Wanneer bevordert en wanneer hindert werkdruk het werkplekleren?

Translated title of the contribution: When does workload promote workplace learning opportunities, and when does workload hinder workplace learning opportunities?

J. Van Ruysseveldt, M. van Dijke

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    Voor dit onderzoek is gebruik gemaakt van de SERV-databank ‘Vlaamse Werkbaarheidsmonitor’, de inhoud van de tekst bindt alleen de auteurs.

    Building on theoretical frameworks like the Job Demands Control model we tested whether the relationship between workload and employees’ experiences of opportunities for workplace learning is of an inverted u-shaped nature. Furthermore we researched whether autonomy moderates this relationship. We predicted that at moderate levels of autonomy rising workload was associated with increasing learning opportunities at low levels of workload, but with decreasing learning opportunities at high levels of workload. Also, we predicted that low autonomy prevents positive effects of moderate workload from materializing whereas high autonomy makes high workload less destructive to the learning process. We found support for these ideas in a large and heterogeneous sample of Flemish working adults (FWM, 2010). These results integrate conflicting prior findings and extend Karasek’s (1979) active learning hypothesis. They also have clear implications for job redesign practices aiming to promote workplace learning opportunities.
    Original languageDutch
    Pages (from-to)28-44
    Number of pages17
    JournalGedrag & Organisatie
    Volume25
    Issue number1
    Publication statusPublished - 2012

    Fingerprint

    Workload
    Workplace
    Learning
    Problem-Based Learning
    Workplace learning
    Databases
    Autonomy

    Keywords

    • Job Demands Control Model
    • action theory
    • informal learning
    • Job redesign

    Cite this

    @article{f542d97162d540f2800c06c301227c49,
    title = "Wanneer bevordert en wanneer hindert werkdruk het werkplekleren?",
    abstract = "Voor dit onderzoek is gebruik gemaakt van de SERV-databank ‘Vlaamse Werkbaarheidsmonitor’, de inhoud van de tekst bindt alleen de auteurs.Building on theoretical frameworks like the Job Demands Control model we tested whether the relationship between workload and employees’ experiences of opportunities for workplace learning is of an inverted u-shaped nature. Furthermore we researched whether autonomy moderates this relationship. We predicted that at moderate levels of autonomy rising workload was associated with increasing learning opportunities at low levels of workload, but with decreasing learning opportunities at high levels of workload. Also, we predicted that low autonomy prevents positive effects of moderate workload from materializing whereas high autonomy makes high workload less destructive to the learning process. We found support for these ideas in a large and heterogeneous sample of Flemish working adults (FWM, 2010). These results integrate conflicting prior findings and extend Karasek’s (1979) active learning hypothesis. They also have clear implications for job redesign practices aiming to promote workplace learning opportunities.",
    keywords = "Job Demands Control Model, action theory, informal learning, Job redesign",
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    year = "2012",
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    volume = "25",
    pages = "28--44",
    journal = "Gedrag & Organisatie",
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    publisher = "UITGEVERIJ LEMMA B V",
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    Wanneer bevordert en wanneer hindert werkdruk het werkplekleren? / Van Ruysseveldt, J.; van Dijke, M.

    In: Gedrag & Organisatie, Vol. 25, No. 1, 2012, p. 28-44.

    Research output: Contribution to journalArticleAcademicpeer-review

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    T1 - Wanneer bevordert en wanneer hindert werkdruk het werkplekleren?

    AU - Van Ruysseveldt, J.

    AU - van Dijke, M.

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    AB - Voor dit onderzoek is gebruik gemaakt van de SERV-databank ‘Vlaamse Werkbaarheidsmonitor’, de inhoud van de tekst bindt alleen de auteurs.Building on theoretical frameworks like the Job Demands Control model we tested whether the relationship between workload and employees’ experiences of opportunities for workplace learning is of an inverted u-shaped nature. Furthermore we researched whether autonomy moderates this relationship. We predicted that at moderate levels of autonomy rising workload was associated with increasing learning opportunities at low levels of workload, but with decreasing learning opportunities at high levels of workload. Also, we predicted that low autonomy prevents positive effects of moderate workload from materializing whereas high autonomy makes high workload less destructive to the learning process. We found support for these ideas in a large and heterogeneous sample of Flemish working adults (FWM, 2010). These results integrate conflicting prior findings and extend Karasek’s (1979) active learning hypothesis. They also have clear implications for job redesign practices aiming to promote workplace learning opportunities.

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    KW - action theory

    KW - informal learning

    KW - Job redesign

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