When blogging is a challenge: An organizational and psychological analysis of a failed empowerment project
Titolo Rivista: RICERCHE DI PSICOLOGIA 
Autori/Curatori: Rita Bissola, Barbara Colombo, Barbara Imperatori 
Anno di pubblicazione:  2021 Fascicolo: 3  Lingua: Inglese 
Numero pagine:  32 P. 1-32 Dimensione file:  0 KB
DOI:  10.3280/rip2021oa11896
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più:  clicca qui   qui 

 

Articolo Open Access
Clicca qui per vederlo.

Literature supports the effectiveness of blogs to improve communication, strategic thinking, and collaboration. These competencies are particularly relevant for organizations, and for this reason, social media are frequently used as opportunities to better manage employees’ behaviors, enhance the transfer of knowledge, and foster creativity. Despite these considerations, few research-based findings guide these new tools’ practical application in the organizational environment’s training processes. This study aims to understand the organizational, individual, and socio-relational processes and issues that occur during a blog-based training program and how they interact and influence its effectiveness. We present a casestudy based on the use of discourse analysis, focused on the failure of a blogbased training project. Our findings suggest the employees’ metacognitive awareness is a significant issue in the design and implementation of a blog-based training program. Insights derived from conversation analysis suggest that to manage a blog-based training program effectively, it is crucial to deal with face-to-face interaction and the group sense-making process ‘outside’ the blog.

Literature supports the effectiveness of blogs to improve communication, strategic thinking, and collaboration. These competencies are particularly relevant for organizations, and for this reason, social media are frequently used as opportunities to better manage employees’ behaviors, enhance the transfer of knowledge, and foster creativity. Despite these considerations, few research-based findings guide these new tools’ practical application in the organizational environment’s training processes. This study aims to understand the organizational, individual, and socio-relational processes and issues that occur during a blog-based training program and how they interact and influence its effectiveness. We present a casestudy based on the use of discourse analysis, focused on the failure of a blogbased training project. Our findings suggest the employees’ metacognitive awareness is a significant issue in the design and implementation of a blog-based training program. Insights derived from conversation analysis suggest that to manage a blog-based training program effectively, it is crucial to deal with face-to-face interaction and the group sense-making process ‘outside’ the blog.
Keywords: ; blog; metacognition; training; human resources; organization; discursive psychology

  1. Akturk, A. O., & Sahin, I. (2011). Literature Review on Metacognition and its Measurement. Procedia - Social and Behavioral Sciences, 15, 3731-3736.
  2. Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157-183.
  3. Antonietti, A., Caravita, S. C., Colombo, B., & Simonelli, L. (2015). Blogsʼ Potentialities
  4. in Learning: What Are the Key Variables to Promote Cognitive Empowerment. In Human Behavior, Psychology, and Social Interaction in the Digital Era (pp. 21-44): IGI Global.
  5. Antonietti, A., Colombo, B., & Di Nuzzo, C. (2015). Metacognition in self-regulated
  6. multimedia learning: Integrating behavioural, psychophysiological and introspective measures. Learning, Media and Technology, 40(2), 187-209.
  7. Arminen, I. (2017). Institutional interaction: Studies of talk at work: Routledge.
  8. Azeem, M. F., & Yasmin, R. (2016). HR 2.0: linking Web 2.0 and HRM functions. Journal of organizational change management, 29(5), 686-712.
  9. Bai, Y., Lin, L., & Li, P. P. (2016). How to enable employee creativity in a team context: A cross-level mediating process of transformational leadership. Journal of Business Research, 69(9), 3240-3250.
  10. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change.
  11. Psychological Review, 84(2), 191.
  12. Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-hill education (UK).
  13. Bissola, R., & Imperatori, B. (2013a). Facing e-HRM: the consequences on employee
  14. attitude towards the organisation and the HR department in Italian SMEs. European J. of International Management, 7(4), 450.
  15. Bissola, R., & Imperatori, B. (2013b). Recruiting Gen Yers Through Social Media: Insights from the Italian Labor Market. In T. Bondarouk & M. R. Olivas-Luján (Eds.), Advanced Series in Management (Vol. 12, pp. 59-81). Emerald Group Publishing Limited.
  16. Bissola, R., & Imperatori, B. (2014). The unexpected side of relational e-HRM: Developing trust in the HR department. Employee Relations, 36(4), 376-397.
  17. Bissola, R., & Imperatori, B. (2020). HRM 4.0 for Human-centered Organizations.
  18. Emerald Publishing.
  19. Bissola, R., Imperatori, B., & Biffi, A. (2017). A rhizomatic learning process to create collective knowledge in entrepreneurship education: Open innovation and collaboration beyond boundaries. Management Learning, 48(2), 206-226.
  20. Bondarouk, T., & Olivas-Lujan, M. R. (2013).“Social Media and Human Resource
  21. Management: It Takes Two to Tango”. In Social Media and Human Resource Management (pp. XI-XV). Emerald Group Publishing Limited.
  22. Bower, M. (2019). Technology- mediated learning theory. British Journal of Educational Technology, 50(3), 1035-1048.
  23. Breunig, K. J. (2016). Limitless learning: assessing social media use for global workplace learning. The Learning Organization, 23(4), 249-270.
  24. Bruner, J., & Kalmar, D. A. (1998). Narrative and metanarrative in the construction of self. Self-awareness: Its nature and development, 308-331.
  25. Bruner, J. S. (2003). Making stories: Law, literature, life. Harvard University Press.
  26. Candy, P. C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. ERIC.
  27. Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support
  28. teaching and learning. British Journal of Educational Technology, 40(1), 179-183.
  29. Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
  30. Clarke, D. D. (2017). Language and action: A structural model of behaviour. Elsevier.
  31. Colliot, T., & Jamet, É. (2018). Understanding the effects of a teacher video on learning from a multimedia document: an eye-tracking study. Educational Technology Research and Development, 66(6), 1415-1433.
  32. Colombo, B., Antonietti, A., Sala, R., & Caravita, S. C. (2013). Blog content and structure, cognitive style and metacognition. International Journal of Technology and Human Interaction (IJTHI), 9(3), 1-17.
  33. Cuevas, H. M., Fiore, S. M., Bowers, C. A., & Salas, E. (2004). Fostering constructive
  34. cognitive and metacognitive activity in computer-based complex task training environments. Computers in Human Behavior, 20(2), 225-241.
  35. Cuevas, H. M., Fiore, S. M., & Oser, R. L. (2002). Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments. Instructional Science, 30(6), 433-464.
  36. Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8.
  37. de Zubielqui, G. C., Fryges, H., & Jones, J. (2017). Social media, open innovation & HRM: Implications for performance. Technological Forecasting and Social Change.
  38. Demerouti, E., & Bakker, A. B. (2011). The job demands-resources model: Challenges for future research. SA Journal of Industrial Psychology, 37(2), 01-09.
  39. Emerson, L. C., & Berge, Z. L. (2018). Microlearning: Knowledge management applications and competency-based training in the workplace. Knowledge Management & E-Learning: An International Journal, 10(2), 125-132.
  40. Fernandez, S. S. (2016). Communication strategies in a telecollaboration project with focus on Latin American history. New Directions in Telecollaborative Research and Practice, 239-244.
  41. Fiorella, L., & Vogel-Walcutt, J. J. (2011). Metacognitive Prompting as a Generalizable
  42. Instructional Tool in Simulation-Based Training: (578902012-116).
  43. Forrest, S. P., & Peterson, T. O. (2006). Itʼs Called Andragogy. Academy of Management
  44. Learning & Education, 5(1), 113-122.
  45. Foster, S. (2009). Making Sense of e-HRM. Handbook of Research on E-Transformation
  46. and Human Resources Management Technologies, 1.
  47. Garza, G. (2002). The Internet, Narrative, and Subjectivity. Journal of Constructivist
  48. Psychology, 15(3), 185-203.
  49. Grow, G. (1994). In defense of the staged self-directed learning model. Adult Education Quarterly, 44(2), 109-114.
  50. Guest, D., & King, Z. (2004). Power, innovation and problem- solving: the personnel
  51. managers’ three steps to heaven? Journal of Management Studies, 41(3), 401-423.
  52. Hadzigeorgiou, Y. (2016). Narrative thinking and storytelling in science education. In Imaginative science education (pp. 83-119). Springer.
  53. Haines, V. Y., & Lafleur, G. (2008). Information technology usage and human resource roles and effectiveness. Human Resource Management, 47(3), 525-540.
  54. Hargadon, A. B., & Bechky, B. A. (2006). When Collections of Creatives Become Creative Collectives: A Field Study of Problem Solving at Work. Organization Science, 17(4), 484-500.
  55. Holtgraves, T. M. (2013). Language as social action: Social psychology and language use. Psychology Press.
  56. Hu, P. J.-H., & Hui, W. (2012). Examining the role of learning engagement in technology-mediated learning and its effects on learning effectiveness and satisfaction. Decision support systems, 53(4), 782-792.
  57. Hutto, D. D. (2016). Narrative self-shaping: a modest proposal. Phenomenology and the cognitive sciences, 15(1), 21-41.
  58. Imperatori, B., & Ruta, D. (2013). The Integration of Online Face-to-Face Social
  59. Networking: The Need for Managerial Reconfiguration. In T. Bondarouk & M. R. Olivas-Luján (Eds.), Advanced Series in Management (Vol. 12, pp. 181-200). Emerald Group Publishing Limited.
  60. Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Pragmatics & Beyond New Series (Vol. 125, pp. 13-31). Amsterdam: John Benjamins Publishing Company.
  61. Johnson, R. D., Gueutal, H., & Falbe, C. M. (2009). Technology, trainees, metacognitive
  62. activity and e- learning effectiveness. Journal of Managerial Psychology, 24(6), 545-566.
  63. Kaplan, A. M., & Haenlein, M. (2012). Social media: back to the roots and back to the future. Journal of Systems and Information Technology, 14(2), 101-104.
  64. Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Social media? Get serious! Understanding the functional building blocks of social media. Business Horizons, 54(3), 241-251.
  65. Kramarski, B., & Mevarech, Z. R. (2003). Enhancing Mathematical Reasoning in the Classroom: The Effects of Cooperative Learning and Metacognitive Training. American Educational Research Journal, 40(1), 281-310.
  66. Kramarski, B., & Ritkof, R. (2002). The effects of metacognition and email interactions on learning graphing: The effects of metacognition and email interactions. Journal of Computer Assisted Learning, 18(1), 33-43.
  67. Kramarski, B., & Zeichner, O. (2001). Using Technology to Enhance Mathematical
  68. Reasoning: Effects of Feedback and Self-Regulation Learning. Educational Media International, 38(2-3), 77-82.
  69. Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: a study of Spanish-American telecollaboration. Computer Assisted Language Learning, 22(5), 425-443.
  70. Lindner, M. A., Eitel, A., Barenthien, J., & Köller, O. (2018). An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition. Learning and Instruction.
  71. Liu, Q., & Cheng, P. (2012). Construction of Computer Supported Collaborative Learning Platform and Application Study Based on Blog and QQ Group. In S. Sambath & E. Zhu (Eds.), Frontiers in Computer Education (Vol. 133, pp. 215-220). Berlin, Heidelberg: Springer Berlin Heidelberg.
  72. Lockwood, N. S., & Dennis, A. R. (2008). Exploring the Corporate Blogosphere: A Taxonomy for Research and Practice. Paper presented at the Proceedings of the 41st Annual Hawaii International Conference on System Sciences (HICSS 2008), Waikoloa, HI, USA.
  73. Logan, M. S., & Ganster, D. C. (2007). The effects of empowerment on attitudes and performance: The role of social support and empowerment beliefs. Journal of Management Studies, 44(8), 1523-1550.
  74. London, M., & Hall, M. (2011). Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning. Human Resource Management, 50(6), 757-775.
  75. Luthans, F. (2002). Positive organizational behavior: Developing and managing
  76. psychological strengths. Academy of Management Perspectives, 16(1), 57-72.
  77. Marler, J. H. (2009). Making human resources strategic by going to the Net: reality or myth? The International Journal of Human Resource Management, 20(3), 515-527.
  78. Mattingly, B. A., & Lewandowski, G. W. (2014). Expanding the Self Brick by Brick: Nonrelational Self-Expansion and Self-Concept Size. Social Psychological and Personality Science, 5(4), 484-490. Retrieved from http://journals.sagepub.com/doi/10.1177/1948550613503886.
  79. Maymon, R., Hall, N., & Goetz, T. (2018). When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement. Social Sciences, 7(11), 223.
  80. Maynard, M. T., Gilson, L. L., & Mathieu, J. E. (2012). Empowerment – fad or fab? A multilevel review of the past two decades of research. Journal of Management, 38(4), 1231-1281.
  81. Mazumder, Q. H. (2012). Improvement Of Confidence And Motivation Using Online Metacognition Tool. American Journal of Engineering Education (AJEE), 3(1), 53.
  82. McCarthy, M., Matthiessen, C., & Slade, D. (2013). 4 Discourse Analysis. In An Introduction to Applied Linguistics (pp. 63-79). Routledge.
  83. Merkl-Davies, D. M., & Brennan, N. M. (2017). A theoretical framework of external
  84. accounting communication: Research perspectives, traditions, and theories. Accounting, Auditing & Accountability Journal, 30(2), 433-469.
  85. Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 2001(89), 3.
  86. Minocha, S. (2009). Role of social software tools in education: a literature review. Education + Training, 51(5/6), 353-369.
  87. Murray, J., & Thomson, M. E. (2009). An application of attribution theory to clinical judgment: (676812011-008).
  88. Natriello, G. (1984). Problems in the evaluation of students and student disengagement
  89. from secondary schools. Journal of Research and Development in Education, 17(4), 14-24.
  90. Ngai, E. W., Moon, K.-l. K., Lam, S. S., Chin, E. S., & Tao, S. S. (2015). Social media models, technologies, and applications: an academic review and case study. Industrial Management & Data Systems, 115(5), 769-802.
  91. Nguyen, H., Johnson, A., Collins, C., & Parker, S. K. (2017). Confidence Matters: Self- Efficacy Moderates the Credit That Supervisors Give to Adaptive and Proactive Role Behaviours. British Journal of Management, 28(2), 315-330.
  92. Norman, H., Nordin, N., Din, R., & Ally, M. (2016). Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning. Malaysian Online Journal of Educational Technology, 4(1), 32-56.
  93. Paley, J. (2016). Phenomenology as qualitative research: A critical analysis of meaning attribution. Routledge.
  94. Pasmore, W. A., Stymne, B., Shani, A. B., Mohrman, S. A., & Adler, N. (2008). The promise of collaborative management research. Handbook of collaborative management research, 7-31.
  95. Paulus, T., Warren, A., & Lester, J. N. (2016). Applying conversation analysis methods to online talk: A literature review. Discourse, context & media, 12, 1-10.
  96. Perry-Smith, J. E., & Shalley, C. E. (2003). The Social Side of Creativity: A Static and Dynamic Social Network Perspective. Academy of Management Review, 28(1), 89-106.
  97. Pinkard, N., Erete, S., Martin, C. K., & McKinney de Royston, M. (2017). Digital Youth Divas: Exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477-516.
  98. Poba-Nzaou, P., Lemieux, N., Beaupré, D., & Uwizeyemungu, S. (2016). Critical challenges associated with the adoption of social media: A Delphi of a panel of Canadian human resources managers. Journal of Business Research, 69(10), 4011-4019.
  99. Porath, C. L., & Bateman, T. S. (2006). Self-Regulation: From Goal Orientation to Job Performance. Journal of Applied Psychology, 91(1), 185-192.
  100. Potter, J. (2005). Making psychology relevant. Discourse & Society, 16(5), 739-747.
  101. Potter, J., & Wetherell, M. (2001). Unfolding discourse analysis. Discourse theory and practice: A reader, 198-209.
  102. Qi, C., & Chau, P. Y. K. (2018). Will enterprise social networking systems promote
  103. knowledge management and organizational learning? An empirical study. Journal of Organizational Computing and Electronic Commerce, 28(1), 31-57.
  104. Quinlan, C., Babin, B., Carr, J., & Griffin, M. (2019). Business research methods. South Western Cengage.
  105. Roth, P. L., Bobko, P., Van Iddekinge, C. H., & Thatcher, J. B. (2016). Social Media in Employee-Selection-Related Decisions: A Research Agenda for Uncharted Territory. Journal of Management, 42(1), 269-298.
  106. Ruël, H., Bondarouk, T., & Looise, J. K. (2004). E-HRM: Innovation or Irritation. An Explorative Empirical Study in Five Large Companies on Web-based HRM. management revu, 15(3), 364-380.
  107. Schegloff, E. A. (1991). Conversation analysis and socially shared cognition. Perspectives on socially shared cognition, 150, 171.
  108. Scheiter, K., Schubert, C., & Schüler, A. (2018). Self- regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia. British Journal of Educational Psychology, 88(1), 80-94.
  109. Schneckenberg, D. (2009). Web 2.0 and the empowerment of the knowledge worker. Journal of Knowledge Management, 13(6), 509-520.
  110. Shuen, A. (2018). Web 2.0: A Strategy Guide: Business thinking and strategies behind successful Web 2.0 implementations. OʼReilly Media.
  111. Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions,
  112. measurement, and validation. Academy of Management Journal, 38(5), 1442-1465.
  113. Stalbovs, K., Scheiter, K., & Gerjets, P. (2015). Implementation intentions during
  114. multimedia learning: Using if-then plans to facilitate cognitive processing. Learning and Instruction, 35, 1-15.
  115. Strohmeier, S. (2007). Research in e-HRM: Review and implications. Human Resource Management Review, 17(1), 19-37.
  116. Tetnowski, J. (2015). Qualitative case study research design. Perspectives on Fluency and Fluency Disorders, 25(1), 39-45.
  117. Tough, A. (1967). Learning without a teacher (Educational Research Series, No. 3). Toronto: Ontario Institute for Studies in Education.
  118. Tough, A. M. (1971). The adultʼs learning projects (Toronto, Ontario Institute for Studies in Education). Part X Theories and Rationalities for Course Design.
  119. Trouillet, R., Doron, J., & Combes, R. (2016). Metacognitive beliefs, environmental
  120. demands and subjective stress states: A moderation analysis in a French sample. Personality and Individual Differences, 101, 9-15.
  121. Tsai, Y.-h., Lin, C.-h., Hong, J.-c., & Tai, K.-h. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18-29.
  122. Watts, A., Ibrahim, M., & Toland, T. (2016). The Reciprocal Rights and Metacognitive
  123. Responsibility of Effective Digital Citizenships in Online Learning Environments. Paper presented at the E-Learn: World Conference on ELearning in Corporate, Government, Healthcare, and Higher Education.
  124. Wenzel, T. J. (2000). AC Educator: Cooperative student activities as learning devices. Analytical Chemistry, 72(7), 293 A-295 A.
  125. Wood, R., Berger, J., & Roberts, J. (2017). Corporate Social Responsibility, Volunteerism, and Social Identity: A Case Study of Cotopaxi. In Corporate Social Responsibility, Sustainability, and Ethical Public Relations: Strengthening Synergies with Human Resources (pp. 123-142). Emerald Publishing Limited.
  126. Wooffitt, R. (2001). Researching psychic practitioners: Conversation analysis. Discourse as data: A guide for analysis, 49, 92.
  127. Wooten, J. O., & Ulrich, K. T. (2017). Idea generation and the role of feedback: Evidence from field experiments with innovation tournaments. Production and Operations Management, 26(1), 80-99.
  128. Yin, R. K. (2017). Case study research and applications: Design and methods: Sage publications.
  129. Zhao, F., & Kemp, L. (2013). Exploring individual, social and organisational effects on Web 2.0-based workplace learning: a research agenda for a systematic approach. Research in Learning Technology, 21.

Rita Bissola, Barbara Colombo, Barbara Imperatori, When blogging is a challenge: An organizational and psychological analysis of a failed empowerment project in "RICERCHE DI PSICOLOGIA" 3/2021, pp. 1-32, DOI:10.3280/rip2021oa11896

   

FrancoAngeli è membro della Publishers International Linking Association associazione indipendente e no profit per facilitare l'accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche