Scheduled: Barbara OFSTAD

Jury

Abstract

This doctoral dissertation, presented in four articles, examines how to foster cooperative learning among blue-collar workers and trainers in a German high-tech company. Given rapid technological and societal shifts, this topic is crucial for HR strategies focused on employee employability and organizational viability through lifelong learning and resilient skills. Employing an interpretive paradigm within an action research approach, the study seeks a comprehensive understanding by breaking down the research question into three subquestions: Which factors facilitate the acquisition of new skills by in-house trainers? Which factors enhance cooperative learning among trainers? How does training satisfaction relate to skill development, behavioral change, and higher performance among blue-collar workers? The research, grounded in a unique case study of corporate trainers and blue-collar workers, provides deep, data-driven insights. Key findings, supported by two inductively grounded models, highlight that cooperative learning is influenced by individual and social factors, notably “boundary-spanning propensity”—an individual’s belief in crossing internal boundaries. Open, use-case-driven learning, moderated by leadership and culture, is a pivotal component of adult corporate learning. The thesis emphasizes holistic training intervention design that incorporates evaluation. The study shows that behavioral change is critical for knowledge transfer and serves as a valuable proxy for performance improvement. The work offers significant theoretical contributions and practical recommendations for learning management. The 5A approach—anchor, assess, align, ally, advocate—coined in this thesis provides practical value for future training designers and managers.