Managerial support for learning at work: a qualitative study of first-line managers in elder care

Purpose - The aim of the present study is to explore the meaning of managerial support for learning and development in the workplace. The overall research question concerns how first-line managers in elder care perceive and understand their mission and tasks and how they in practice handle issues of co-workers' learning and development. Design/methodology/approach - The study was designed as a multiple-case study including eight first-line mangers in eight care units. Data were collected through interviews and observations. Findings - The study demonstrates the variation that exists concerning how first-line managers understand and enact their tasks. Specifically, it is possible to distinguish four qualitatively different patterns concerning how the managers acted and interacted with their co-workers. Research limitations/implications - The empirical generalisability of the results is limited by its character as a multiple-case study of eight managers in eight different work units. At the same time, the strength of a multiple-case study lies in its potential for making analytic generalisations, that is, for identifying theoretically meaningful examples and patterns across a number of cases. Practical implications - The paper suggests a need for management development programs that promote not only a broader understanding of the task as a manager of elder care, but also knowledge about and skills in leading and organising workplace learning and development. Originality/value - This study adds to the limited knowledge of how first-line managers in care work understand and deal with learning and developmental issues in the workplace.