Oyunlaştırmanın Örgütsel Öğrenmedeki Rolü: Yapıcı Sapkın İşyeri Davranışının Düzenleyici Etkisi

Year 2021, Volume: 2 Issue: 1, 9 - 20, 27.08.2021

Ertan Gündüz

Abstract

Bugün organizasyonlarda geçmiş organizasyonlardan daha âdemi merkezi, yaratıcı, esnek ve yenilikçi bir iklim bulunmaktadır. Örgütsel öğrenmede kullanılan araçların en etkililerinden biri oyunlaştırmadır. Özellikle örgütsel yenilikçilik ve yaratıcılık açısından oyunlaştırmadan büyük yarar sağlanabileceği düşünülmektedir. Örgütsel eğitime yönelik bu yeni yaklaşımın kullanımını birçok faktör etkileyebilir. Yapıcı sapkın iş yeri davranışları, olumlu etkileri açısından örgütler için hayati bir öneme sahiptir. İlgili yazında çok sayıda araştırmacı oyunlaştırmanın rolünü netleştirmeye çalışsa da yapıcı sapkın davranışların sonuçlarının hem oyunlaştırma hem de örgütsel öğrenmedeki etkileri üzerine yapılan çalışmalar sınırlıdır. Bu doğrultuda, yapıcı işyeri sapkınlığı kavramına ilişkin yazın taramasının ardından bu kavramın, az çalışılan bazı yordayıcılar ışığında oyunlaştırma-örgütsel öğrenme ilişkisinde düzenleyici rolü oynaması beklendiği sonucuna ulaşılmaktadır. Yönetimsel ve daha fazla araştırma ihtiyacı sonuçlarına değinilmiştir.

Keywords

Yapıcı sapkınlık , Oyunlaştırma , Örgütsel öğrenme kapasitesi , Farklılık , Oyun Deneyimi

The Role of Gamification in Organizational Learning: The Moderator Effect of Constructive Deviant Workplace Behavior

Abstract

Organizations today have a more decentralized, creative, flexible and innovative climate than previous ones. One of the most effective tools used in organizational learning is gamification. It is thought that gamification can be of great benefit, especially in terms of organizational innovation and creativity. Many factors can influence the use of this new approach to organizational training. Constructive deviant workplace behaviors are vital for organizations in terms of their positive impact. Although many researchers have tried to clarify the role of gamification in the related literature, studies on the effects of constructive deviant behaviors on both gamification and organizational learning are limited. In this direction, after the literature review on the concept of constructive workplace deviance, it is concluded that this concept is expected to play a moderator role in the gamification organizational learning relationship in the light of some less studied predictors. Administrative and more research needs implications are addressed.

Keywords

Constructive deviance , Gamification , Organizational learning capacity , Difference , Game Experience

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