Strategizing learning for a better quality of work life : integrating context and learning orientation
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(Published version)
Date
2012
Authors
Yeo, R.K.
Li, J.
Editors
Wang, J.
Gedro, J.
Doshy, P.
Gedro, J.
Doshy, P.
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Conference paper
Citation
2012 AHRD International Research Conference in The Americas : conference proceedings, 2012 / Wang, J., Gedro, J., Doshy, P. (ed./s), pp.1-40
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Conference Name
2012 AHRD International Research Conference in The Americas : HRD and technology : exploring the intersectionality (29 Feb 2012 : Denver, Colorado)
Abstract
The paper explores how employees make sense of their quality of work life by considering the way they engage in learning. It extends the theory of learning orientation, as originally conceptualized by Baker and Sinkula (1999), by examining the importance of context which is determined by the quality of work life as both a perceived and experienced reality. This reality illuminates the concept of sensemaking where employees attach meanings to different aspects of their job as signifying quality or non-quality of work life. Based on data collected over a three-year period on an interactive online discussion forum among 137 working adults in America, it was found that a negative perception of work life would lead to a reactive and passive learning orientation while a positive perception, a proactive and forward-looking learning orientation. Quality of work life boundaries are conditioned by three cognitive categories: objective judgment, subjective interpretation, and evaluative sensemaking.
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Copyright 2012 Roland K. Yeo & Jessica Li