In this article, we explore workers’ stories about digitalization of work and professional development. The data (101 stories) were collected from 81 Finnish government workers through the method of empathy-based stories (MEBS). MEBS is a qualitative data collection method in which participants write short imaginary texts based on an introductory script (frame story) designed by the researcher. In this study, participants were presented with two frame stories in which they were asked to imagine why digitalization had either supported or hindered professional development. The stories were analyzed inductively using qualitative thematic analysis. The findings illustrate the double-edged nature of digitalization, as it may both support and hinder professional development and learning by changing work tasks, work practices and knowledge development and management. Overall, the stories revealed that the participants perceived that digitalization may support professional development and learning, especially by providing opportunities for job control in terms of flexibility, and new ways for knowledge development and management.

中文翻译：

---

政府工作人员关于数字化工作生活中专业发展的故事

在本文中，我们探讨了工人有关工作数字化和职业发展的故事。数据（101个故事）是通过基于同情心的故事（MEBS）的方法从81名芬兰政府工作人员那里收集的。MEBS是一种定性的数据收集方法，参与者可以根据研究人员设计的介绍性脚本（框架故事）编写简短的虚构文本。在这项研究中，向参与者展示了两个框架故事，他们被要求想象数字化为什么支持或阻碍了专业发展。使用定性主题分析对故事进行归纳分析。调查结果说明了数字化的双重本质，因为它可能会通过更改工作任务来支持和阻碍专业发展和学习，工作实践以及知识开发和管理。总体而言，这些故事表明，参与者认为数字化可以支持专业发展和学习，尤其是通过提供灵活性方面的工作控制机会以及知识开发和管理的新方式来支持专业发展和学习。