Purpose: The purpose of this paper is to examine and discuss conditions for workplace learning in gender-segregated workplaces in the public sector, how social constructions of gender contribute to (or constrain) the workplace learning conditions within two workplace contexts. Design/methodology/approach: The research was carried out through an interactive approach with data from 12 semi-structured interviews with workers and first-line managers from technical maintenance and home care in a Swedish municipality, validated at an analysis seminar with 27 participations, from both workplace contexts the Swedish Work Environment Authority and us researchers. Findings: The results indicate that gender affects conditions for workplace learning and contributes to an enabling learning environment in the male-dominated workplace context and to a constraining learning environment in the female-dominated workplace context. The identified differences are created in both organisational structures and the organisations’ cultures. Research limitations/implications: When analysing conditions for workplace learning from a gender perspective, the approach of comparative, cross-case analyses is useful. An interactive approach with women and men describing and analysing their work experiences together with researchers is a fruitful way of making gender visible. Practical implications: The theoretical approach in this study illuminates how social constructions of gender operate and affect conditions for workplace learning and contributes to a deeper understanding of underlying causes to unequal conditions in different workplace contexts. Social implications: The findings imply a gender divide which, from the theoretical strands, can be seen as an expression of asymmetrical power relations and where these gendered learning conditions probably also affect the quality of the services. Originality/value: The findings contribute to existing gender theoretical literature by demonstrating that gender is essential to take into consideration when understanding working conditions in different workplace contexts. This study contributes to workplace learning literature by exploring the different ways in which social constructions of gender contribute to enabling and constraining learning environments.
Purpose – The aim of this paper is to show what the leaders themselves regard as the working ingredients in their mutual work situation that help to facilitate personal development. Design/methodology/approach – In the paper data were collected through semi-structured interviews with 14 leaders at low and middle management levels in different lines of business within the private and public sector. The analysis of the learning processes draws on the theory of transformative learning. Findings – The paper revealed that joint leadership, according to the leaders, could provide the leaders themselves with a basis of personal development and learning. This depends on common core values, a supportive relationship and common work processes as well as complementarity, joint sense making and critical reflection. Research limitations/implications – The implies that joint leadership provides possibilities of transformative learning through examination of different points of view, through explicitly talking about habits of mind, and through stepwise changes of existing frames of reference. The results indicate that joint leadership offers the possibility of a deepened learning process in daily work in a communicative relationship where profound values and ways of acting are openly shared and critically-reflected upon. Joint leadership should however not be forced on to managers. Originality/value – The paper provides insights into learning processes for leaders, based on the possibilities, which can be created through joint leadership.