The Relationship between Organizational Learning at the Individual Level and Perceived Employability: A Model-Based Approach
The Relationship between Organizational Learning at the Individual Level and Perceived Employability: A Model-Based Approach
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个人层面的组织学习与感知就业能力之间的关系：基于模型的方法
DOI：
10.3390/su13147561
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发表时间：
2021
期刊：
影响因子：
3.9
通讯作者：
Robert Szydło
中科院分区：
文献类型：
--
作者：
S. Wiśniewska;K. Wiśniewski;Robert Szydło
现代劳动力市场的挑战决定了工作不安全感的增加以及可持续就业能力日益重要。今天，在世界知识资源增长的时代，为了保持或加强一个人的就业能力，持续学习是必不可少的。因此，本文旨在根据工人的意见确定个人层面的组织学习解决方案与现代劳动力市场中感知就业能力之间的关系。对主题文献进行的研究证实了该领域研究的缺乏。通过计算机辅助网络访谈 (CAWI) 对来自波兰多个组织的 351 名员工进行了一项调查。研究结果表明，在十一种分析解决方案中，人们最看重那些与可持续行动相关的解决方案，例如从自己的错误中学习（自己的错误）、观察其他员工的工作（观察他人）、自我教育、激励制度（有助于增加对能力发展的承诺）以及向员工提供有关工作结果的反馈（反馈）。此外，重要的是要指出，EFA 首先揭示了并且 CFA 随后确认了两个因素：因素 1，实践方面，其中包括组织学习，涵盖激励系统、反馈、自我教育、现代技术和案例研究的使用等活动；因素 2，主动学习，其中包括两项活动：自己的错误和观察他人的错误。研究结果得出的结论是，因素1“实践方面”对感知就业能力有显着影响，而因素2“主动学习”对感知就业能力背景下组织学习的总体评估没有影响。作者还提出了组织为提高总体工人就业能力而可能采取的行动的钻石尝试。所进行的研究被认为是具体的和探索性的。
The challenges of the modern labor market determine increased job insecurity and the growing importance of sustainable employability. Today, in an era of the growth of the world’s knowledge resources, permanent learning is indispensable in order to maintain or strengthen one’s employability. Therefore, this article aims to determine the relationship between organizational learning solutions at the individual level and perceived employability in the modern labor market according to the workers’ opinions. Studies conducted on the subject literature confirm the lack of research in this field. A survey was conducted among 351 employees from a number of organizations based in Poland and was performed using a computer-assisted web interview (CAWI). The study’s results indicate that out of eleven analyzed solutions, people value those connected with sustainable actions the most, such as learning from one’s own mistakes (own mistakes), observing other employees’ work (observing others), self-education, incentive systems (contributing to an increase in the commitment to competency development), and providing employees with feedback on the results of their work (feedback). Moreover, it is important to state that EFA first revealed, and CFA subsequently confirmed, two factors: Factor 1, Practical Aspects, which includes organizational learning that covered such activities as incentive systems, feedback, self-education, modern technologies, and the use of case studies, and Factor 2, Active Learning, which consists of two activities—one’s own mistakes and observing others. The research results lead to the conclusion that Factor 1, Practical Aspects, had a significant impact on perceived employability, while Factor 2, Active Learning, did not have an impact on the general assessment of organizational learning in the context of perceived employability. The authors also present the diamond attempt toward actions that might be taken by organizations in order to enhance the employability of workers in general. The conducted research is considered to be idiographic and exploratory.