Purpose

From a workplace learning perspective, the purpose of this paper is to explore the relationship between conditions for learning and stressful work and, to analyse the learning conditions that support the management of stressful work. The model of effort-reward imbalance (ERI) is adopted as an indicator of stressful work by measuring the relationship between Effort and Rewards in work.

Design/methodology/approach

The material consists of questionnaire data from 4,420 employees in ten public and private organisations in Sweden.

Findings

The results provide evidence that suggests that some workplace conditions known to enable learning also indicates a comparatively better chance for employees to manage stressful work. An innovative practice reduces the feelings of effort, whereas managerial support and knowledge sharing serve as rewards contributing to appreciation, while competence and career development create rewards in the form of opportunities for progression.

Practical implications

Workplaces in which there are enabling learning conditions can provide employees with ample resources for managing stressful work.

Originality/value

This paper explores the complex relationship between workplace learning conditions and the ERI model seen from a workplace learning perspective which has received relatively sparse attention in the literature.

中文翻译：

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支持紧张工作管理的学习条件

目的

从工作场所学习的角度来看，本文旨在探讨学习条件与压力工作之间的关系，并分析支持压力工作管理的学习条件。通过衡量工作量与工作量之间的关系，采用工作量报酬不平衡（ERI）模型作为压力工作的指标。

设计/方法/方法

该材料包括来自瑞典十个公共和私人组织的4,420名员工的问卷调查数据。

发现

结果提供了证据，表明一些已知的能够促进学习的工作场所条件也表明，员工处理压力较大的工作的机会相对较高。创新的做法减少了努力的感觉，而管理支持和知识共享则是有助于欣赏的奖励，而能力和职业发展则以发展机会的形式奖励。

实际影响

具有有利学习条件的工作场所可以为员工提供足够的资源来管理压力大的工作。

创意/价值

本文从工作场所学习的角度探讨了工作场所学习条件与ERI模型之间的复杂关系，这种关系在文献中受到了相对较少的关注。