Learning at work: competence development or competence-stress.
Changes in work and the ways in which it is carried out bring a need for upgrading workplace knowledge, skills and competencies. In today's workplaces, and for a number of reasons, workloads are higher than ever and stress is a growing concern (Health Risk Soc. 2(2) (2000) 173; Educat. Psychol. Meas. 61(5) (2001) 866). Increased demand for learning brings a risk that this will be an additional stress factor and thus a risk to health. Our research study is based on the control-demand-support model of Karasek and Theorell (Health Work: Stress, Productivity and the Reconstruction of Working Life, Basic Books/Harper, New York, 1990). We have used this model for our own empirical research with the aim to evaluate the model in the modern workplace. Our research enables us to expand the model in the light of current workplace conditions-especially those relating to learning. We report empirical data from a questionnaire survey of working conditions in two different branches of industry. We are able to define differences between companies in terms of working conditions and competence development. We describe and discuss the effects these conditions have on workplace competence development. Our research results show that increased workers' control of the learning process makes competence development more stimulating, is likely to simplify the work and reduces (learning-related) stress. It is therefore important that learning at work allows employees to control their learning and also allows time for the process of learning and reflection.
Paulsson
Katarina
K
Mid Sweden University, Ostersund, Sweden.
Ivergård
Toni
T
Hunt
Brian
B
D000328:Adult; D005260:Female; D006801:Humans; D007221:Industry; D007389:Internal-External Control; D007858:Learning; D008297:Male; D008960:Models, Psychological; D009936:Organizational Innovation; D013315:Stress, Psychological; D011795:Surveys and Questionnaires; D016526:Workload; D017132:Workplace