Psychlogical empowerment
Psychological Empowerment and Workplace Learning: An Empirical Study of Saudi Telecom Company
Dr.Abdullah AL Zahrani
Assistant Prof., King Saud University, Riyadh Community College, Department of Administrative Science
P.O.Box 28095, Riyadh 11437, Kingdom of Saudi Arabia
Email: azahrani@ksu.edu.sa
Abstract
INTRODUCTION
The knowledge-based competition, accelerated globalization, advanced information technology, and growing knowledge in diverse fields are the main developments and changes that have been stimulated modern management to develop a multi-faceted practices and methods in order to handle employees' performance. In the light of such developments and changes, an organization should empower its most important asset and crucial resource for driving organizational success that is its human resources. In addition, improving the level of employees' learning in the workplace to meet external and internal challenges and pressures is also under the test, since it enhances the level of employees' performance and their adaptability to environmental changes (Gherardi, 2006).
Empowerment is far from the process of giving the employee the authority, as it includes a wider circle of knowledge, technical expertise, and self-confidence. On the other hand, learning in the workplace or workplace learning can enhance employee's' understanding of workplace practices (Elkjaer & Wahlgren, 2006). Generally speaking, employees' workplace learning consists of features and characteristics which may not be changed independent from the process of empowerment. Several studies on workplace learning have investigating the impact of diverse factors on the workplace learning. Some of these factors are: organizational culture (Fiol & Lyles, 1985), individuals' goal preferences (Dweck, 1986), employees' levels of motivation (Button, Mathieu, & Zajac, 1996), and manager's behavior (McGrath, 2001). To the best researcher knowledge, there are no previous fieldworks that directly
Dr.Abdullah AL Zahrani
Assistant Prof., King Saud University, Riyadh Community College, Department of Administrative Science
P.O.Box 28095, Riyadh 11437, Kingdom of Saudi Arabia
Email: azahrani@ksu.edu.sa
Abstract
INTRODUCTION
The knowledge-based competition, accelerated globalization, advanced information technology, and growing knowledge in diverse fields are the main developments and changes that have been stimulated modern management to develop a multi-faceted practices and methods in order to handle employees' performance. In the light of such developments and changes, an organization should empower its most important asset and crucial resource for driving organizational success that is its human resources. In addition, improving the level of employees' learning in the workplace to meet external and internal challenges and pressures is also under the test, since it enhances the level of employees' performance and their adaptability to environmental changes (Gherardi, 2006).
Empowerment is far from the process of giving the employee the authority, as it includes a wider circle of knowledge, technical expertise, and self-confidence. On the other hand, learning in the workplace or workplace learning can enhance employee's' understanding of workplace practices (Elkjaer & Wahlgren, 2006). Generally speaking, employees' workplace learning consists of features and characteristics which may not be changed independent from the process of empowerment. Several studies on workplace learning have investigating the impact of diverse factors on the workplace learning. Some of these factors are: organizational culture (Fiol & Lyles, 1985), individuals' goal preferences (Dweck, 1986), employees' levels of motivation (Button, Mathieu, & Zajac, 1996), and manager's behavior (McGrath, 2001). To the best researcher knowledge, there are no previous fieldworks that directly