Working Out Loud: an intervention study to test an agile learning method

Abstract

Purpose

Today’s unpredictable and fast-changing work environment challenges researchers and organizations to rethink learning. In contrast to traditional learning designs, new learning frameworks such as agile learning are more learner centered, integrated into the workplace and socially shaped. The purpose of this study is to examine Working Out Loud (WOL) as an agile learning method.

Design/methodology/approach

This intervention study used a pre–post and six-month follow-up design (N = 507) to evaluate the effects of WOL on learners’ vigor (affective outcome), WOL behavior (behavioral outcome) and psychological empowerment (cognitive outcome) at work.

Findings

The authors compared the three longitudinal measurements using multilevel modeling. Results revealed that WOL could significantly increase learners’ WOL behavior and psychological empowerment at work in the post and six-month follow-up measurements. No effect was found on learners’ vigor at work.

Originality/value

This study highlights the need for research on new, more agile learning frameworks and discusses their relevance to the literature. Agile learning frameworks enable learners to be more autonomous and flexible, allowing them to better adapt to changing environmental demands.

Citation

Augner, T., Schermuly, C.C. and Jungmann, F. (2024), "Working Out Loud: an intervention study to test an agile learning method", Journal of Workplace Learning, Vol. 36 No. 1, pp. 43-58. https://doi.org/10.1108/JWL-04-2023-0067