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Well-being through learning: A systematic review of learning interventions in the workplace and their impact on well-being. / Watson, David; Tregaskis, Olga; Gedikli, Cigdem; Semkina, Antonina; Vaughn, Oluwafunmilayo.

In: European Journal of Work and Organizational Psychology, Vol. 27, No. 2, 04.03.2018, p. 247-268.

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Watson, David ; Tregaskis, Olga ; Gedikli, Cigdem ; Semkina, Antonina ; Vaughn, Oluwafunmilayo. / Well-being through learning: A systematic review of learning interventions in the workplace and their impact on well-being. In: European Journal of Work and Organizational Psychology. 2018 ; Vol. 27, No. 2. pp. 247-268.

Bibtex

@article{d520fc97dcda4d2684c14ac68464ca22,
title = "Well-being through learning: A systematic review of learning interventions in the workplace and their impact on well-being",
abstract = "The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.",
keywords = "workplace learning, training, well-being, HRM, personal resources",
author = "David Watson and Olga Tregaskis and Cigdem Gedikli and Antonina Semkina and Oluwafunmilayo Vaughn",
note = "{\textcopyright} 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.",
year = "2018",
month = mar,
day = "4",
doi = "10.1080/1359432X.2018.1435529",
language = "English",
volume = "27",
pages = "247--268",
journal = "European Journal of Work and Organizational Psychology",
issn = "1359-432X",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - Well-being through learning: A systematic review of learning interventions in the workplace and their impact on well-being

AU - Watson, David

AU - Tregaskis, Olga

AU - Gedikli, Cigdem

AU - Semkina, Antonina

AU - Vaughn, Oluwafunmilayo

N1 - © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

PY - 2018/3/4

Y1 - 2018/3/4

N2 - The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.

AB - The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.

KW - workplace learning

KW - training

KW - well-being

KW - HRM

KW - personal resources

U2 - 10.1080/1359432X.2018.1435529

DO - 10.1080/1359432X.2018.1435529

M3 - Review article

VL - 27

SP - 247

EP - 268

JO - European Journal of Work and Organizational Psychology

JF - European Journal of Work and Organizational Psychology

SN - 1359-432X

IS - 2

ER -