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The use of gamification in workplace learning to encourage employee motivation and engagement
(2019)
When we think about playing a game, be it a card game, board game, sport, or video game, we generally associate the act of playing with a positive experience like having fun, enjoying the interaction with others, or feeling a greater motivation to reach a certain goal. By contrast, workplace learning is often perceived as being dull. Employees are likely at some point in their career to find themselves stuck in a rigidly defined seminar for a long period of time or in front of their computer navigating through a mandatory e-learning course on a dry topic such as standards of business conduct of safety policies.
In recent years, organizations have tried to leverage the motivating quality of games for more serious learning contexts. Gamification entails transferring those elements and principles from games to nongaming context that improve user experience and engagement. In this chapter, we will specifically focus on the context of workplace learning.
Success in human resource management (HRM) depends on the question of whether applied practices of HRM meet specific contingency factors and are appropriately configured. Using this argument, the present article examines HRM in professional service firms (PSFs) in pursuit of three objectives. First, we introduce a conceptual framework that illustrates how the constitutive characteristics of PSFs, as contingency factors, influence HRM practices and research. Second, based on this framework, we summarize key findings of research on HRM in PSFs and open up potential avenues for further research. Third, we reflect on the argument that HRM in PSFs can contribute to an understanding of HRM practices in other organizational settings, leading to the question of the mutual transferability of HRM practices. Aside from these three primary objectives, we also introduce the contents of the special issue.
In this paper, we investigate how conventions enable organisational actors to cope with paradoxical tensions in performance appraisal systems. Building on a case study of a performance appraisal system reform in a public sector organisation, we analyse how this organisation enabled superiors to take into account both accountability and professional logic. When new appraisal rules required superiors to rank their employees according to their qualifications but also to show collegiate solidarity, superiors negotiated an organisation-wide understanding of the rules that enabled them to address both logics simultaneously. The study underlines the importance of collective understandings for individual responses to paradoxical tensions and reveals how performance appraisal systems can be operated according to different logics.