Learning Experiences in Mono-and Intercultural Workplace Interactions -- The Job-Demands-Resources Approach

Autor/in	Rozkwitalska, Malgorzata
Titel	Learning Experiences in Mono-and Intercultural Workplace Interactions -- The Job-Demands-Resources Approach
Quelle	In: Journal of Workplace Learning, 31 (2019) 5, S.305-323 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-11-2018-0140
Schlagwörter	Work Environment; Intercultural Communication; Employee Attitudes; Vocabulary; Workplace Learning; Interaction; Job Skills; Learning Experience + Suchen Sie Ihr Suchwort? Arbeitsmilieu; Interkulturelle Kommunikation; Arbeitnehmerinteresse; Wortschatz; Interaktion; Produktive Fertigkeit; Lernerfahrung
Abstract	Purpose: The purpose of this paper is to explore the differences in learning experiences in mono- and intercultural workplace interactions and to address the research question of how employees experience learning in mono- and intercultural interactions. Design/methodology/approach: The author reports and compares the main findings from two samples and 63 in-depth interviews with employees involved either in monocultural interactions or intercultural interactions, namely, 25 and 38 subjects, respectively. The abductive approach was used to analyze the data in interplay between empirical findings and theoretical lens of the job demands-resources (JD-R) model. Findings: Learning was more often emphasized in intercultural interactions than monocultural interactions, which can be associated with the constellation of specific job demands and job resources in mono- and multicultural workplaces. The subjects involved in mono- and intercultural interactions portrayed learning, using slightly different vocabulary. Research limitations/implications: The research gives some insights about workplace learning experiences and illuminates learning in social interactions and the JD-R model. In particular, it emphasizes the role of work design in promoting learning and identifies, using the JD-R model, job demands and job resources that can relate to learning in mono- and intercultural interactions. The results may contribute to the literature on workplace learning in culturally homogenous or heterogeneous social interactions. Moreover, they shed some new light on organizational learning via mono- and intercultural contact at work. Finally, they draw attention to the potential embedded in intercultural interactions and multicultural workplaces. Yet, the explorative character of the research does not allow for a broader results' generalization. Practical implications: The results suggest that job design may be of vital importance in stimulating learning at work. Thus, organizations should enable social interactions of their employees, especially intercultural ones, which are likely associated with more learning. Furthermore, to enhance workplace learning, they need to provide more organizational resources and support via HR interventions the development of personal resources of their staff to help individuals to deal with job demands and reduce strain, which impedes employee learning. Originality/value: By applying the theoretical lens of the JD-R model to the analysis, the author exposes differences in learning experiences in mono- and intercultural interactions. The specific job demands (cultural differences and adaptation, the necessity to speak a foreign language) and resources (learning opportunities) inherent in multicultural workplaces can be perceived as a trigger of workplace learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01