Conceptions of the Leading of Learning in Supervisory Work: A Qualitative Study Based on a Finnish Technology Organization and a Central Hospital
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| Title: | Conceptions of the Leading of Learning in Supervisory Work: A Qualitative Study Based on a Finnish Technology Organization and a Central Hospital |
|---|---|
| Language: | English |
| Authors: | Sara Keronen (ORCID |
| Source: | International Journal of Training and Development. 2026 30(2):105-117. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Supervisors, Supervision, Supervisor Supervisee Relationship, Coaching (Performance), Technology, Hospitals, Role Models, Workplace Learning |
| Geographic Terms: | Finland |
| DOI: | 10.1111/ijtd.70009 |
| ISSN: | 1360-3736 1468-2419 |
| Abstract: | The meaning of learning in knowledge-intensive work for competence development and motivation is significant. Supervisors play a major role as facilitators of learning, making individual- and team-level learning possible in organizations. Supervisors need to implement organizational-level strategies in practice and enhance employees' learning processes in daily problem-solving situations. To facilitate learning, supervisors act as coaches in helping employees develop themselves. However, supervisors have difficulties recognizing this role, and they might not have enough knowledge and competence on how to support adults' learning processes based on self-determination. We explore how supervisors in technology organization and central hospital in Finland conceptualize their role as leaders of learning in their own work contexts. The findings of the phenomenographic analysis were derived from supervisors' diaries (N = 29) and interviews (N = 17). The findings consist of four logically constructed categories of descriptions in which supervisors depicted leading as a practice that focuses on recognizing and strengthening individual motivations and organizational goals, supporting personnel in learning situations, facilitating collective learning situations and acting as a role model. Leading learning is tied to everyday work situations, emphasizing supervisors' presence and participation among personnel in daily work. The findings can be utilized towards creating a pedagogically suitable environment for learning and development in organizations. Thus, understanding the actions that facilitate learning is essential for developing supervisors' training and education to meet employees' learning needs. Additionally, we offer suggestions for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505011 |
| Database: | ERIC |
| Abstract: | The meaning of learning in knowledge-intensive work for competence development and motivation is significant. Supervisors play a major role as facilitators of learning, making individual- and team-level learning possible in organizations. Supervisors need to implement organizational-level strategies in practice and enhance employees' learning processes in daily problem-solving situations. To facilitate learning, supervisors act as coaches in helping employees develop themselves. However, supervisors have difficulties recognizing this role, and they might not have enough knowledge and competence on how to support adults' learning processes based on self-determination. We explore how supervisors in technology organization and central hospital in Finland conceptualize their role as leaders of learning in their own work contexts. The findings of the phenomenographic analysis were derived from supervisors' diaries (N = 29) and interviews (N = 17). The findings consist of four logically constructed categories of descriptions in which supervisors depicted leading as a practice that focuses on recognizing and strengthening individual motivations and organizational goals, supporting personnel in learning situations, facilitating collective learning situations and acting as a role model. Leading learning is tied to everyday work situations, emphasizing supervisors' presence and participation among personnel in daily work. The findings can be utilized towards creating a pedagogically suitable environment for learning and development in organizations. Thus, understanding the actions that facilitate learning is essential for developing supervisors' training and education to meet employees' learning needs. Additionally, we offer suggestions for future research. |
|---|---|
| ISSN: | 1360-3736 1468-2419 |
| DOI: | 10.1111/ijtd.70009 |
