Asynchronous learning sources in a high‐tech organization

Abstract

Purpose

The purpose of this study is to characterize learning from asynchronous sources among research and development (R&D) personnel. It aims to examine four aspects of asynchronous source learning: employee preferences regarding self‐learning; extent of source usage; employee satisfaction with these sources and the effect of the sources on the workplace.

Design/methodology/approach

A total of 120 R&D employees of a high‐tech firm were administered questionnaires consisting of open‐ended and close‐ended questions regarding different features of asynchronous learning.

Findings

The study finds that a synchronous sources are highly utilized by employees and are used both for general‐purpose learning and solving specific problems. Despite the high usage and satisfaction from these sources, we do not find evidence to support the creation of an expert community of practice.

Research limitations/implications

The research is limited to a single, albeit large, firm. Possibly, in different organizational, cultural or geographical settings, expert communities of knowledge may be created in a more pronounced manner.

Practical implications

Managers should: consult with employees as to what they need most to complement the asynchronous sources; put more emphasize on measuring satisfaction from asynchronous sources to predict the value of these sources to the organization; and encourage and ensure the creation of an expert community of practice and support and maintain it thereafter.

Originality/value

Empirical research about the implications of asynchronous sources on the workplace is scarce. This paper complements previous research and provides new insight into understanding these effects.

Citation

Bouhnik, D., Giat, Y. and Sanderovitch, Y. (2009), "Asynchronous learning sources in a high‐tech organization", Journal of Workplace Learning, Vol. 21 No. 5, pp. 416-430. https://doi.org/10.1108/13665620910966811