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

Watson, David ORCID: https://orcid.org/0000-0002-7199-2866, Tregaskis, Olga ORCID: https://orcid.org/0000-0002-9954-5152, Gedikli, Cigdem, Vaughn, Oluwafunmilayo and Semkina, Antonina (2018) Well-being through learning: A systematic review of learning interventions in the workplace and their impact on well-being. European Journal of Work and Organizational Psychology, 27 (2). pp. 247-268. ISSN 1359-432X

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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 forty one intervention studies, and although no studies report a negative impact on well-being, fourteen show no effect on well-being, with twenty seven 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; to improve organisational effectiveness through organisational 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 organisational learning.

Item Type: Article
Faculty \ School: Faculty of Social Sciences > Norwich Business School
Depositing User: Pure Connector
Date Deposited: 23 Jan 2018 16:30
Last Modified: 21 Oct 2022 17:34
URI: https://ueaeprints.uea.ac.uk/id/eprint/66063
DOI: 10.1080/1359432X.2018.1435529

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