bibehålla och öka organisatorisk förändringskompetens. En viktig del i bestämningen av vad som innefattats i organisatorisk förändringskompetens är organisationens förmåga att ta tillvara befintlig kompetens och att genom lärande (individ, grupp och organisations lärande) utveckla organisatorisk förändringskompetens.

Kunskapssammanställningen har utgått från en modell som framtagits vid Myndigheten för arbetsmiljökunskap. I ett första steg bestämdes syfte och frågeställningar, och därefter formulerades kriterier för vilka studier som skulle inkluderas respektive exkluderas i litteratursökningen. Kriterier för inkludering innefattade bland annat empiriska studier av planerad förändring i organisa­tioner/arbetsplatser, studier av befintlig kompetens och förmåga att utveckla eller använda kompetens, studier av lärande på individ-, grupp- och organisationsnivå, studier av individens välmående på arbetsplatsen samt studier av organisationers produktivitet/effektivitet. Ytterligare avgränsningar var att studierna skulle utgöras av vetenskapliga artiklar i internationella forskningstidskrifter med granskningsförfarande (eng. peer-reviewed), publicerade efter 1990 samt skrivna på engelska, svenska, norska eller danska. Exklusionskriterierna innefattade bland annat studier av framväxande och gradvisa förändringar, studier av kompetens med fokus på enskilda individer, studier av förändringsmotstånd och studier som enbart fokuserar på ohälsa. 

Sökningarna genomfördes i två databaser: Scopus och Web of Science. Antalet träffar i Scopus var 1 650 och i Web of Science 944. Efter att dubbletter tagits bort återstod 1 953 unika artiklar, vilka screenades på titel och abstract. Totalt var det 142 studier som ansågs kräva fulltext för att avgöra om studien uppfyllde inklusionskriterierna. Därefter hämtades fulltexterna in och relevansgranskades. Totalt uppfyllde 42 studier samtliga relevansbedömningspunkter, vilka genomgick en kvalitetsbedömning utifrån vedertagna protokoll för kvantitativa och kvalitativa studier. Av de 42 kvalitetsgranskade studierna bedömdes 27 studier ha hög eller medelhög kvalitet, varav 13 var kvantitativa studier, två var studier med flera meteoder och 12 var kvalitativa studier. Totalt har således 27 studier ingått i granskningen. De inkluderade kvantitativa studierna har analyserats utifrån en narrativ analys, och de kvalitativa studierna har analyserats utifrån en konventionell innehållsanalys.

Sammanfattningsvis visar studierna som ingår i kunskapssammanställningen att följande faktorer och förhållanden beskrivs som viktiga för att använda, bibehålla och utveckla organisatorisk förändringskompetens: ledning, chefer och förändringsagenter; medarbetarnas inställning till och tidigare erfarenheter av förändring; information, kommunikation och delaktighet före, under och efter förändringsprocesser; kompetens och möjligheter till lärande i förändringsprocesser. Forskning om organisatorisk förändringskompetens utgör i dag inget samlat forskningsområde, utan är spridd över ett antal områden och discipliner, särskilt forskning om ledarskap och forskning om organisatorisk förändring. Begreppet organisatorisk förändringskompetens saknar en mer bestämd och allmänt accepterad betydelse inom forskningen.

Det största antalet studier i kunskapssammanställningen kan hänföras till det första området, det vill säga till ledning, chefer och förändringsagenter. Organisatorisk förändringskompetens i organisationer förefaller med andra ord att i hög grad knytas till chefers och förändringsagenters kompetens och agerande, snarare än att ses som organisationens samlade förmåga att driva planerad förändring. I linje med detta konstaterande förefaller det finnas ett motsvarande underskott på studier där medarbetares kapacitet att bidra analyseras. I de fall detta görs riktas fokus mot medarbetares förändringsmotstånd (”change resistance”) och hur detta kan förstås, snarare än på medarbetares förändringsmotivation och hur denna kan utvecklas. Studier av information, kommunikation och delaktighet före/under/efter organisatoriska förändringsprocesser och som en del av organisatorisk förändringskompetens belyses i flera studier. Informationen är viktig i alla nivåer av organisationen, och hur denna fråga hanteras är ett fortsatt viktigt forskningsområde, inte minst utifrån det som benämns som organisatoriskt meningsskapande. En viktig del i vår bestämning av vad som innefattas i organisatorisk förändringskompetens är organisationens förmåga att ta tillvara befintlig kompetens och att genom lärande (individ-, grupp- och organisationslärande) utveckla organisatorisk förändringskompetens. Här visar kunskapssammanställningen att det finns ett begränsat antal studier.

Utifrån arbetet med sammanställningen har ett antal kunskapsluckor identifierats. Vissa av dessa kunskapsluckor som identifierats kan knytas till de forskningsmetoder som använts. Vad gäller kvantitativa studier ser vi en brist på longitudinella studier, att man följer en förändring över tid. En annan brist vi kan se är en låg svarsfrekvens, framför allt vid longitudinella studier. Vidare finns ett litet antal studier som studerat organisatorisk förändringsförmåga på flera nivåer. Beträffande de studier som genomförts inom både offentliga organisationer och privata företag kan analysen av kontextens betydelse drivas längre. Den kvalitativa forskning som här granskats har metodologiska begränsningar i flera avseenden. I flera fall handlar det om en begränsad empiri, både räknat som antal individer och antalet organisationer som studerats, och fallbeskrivningarna uppvisar svagheter som exempelvis otillräckliga beskrivningar av den organisatoriska kontexten. Fallstudier med kontrollgrupper (”case control”) och replikationer av tidigare studier finns inte representerade i de 27 studier som granskats. Studier med flera metoder förekommer endast i två av studierna. Studier av organisatorisk förändringskompetens utifrån den innebörd som beskrivits ovan är likaledes ovanliga. 

Utifrån kunskapssammanställningen presenteras några allmänna råd. Alla organisationer har en mer eller mindre omfattande historia av planerade förändringar, både lyckade och mindre lyckade. Att lära av historien kan ses som en viktig del i att öka den organisatoriska förändringskompetensen. Ledare och förändringsagenter är naturligtvis viktiga men inte enbart för att leda förändring, utan också för att synliggöra och stödja användning av kompetens som finns i andra delar av organisationen – inte minst hos medarbetare. Förändringsmotstånd kan ses som en legitim reaktion eller nödvändig friktion i en illa genomförd eller feltänkt förändringsprocess, ett tillfälle att skapa öppenhet, möjlighet att påverka, utnyttja kunskap och erfarenhet som finns spridd i organisationen och därmed bygga förändringskompetens. Delaktighet i planering och genomförande kan öka motivationen och bidra till ett mer gemensamt meningsskapande, likaväl som delaktighet kan sättas under tryck på grund av tidsbrist eller andra faktorer som medför begränsningar. En viktig fråga att ställa är hur, och i vilka avseenden, ett aktivt deltagande i förändringsprocesser kan förväntas bidra till gynnsamma resultat, och inte minst stödja delaktighet i förändringsprocesser genom exempelvis ett ledarskap som stöder och möjliggör delaktighet hos anställda. Strategier och policyer är inte allt. Det krävs mer kraft på att utveckla metoder och stödja genomförande av planerade förändringar, snarare än att producera planer och strategier. Sett från det här perspektivet kan en viktig del av organisatorisk förändringskompetens ses som förmågan att bedöma och värdera organisatoriska förändringar, inklusive förmågan att anpassa och modifiera planer och strategier, och de metoder och tillvägagångssätt som används då förändringar implementeras.

Abstract [en]

This report presents a knowledge synthesis focused on research investigating what factors that are considered as important for creating a high level of organizational change capacity in workplaces. This knowledge synthesis has been carried out on behalf of the Swedish Agency for Work Environment Expertise, within the framework of a government assignment aiming to gain knowledge about the future working life. The purpose of the knowledge synthesis is to investigate which factors in empirical research are described as important for using, maintaining and increasing organizational change capacity. An important part of determining what is included in organizational change capacity is the organization’s ability to utilize existing competence and develop organizational change capacity through learning (individual, group and organizational learning).

The knowledge synthesis is based on a model developed by the Swedish Agency for Work Environment Expertise. As a first step, purpose and research questions were determined, and then criteria were formulated for which studies to be included or excluded in the literature search. Inclusion criteria included empirical studies of planned change in organizations/workplaces, studies of existing competence and ability to develop or use skills, studies of individual, group and organizational learning, studies of individual well-being in the workplace, studies of organizational productivity/efficiency. Further delineations were that the studies would consist of scientific articles in international research journals with peer review, published after 1990 and written in English, Swedish, Norwegian or Danish. The exclusion criteria included studies of emerging and gradual changes, studies of competence focusing on individuals, studies of resistance to change and studies focusing solely on ill health.

The searches were conducted in two databases; Scopus and Web of Science. The number of hits in Scopus was 1650 and in Web of Science 944 hits. After duplicates were removed, 1953 unique articles remained, which were screened on title and abstract. In total, there were 142 studies that were considered to require full text to determine whether the study met the inclusion criteria. Then the full texts were retrieved and relevance checked. In total, 42 studies met all relevance assessment points, and these studies underwent a quality assessment based on accepted protocols for quantitative and qualitative studies. Of the 42 quality audited studies, 27 studies were assessed to be of high or medium quality, 13 quantitative, two mixed methods and 12 qualitative studies. The included quantitative studies have been analyzed on the basis of a narrative analysis and the qualitative studies have been analyzed on the basis of a conventional content analysis.

In summary, the studies included in the knowledge synthesis show that the following factors and conditions are described as important for using, maintaining and developing organizational change capacity: management, managers and change agentsemployees' attitudes to and past experiences of change; information, communication and participation before, during, after change processes; competence and opportunities for learning in change processes. 

The largest number of studies in the knowledge synthesis can be attributed to the first area, i.e. to management, managers and change agents. In other words, organizational change capacity in organizations seems to be strongly linked to the skills and actions of managers and change agents, rather than being seen as the organization’s overall ability to drive planned change. In line with this finding, it appears to be a corresponding deficit in studies in which employees' capacity to contribute is analyzed. In these cases, it seems to be a focus on employees' change resistance rather than on employees' change motivation and how it can be developed. Studies of information, communication and participation before/during/after organizational change processes and seen as part of organizational change capacity are highlighted in several studies. Information is important at all levels of the organization and how information is handled is a continuing important area of ​​research, not least based on what is termed organizational sensemaking. An important part of our determination of what is included in organizational change capacity is the organization’s ability to take advantage of existing competence and develop organizational change capacity through learning (individual, group and organizational learning). The knowledge synthesis shows that there are a limited number of studies in this area. Research on organizational change capacity does not constitute a unified research area, and the research is spread across a number of areas and disciplines, especially research on leadership and research on organizational change. The concept of organizational change capacity lacks a more definite and generally accepted significance in research.

Based on the knowledge synthesis, several knowledge gaps have been identified. Some of these gaps can be linked to the research methods used. In the case of quantitative studies, we see a lack of longitudinal studies following change over time. More than half of the studies are of cross-sectional design, which can describe relationships but not causal relationships. Another shortcoming is low response rates, especially in longitudinal studies. Furthermore, there are a limited number of studies that have studied organizational change capacity on several organizational levels. Regarding the studies conducted within both public organizations and private companies, the analysis of the organizational context and its importance can be carried further. The qualitative research reviewed here has also methodological limitations in several respects. In many cases, empirical data is limited, both in terms of the number of individuals and the number of organizations studied. The case descriptions exhibit weaknesses such as insufficient descriptions of the organizational context. Case studies using case control and replications of previous studies are not represented in the 27 studies reviewed. Multiple methods studies occur in only two of the studies. 

Finally, based on the knowledge synthesis, some general advice is presented. All organizations have a more or less comprehensive history of planned changes, of both successful and less successful changes. Learning from history can be seen as an important part of increasing the organizational change capacity. Leaders and change agents are, of course, important not only in the role of leading change, but also to support the use competencies spread among the organization - not least among employees. Concerning resistance to change, resistance may not only be seen as an obstacle but also as a legitimate reaction or as necessary friction in a poorly implemented or misguided process of change, and as an opportunity to create openness, opportunities to influence, utilize knowledge and experience that are disseminated in the organization and thus build organizational change capacity. Participation in planning and implementation can increase motivation and contribute to a more common understanding, as well as it can be put under pressure due to lack of time and other factors that cause constraints. An important question to ask is how, and in what respects, active participation in change processes can be expected to contribute to favourable results - and not least to support participation in change processes through a leadership that supports and enables employee participation. More effort is needed to develop methods and support implementation of planned changes, rather than producing plans and strategies. From this perspective, an important part of organizational change capacity can be seen as the ability to assess and evaluate organizational change, including the ability to adapt and modify plans and strategies, and the methods and approaches used when change is implemented.

Place, publisher, year, edition, pages
Gävle: Myndigheten för arbetsmiljökunskap, 2020. p. 64
Series
Kunskapssammanställning ; 2020:4
Keywords
Organisationsförändring, förändringskompetens, lärande, Mynakmodellen, Metaanalys, Förändringsarbete, Organisationsförändringar, Organisationsutveckling, Arbetsmiljö
National Category
Work Sciences Pedagogy
Identifiers
urn:nbn:se:liu:diva-164933 (URN)9789198596113 (ISBN)
Available from: 2020-04-03 Created: 2020-04-03 Last updated: 2022-09-02Bibliographically approved
Kock, H. & Reineholm, C. (2020). Organizational change competence in workplaces. Gävle: Swedish Agency for Work Environment Expertise
Open this publication in new window or tab >>Organizational change competence in workplaces
2020 (English)Report (Other academic)
Abstract [en]

This report presents a knowledge synthesis focused on research investigating what factors that are considered as important for creating a high level of organizational change capacity in workplaces. This knowledge synthesis has been carried out on behalf of the Swedish Agency for Work Environment Expertise, within the framework of a government assignment aiming to gain knowledge about the future working life. The purpose of the knowledge synthesis is to investigate which factors in empirical research are described as important for using, maintaining and increasing organizational change capacity. An important part of determining what is included in organizational change capacity is the organization’s ability to utilize existing competence and develop organizational change capacity through learning (individual, group and organizational learning).

The knowledge synthesis is based on a model developed by the Swedish Agency for Work Environment Expertise. As a first step, purpose and research questions were determined, and then criteria were formulated for which studies to be included or excluded in the literature search. Inclusion criteria included empirical studies of planned change in organizations/workplaces, studies of existing competence and ability to develop or use skills, studies of individual, group and organizational learning, studies of individual well-being in the workplace, studies of organizational productivity/efficiency. Further delineations were that the studies would consist of scientific articles in international research journals with peer review, published after 1990 and written in English, Swedish, Norwegian or Danish. The exclusion criteria included studies of emerging and gradual changes, studies of competence focusing on individuals, studies of resistance to change and studies focusing solely on ill health.

The searches were conducted in two databases; Scopus and Web of Science. The number of hits in Scopus was 1650 and in Web of Science 944 hits. After duplicates were removed, 1953 unique articles remained, which were screened on title and abstract. In total, there were 142 studies that were considered to require full text to determine whether the study met the inclusion criteria. Then the full texts were retrieved and relevance checked. In total, 42 studies met all relevance assessment points, and these studies underwent a quality assessment based on accepted protocols for quantitative and qualitative studies. Of the 42 quality audited studies, 27 studies were assessed to be of high or medium quality, 13 quantitative, two mixed methods and 12 qualitative studies. The included quantitative studies have been analyzed on the basis of a narrative analysis and the qualitative studies have been analyzed on the basis of a conventional content analysis.

In summary, the studies included in the knowledge synthesis show that the following factors and conditions are described as important for using, maintaining and developing organizational change capacity: management, managers and change agents; employees' attitudes to and past experiences of change; information, communication and participation before, during, after change processes; competence and opportunities for learning in change processes. 

The largest number of studies in the knowledge synthesis can be attributed to the first area, i.e. to management, managers and change agents. In other words, organizational change capacity in organizations seems to be strongly linked to the skills and actions of managers and change agents, rather than being seen as the organization’s overall ability to drive planned change. In line with this finding, it appears to be a corresponding deficit in studies in which employees' capacity to contribute is analyzed. In these cases, it seems to be a focus on employees' change resistance rather than on employees' change motivation and how it can be developed. Studies of information, communication and participation before/during/after organizational change processes and seen as part of organizational change capacity are highlighted in several studies. Information is important at all levels of the organization and how information is handled is a continuing important area of ​​research, not least based on what is termed organizational sensemaking. An important part of our determination of what is included in organizational change capacity is the organization’s ability to take advantage of existing competence and develop organizational change capacity through learning (individual, group and organizational learning). The knowledge synthesis shows that there are a limited number of studies in this area. Research on organizational change capacity does not constitute a unified research area, and the research is spread across a number of areas and disciplines, especially research on leadership and research on organizational change. The concept of organizational change capacity lacks a more definite and generally accepted significance in research.

Based on the knowledge synthesis, several knowledge gaps have been identified. Some of these gaps can be linked to the research methods used. In the case of quantitative studies, we see a lack of longitudinal studies following change over time. More than half of the studies are of cross-sectional design, which can describe relationships but not causal relationships. Another shortcoming is low response rates, especially in longitudinal studies. Furthermore, there are a limited number of studies that have studied organizational change capacity on several organizational levels. Regarding the studies conducted within both public organizations and private companies, the analysis of the organizational context and its importance can be carried further. The qualitative research reviewed here has also methodological limitations in several respects. In many cases, empirical data is limited, both in terms of the number of individuals and the number of organizations studied. The case descriptions exhibit weaknesses such as insufficient descriptions of the organizational context. Case studies using case control and replications of previous studies are not represented in the 27 studies reviewed. Multiple methods studies occur in only two of the studies. 

Finally, based on the knowledge synthesis, some general advice is presented. All organizations have a more or less comprehensive history of planned changes, of both successful and less successful changes. Learning from history can be seen as an important part of increasing the organizational change capacity. Leaders and change agents are, of course, important not only in the role of leading change, but also to support the use competencies spread among the organization - not least among employees. Concerning resistance to change, resistance may not only be seen as an obstacle but also as a legitimate reaction or as necessary friction in a poorly implemented or misguided process of change, and as an opportunity to create openness, opportunities to influence, utilize knowledge and experience that are disseminated in the organization and thus build organizational change capacity. Participation in planning and implementation can increase motivation and contribute to a more common understanding, as well as it can be put under pressure due to lack of time and other factors that cause constraints. An important question to ask is how, and in what respects, active participation in change processes can be expected to contribute to favourable results - and not least to support participation in change processes through a leadership that supports and enables employee participation. More effort is needed to develop methods and support implementation of planned changes, rather than producing plans and strategies. From this perspective, an important part of organizational change capacity can be seen as the ability to assess and evaluate organizational change, including the ability to adapt and modify plans and strategies, and the methods and approaches used when change is implemented.

Place, publisher, year, edition, pages
Gävle: Swedish Agency for Work Environment Expertise, 2020. p. 48
Series
Swedish Agency for Work Environment Expertise ; REPORT 2020:4
Keywords
Organizational change, Change competence, Learning, Mynak model, Metaanalys, Organizational change, Organizational change management, Organizational development, Work environment
National Category
Pedagogy Work Sciences
Identifiers
urn:nbn:se:liu:diva-171990 (URN)978-91-986142-4-4 (ISBN)
Available from: 2020-12-16 Created: 2020-12-16 Last updated: 2022-09-02Bibliographically approved
Wallo, A., Kock, H., Lundqvist, D. & Coetzer, A. (2020). Understanding Factors That Enable and Inhibit Assessment of Outcomes of Competence Development. Human Resource Development Review, 19(4), 384-421
Open this publication in new window or tab >>Understanding Factors That Enable and Inhibit Assessment of Outcomes of Competence Development
2020 (English)In: Human Resource Development Review, ISSN 1534-4843, E-ISSN 1552-6712, Vol. 19, no 4, p. 384-421Article in journal (Refereed) Published
Abstract [en]

Employee participation in formal and informal learning is essential for the economic viability and competitive advantage of organizations. Therefore, assessing outcomes of competence development activities is important. However, this domain of human resources (HR) practice is often neglected because of factors that are not well understood. Accordingly, this article addresses the question: What factors enable and inhibit HR professionals in assessing outcomes of competence development activities and initiatives? To answer this question, we conducted a review of articles that examine assessment of outcomes of competence development activities. The primary purpose of the review was to identify and categorize enabling and inhibiting factors so that the factors can be better understood by researchers and HR professionals. We also call upon voices from the field, using quotations from HR professionals to illustrate enabling and inhibiting factors. Analysis and synthesis of the literature informed the development of propositions to guide future research.

Place, publisher, year, edition, pages
Sage Publications, 2020
Keywords
human resource development, competence development, assessment of competence development, formal learning, informal learning, learning outcomes, workplace learning, HR professionals, literature review
National Category
Work Sciences Pedagogy
Identifiers
urn:nbn:se:liu:diva-167917 (URN)10.1177/1534484320943332 (DOI)000551186900001 ()2-s2.0-85088293936 (Scopus ID)
Available from: 2020-08-10 Created: 2020-08-10 Last updated: 2020-10-06Bibliographically approved
Wallo, A., Kock, H., Lundqvist, D. & Coetzer, A. (2019). Assessing the Effects of Competence Development and Learning Activities: An Increasingly Important Task for HR Professionals?. In: : . Paper presented at The International Interdisciplinary Conference on HRM, 3-5 April, Gothenburg, Sweden.
Open this publication in new window or tab >>Assessing the Effects of Competence Development and Learning Activities: An Increasingly Important Task for HR Professionals?
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Social Sciences Work Sciences
Identifiers
urn:nbn:se:liu:diva-156160 (URN)
Conference
The International Interdisciplinary Conference on HRM, 3-5 April, Gothenburg, Sweden
Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2019-05-14
Lundqvist, D., Wallo, A. & Kock, H. (2019). How to Measure Leadership for Learning in the Workplace?. In: : . Paper presented at The International Interdisciplinary Conference on HRM, 3-5 April, Gothenburg, Sweden.
Open this publication in new window or tab >>How to Measure Leadership for Learning in the Workplace?
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Work Sciences
Identifiers
urn:nbn:se:liu:diva-156162 (URN)
Conference
The International Interdisciplinary Conference on HRM, 3-5 April, Gothenburg, Sweden
Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2019-06-04
Lundqvist, D., Wallo, A., Kock, H. & Coetzer, A. (2019). Measuring Leadership for Learning at Work. In: : . Paper presented at UFHRD 2019 Conference, Nottingham, England, UK, 24-26 June, 2019.
Open this publication in new window or tab >>Measuring Leadership for Learning at Work
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Social Sciences Work Sciences
Identifiers
urn:nbn:se:liu:diva-159827 (URN)
Conference
UFHRD 2019 Conference, Nottingham, England, UK, 24-26 June, 2019
Available from: 2019-08-22 Created: 2019-08-22 Last updated: 2019-08-27Bibliographically approved
Coetzer, A., Wallo, A. & Kock, H. (2019). The owner-manager’s role as a facilitator of informal learning in small businesses. Human Resource Development International, 22(5), 420-452
Open this publication in new window or tab >>The owner-manager’s role as a facilitator of informal learning in small businesses
2019 (English)In: Human Resource Development International, ISSN 1367-8868, E-ISSN 1469-8374, Vol. 22, no 5, p. 420-452Article in journal (Refereed) Published
Abstract [en]

Few studies have examined the owner-manager as a facilitator of learning in small businesses. Furthermore, these studies are typically not framed by distinctive characteristics of small businesses. These limitations of the literature stimulated us to ask: How do the situational opportunities and constraints that emanate from the distinctive characteristics of small businesses affect the small business owner-manager’s role as a facilitator of learning? To address this question, we first conducted a narrative review of existing research on the owner-manager as facilitator of learning in small businesses (10–49 employees). Four themes emerged from our analysis of research findings, including a theme that owner-managers are seldom directly involved in facilitating employees’ learning. Next, we conducted an integrative review of literatures that discuss (a) indirect approaches managers can adopt to facilitate learning; and (b) small business characteristics. We focussed on four high-impact indirect approaches owner-managers can use and examined how employment of each approach might be enabled or constrained by distinctive characteristics of small businesses. The integrative review generated ten research propositions. We also synthesized a conceptual framework that illustrates the main variables to be studied and presumed relationships among them. Based on our analysis of literature, implications for policy and practice are proposed.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Owner-manager, facilitator of learning, workplace learning, informal learning, small business
National Category
Work Sciences
Identifiers
urn:nbn:se:liu:diva-154970 (URN)10.1080/13678868.2019.1585695 (DOI)000489683800002 ()2-s2.0-85062724211 (Scopus ID)
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2020-10-29Bibliographically approved
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