Browsing by Subject "fenomenografinen tutkimus"

The purpose of this study was to explore how the experiences of affective occupational wellbeing are manifested in the different contexts of workplace learning. Even though the phenomenon is not new, the assumption was that depending on the workplace learning context, the dimensions of affective occupational wellbeing can vary greatly and that its significance is highly dependent on the individual experience. The data consisted of the perceptions and experiences of seven development professionals who all worked within organisational and human resource development and training. The data collection was conducted through thematic interviews and the data analysed by using the phenomenographical approach. The dimensions of affective occupational wellbeing became manifested in four main categories. The first, collectively called as professional development, consisted of the development of professional competence and the expectation of promotion and/or pay rise. The second category, affective occupational wellbeing as a social experience, found networking, finding new perspectives, the accumulation of social capital and the sense of belonging to be of significance. The third category, collectively called as the individual's psychological experiences had to do with sense of mastery, self-efficacy and growth mind-set. However, out of the four categories, the most prominent one was happiness. In this category of affective occupational wellbeing the themes of meaningfulness, self-actualization, increasing self-knowledge and individual growth recurred throughout the analysis. The experiences within each category clearly demonstrate how significant a role the context plays within each of them. For instance, whereas the development of professional competence occurs mainly in the setting of formal workplace learning, the experiences of happiness are much more evident in the informal workplace learning settings, which are often not even planned to be such in the first place. For this reason, it would be particularly interesting to further research the workplace learning experiences of this category and to understand why they are considered the most significant. The study also reinforces the well-recognized fact that there are multiple factors and actors in the contexts of workplace learning, which either enable or inhibit the learning affordances. These are mainly linked to leadership, organizational culture and individual differences.