Journal of Workplace LearningTable of Contents for Journal of Workplace Learning. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/1366-5626/vol/36/iss/9?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestJournal of Workplace LearningEmerald Publishing LimitedJournal of Workplace LearningJournal of Workplace Learninghttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/420267f6308f5d4fe0f0d31966d7afaa/urn:emeraldgroup.com:asset:id:binary:jwl.cover.jpghttps://www.emerald.com/insight/publication/issn/1366-5626/vol/36/iss/9?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest“Am I supposed to call them?” Relearning interactions in the digital workplacehttps://www.emerald.com/insight/content/doi/10.1108/JWL-03-2023-0056/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time. A multiple, longitudinal case study of knowledge-based workers in three firms located in Sweden has been conducted from March 2020 to March 2023. In total, 89 interviews with 32 employees in three knowledge-based firms have been collected. The study shows how the intricate interaction between rules and norms for interaction and work must be renegotiated as well as un- and relearned when the physical work environment no longer frames the work context. Furthermore, technology can be viewed as both an enable and a barrier, that is, technology has enhanced collaboration between organizational members yet also created social difficulties, for example, related to communication and interaction. The study emphasizes that individuals learned through trial and error. That is, they tried behaviors such as translating social interactions" to a digital arena, appraised the outcomes and modified the practices if the outcomes were poor. The present study does have several limitations. First, it is based on interviews with respondents within three organizations in Sweden. To broaden and deepen the understanding of both organizational and learning, future studies can contribute by studying other contexts as well as using a mixed method approach in other countries. Results from the study can provide a practical understanding of how the rapid change from working at the office to working from home using digital technologies can be understood and managed. Contributions include combining interaction order and un- and relearning among organizational employees. This insight is important given that the rapid digital transformation of our society has changed how work is performed and how the future workplace will be both structured and organized.“Am I supposed to call them?” Relearning interactions in the digital workplace
Karin Högberg, Sara Willermark
Journal of Workplace Learning, Vol. 36, No. 9, pp.1-18

This study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time.

A multiple, longitudinal case study of knowledge-based workers in three firms located in Sweden has been conducted from March 2020 to March 2023. In total, 89 interviews with 32 employees in three knowledge-based firms have been collected.

The study shows how the intricate interaction between rules and norms for interaction and work must be renegotiated as well as un- and relearned when the physical work environment no longer frames the work context. Furthermore, technology can be viewed as both an enable and a barrier, that is, technology has enhanced collaboration between organizational members yet also created social difficulties, for example, related to communication and interaction. The study emphasizes that individuals learned through trial and error. That is, they tried behaviors such as translating social interactions" to a digital arena, appraised the outcomes and modified the practices if the outcomes were poor.

The present study does have several limitations. First, it is based on interviews with respondents within three organizations in Sweden. To broaden and deepen the understanding of both organizational and learning, future studies can contribute by studying other contexts as well as using a mixed method approach in other countries.

Results from the study can provide a practical understanding of how the rapid change from working at the office to working from home using digital technologies can be understood and managed.

Contributions include combining interaction order and un- and relearning among organizational employees. This insight is important given that the rapid digital transformation of our society has changed how work is performed and how the future workplace will be both structured and organized.

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“Am I supposed to call them?” Relearning interactions in the digital workplace10.1108/JWL-03-2023-0056Journal of Workplace Learning2023-12-19© 2023 Karin Högberg and Sara Willermark.Karin HögbergSara WillermarkJournal of Workplace Learning3692023-12-1910.1108/JWL-03-2023-0056https://www.emerald.com/insight/content/doi/10.1108/JWL-03-2023-0056/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Karin Högberg and Sara Willermark.
Forbidden and necessary: making sense of smartphones in vocational teachinghttps://www.emerald.com/insight/content/doi/10.1108/JWL-03-2023-0040/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames. The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden. The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies. The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.Forbidden and necessary: making sense of smartphones in vocational teaching
Sandra Carlsson, Sara Willermark
Journal of Workplace Learning, Vol. ahead-of-print, No. ahead-of-print, pp.-

The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames.

The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden.

The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies.

The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.

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Forbidden and necessary: making sense of smartphones in vocational teaching10.1108/JWL-03-2023-0040Journal of Workplace Learning2023-07-10© 2023 Sandra Carlsson and Sara Willermark.Sandra CarlssonSara WillermarkJournal of Workplace Learningahead-of-printahead-of-print2023-07-1010.1108/JWL-03-2023-0040https://www.emerald.com/insight/content/doi/10.1108/JWL-03-2023-0040/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Sandra Carlsson and Sara Willermark.
Exploring barriers that prevent employees from experiencing flow in the software industryhttps://www.emerald.com/insight/content/doi/10.1108/JWL-11-2022-0146/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to investigate the barriers that prevent workers in the software industry from experiencing flow in their work. This study was conducted by using a qualitative critical incident technique-inspired questionnaire. The findings suggest that workers in the software industry perceive that the most obvious obstacles to experiencing flow are related to work not presenting enough cognitive challenges and situational barriers related to the characteristics of the job (e.g. workdays having too many interruptions and distractions, timetables often being considered too tight for creative exploration and problem solving and having negative user experiences with development tools). The findings provide insights into flow barriers, specifically barriers that prevent workers in the software industry from experiencing flow.Exploring barriers that prevent employees from experiencing flow in the software industry
Saima Ritonummi, Valtteri Siitonen, Markus Salo, Henri Pirkkalainen
Journal of Workplace Learning, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to investigate the barriers that prevent workers in the software industry from experiencing flow in their work.

This study was conducted by using a qualitative critical incident technique-inspired questionnaire.

The findings suggest that workers in the software industry perceive that the most obvious obstacles to experiencing flow are related to work not presenting enough cognitive challenges and situational barriers related to the characteristics of the job (e.g. workdays having too many interruptions and distractions, timetables often being considered too tight for creative exploration and problem solving and having negative user experiences with development tools).

The findings provide insights into flow barriers, specifically barriers that prevent workers in the software industry from experiencing flow.

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Exploring barriers that prevent employees from experiencing flow in the software industry10.1108/JWL-11-2022-0146Journal of Workplace Learning2023-08-15© 2023 Saima Ritonummi, Valtteri Siitonen, Markus Salo and Henri Pirkkalainen.Saima RitonummiValtteri SiitonenMarkus SaloHenri PirkkalainenJournal of Workplace Learningahead-of-printahead-of-print2023-08-1510.1108/JWL-11-2022-0146https://www.emerald.com/insight/content/doi/10.1108/JWL-11-2022-0146/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Saima Ritonummi, Valtteri Siitonen, Markus Salo and Henri Pirkkalainen.http://creativecommons.org/licences/by/4.0/legalcode
A novel approach in psychiatric healthcare: co-designing a digital platformhttps://www.emerald.com/insight/content/doi/10.1108/JWL-11-2022-0149/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to focus on the involvement of mental healthcare professionals in a co-design process of a digital healthcare platform. Many people with severe mental disorders need constant support and monitoring, and with long waiting lists and scarce resources in mental healthcare, there is a dire need for innovative digital solutions to counteract those issues. This paper elaborates on a co-design process of a digital platform and mobile app designed for people with mental disorders. The platform primarily considers two perspectives: i) the patients and ii) the healthcare professionals. This paper is based on canonical action research, where the co-design involvement with 13 healthcare professionals is analyzed and their interactions with three primary scenarios are focused. The main contribution of this paper is three co-design principles: i) clarity and information accessibility regarding the patient's side, ii) efficiency and flexibility when it comes to the healthcare professional's side and iii) a notification function in the mobile application. The theoretical contribution is the conceptualization of the three co-design principles that others can use when designing digital platforms in healthcare in general and psychiatric care in particular. The practical contributions are firstly outlined through the co-design process itself, where scenarios to guide the work are used, and secondly, the improvements made in the digital platform derived from the results of the co-design process.A novel approach in psychiatric healthcare: co-designing a digital platform
Steinunn Gróa Sigurðardóttir, María Óskarsdóttir, Oddur Ingimarsson, Anna Sigridur Islind
Journal of Workplace Learning, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to focus on the involvement of mental healthcare professionals in a co-design process of a digital healthcare platform. Many people with severe mental disorders need constant support and monitoring, and with long waiting lists and scarce resources in mental healthcare, there is a dire need for innovative digital solutions to counteract those issues. This paper elaborates on a co-design process of a digital platform and mobile app designed for people with mental disorders. The platform primarily considers two perspectives: i) the patients and ii) the healthcare professionals.

This paper is based on canonical action research, where the co-design involvement with 13 healthcare professionals is analyzed and their interactions with three primary scenarios are focused.

The main contribution of this paper is three co-design principles: i) clarity and information accessibility regarding the patient's side, ii) efficiency and flexibility when it comes to the healthcare professional's side and iii) a notification function in the mobile application.

The theoretical contribution is the conceptualization of the three co-design principles that others can use when designing digital platforms in healthcare in general and psychiatric care in particular. The practical contributions are firstly outlined through the co-design process itself, where scenarios to guide the work are used, and secondly, the improvements made in the digital platform derived from the results of the co-design process.

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A novel approach in psychiatric healthcare: co-designing a digital platform10.1108/JWL-11-2022-0149Journal of Workplace Learning2023-06-13© 2023 Emerald Publishing LimitedSteinunn Gróa SigurðardóttirMaría ÓskarsdóttirOddur IngimarssonAnna Sigridur IslindJournal of Workplace Learningahead-of-printahead-of-print2023-06-1310.1108/JWL-11-2022-0149https://www.emerald.com/insight/content/doi/10.1108/JWL-11-2022-0149/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited