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Mavi Yakalı Çalışanların Sosyal Ağa ve Sosyal Sermayeye İhtiyacı Var Mı?

Yıl 2023, , 1295 - 1312, 30.10.2023
https://doi.org/10.18074/ckuiibfd.1352216

Öz

Bu çalışmada, mavi yakalı çalışanlar üzerinde sendikaların nasıl bir rolü olduğu ve mavi yakalı çalışanlar için resmi olmayan öğrenme süreçlerinde sosyal ağların önemi kuramsal açıdan tartışılmıştır. Kuramsal açıklamalar çerçevesinde dört hipoteze ulaşılmıştır. Bu hipotezler şu şekildedir: Mavi yakalı çalışanlar, haklarının korunmasının yanı sıra sosyal ağlarını geliştirmek veya genişletmek amacıyla sendikal derneklere üye olmaktadır; mavi yakalı çalışanlar resmi öğrenme süreçleri yerine resmi olmayan öğrenme süreçlerini tercih edebilirler; mavi yakalı çalışanların meslektaşlarıyla etkileşimi daha kolay olduğundan, amirleri yerine meslektaşlarından destek almayı tercih ederler ve yüksek vasıflı mavi yakalı çalışanlar, kariyerlerine katkı sağlayacak öğrenme süreçlerine gönüllü olarak katılacaklardır.

Kaynakça

  • Adler, P. S., & Kwon, S. W. (2000). Social capital: The good, the bad, and the ugly. Knowledge and Social Capital, 89.
  • Ahmed, I., Shaukat, M. Z., Usman, A., Nawaz, M. M., & Nazir, M. S. (2018). Occupational health and safety issues in the informal economic segment of Pakistan: a survey of construction sites. International Journal of Occupational Safety and Ergonomics, 24(2), 240-250.
  • Agneessens, F., & Wittek, R. (2012). Where do intra-organizational advice relations come from? The role of informal status and social capital in social exchange. Social Networks, 34(3), 333-345.
  • Alalehto, T., & Larsson, D. (2009). The Roots of Modern White-Collar Crime: Does the Modern Form of White-Collar Crime have its Foundation in the Transition from a Society Dominated by Agriculture to One Dominated by Industry?. Critical Criminology, 17(3), 183–193.
  • Bayraktaroğlu, S., Özdemir, Y., ARAS, A. G. M., & ÖZDEMİR, A. G. S. (2015). Mavi yakalı çalışanlar: Neden akademik çalışmalar için cazip bir örneklem değil?. ISGUC The Journal of Industrial Relations and Human Resources, 17(3), 138-157.
  • Beaud, S. and Pialoux, M. (1999), Retour sur la condition ouvrie`re, Edition Fayard, Paris. Bibb, R., & Form, W. H. (1977). The effects of industrial, occupational, and sex stratification on wages in blue-collar markets. Social Forces, 55(4), 974-996.
  • Blouin, D. (2018). Impact of interpersonal relations on learning and development of professional identity: A study of residents’ perceptions. Emergency Medicine Australasia, 30(3), 398-405.
  • Butts, C. T. (2008). Social network analysis: A methodological introduction. Asian Journal of Social Psychology, 11(1), 13-41.
  • Cantner, U., Graf, H., Herrmann, J., & Kalthaus, M. (2016). Inventor networks in renewable energies: The influence of the policy mix in Germany. Research Policy, 45(6), 1165-1184.
  • Cerasoli, C. P., Alliger, G. M., Donsbach, J. S., Mathieu, J. E., Tannenbaum, S. I., & Orvis, K. A. (2018). Antecedents and outcomes of informal learning behaviors: A meta-analysis. Journal of Business and Psychology, 33, 203-230.
  • Checchi, D., & Corneo, G. (2000). Trade union membership: theories and evidence for Italy. Lavoro e Relazioni Industriali, 2, 151-186.
  • Chen, C., Perry, P., Yang, Y., & Yang, C. (2017). Decent work in the Chinese apparel industry: Comparative analysis of blue-collar and white-collar garment workers. Sustainability, 9(8), 1344.
  • Chow, W. S., & Chan, L. S. (2008). Social network, social trust and shared goals in organizational knowledge sharing. Information & Management, 45(7), 458-465.
  • Choi, W., & Jacobs, R. L. (2011). Influences of formal learning, personal learning orientation, and supportive learning environment on informal learning. Human Resource Development Quarterly, 22(3), 239-257.
  • Cillo, V., Garcia-Perez, A., Del Giudice, M., & Vicentini, F. (2019). Blue-collar workers, career success and innovation in manufacturing. Career Development International, 24(6), 529-544.
  • Conlon, T. J. (2004). A review of informal learning literature, theory and implications for practice in developing global professional competence. Journal of European Industrial Training, 28(2/3/4), 283-295.
  • Cunningham, J., & Hillier, E. (2013). Informal learning in the workplace: key activities and processes. Education+ Training, 55(1), 37-51.
  • Decius, J., Schaper, N., & Seifert, A. (2021). Work characteristics or workers’ characteristics? An input-process-output perspective on informal workplace learning of blue-collar workers. Vocations and Learning, 14(2), 285-326.
  • Delon, M. (2019). Alfred lubrano, limbo: Blue-collar roots, white-collar dreams. Sociologie, 10(2), 231.
  • Ebbinghaus, B., Göbel, C., & Koos, S. (2011). Social capital,‘Ghent’and workplace contexts matter: Comparing union membership in Europe. European Journal of Industrial Relations, 17(2), 107-124.
  • Eddy, E. R., Tannenbaum, S. I., Lorenzet, S. J., & Smith-Jentsch, K. A. (2005). The influence of a continuous learning environment on peer mentoring behaviors. Journal of Managerial Issues, 383-395.
  • Elstad, B. (2000). Generation of interpersonal skills: A study of informal learning among volunteers.
  • Frese, M. (1999). Social support as a moderator of the relationship between work stressors and psychological dysfunctioning: A longitudinal study with objective measures. Journal of Occupational Health Psychology, 4(3), 179.
  • Frese, M., Garst, H., & Fay, D. (2007). Making things happen: Reciprocal relationships between work characteristics and personal initiative in a four-wave longitudinal structural equation model. Journal of Applied Psychology, 92(4), 1084.
  • Friedkin, N. E., & Slater, M. R. (1994). School leadership and performance: A social network approach. Sociology of Education, 139-157.
  • Gagnon, M. A., Jansen, K. J., & Michael, J. H. (2008). Employee alignment with strategic change: A study of strategy-supportive behavior among blue-collar employees. Journal of Managerial Issues, 425-443.
  • Gibbons, D. E. (2004). Friendship and advice networks in the context of changing professional values. Administrative Science Quarterly, 49(2), 238-262.
  • Grosemans, I., Smet, K., Houben, E., De Cuyper, N., & Kyndt, E. (2020). Development and validation of an instrument to measure work-related learning. Scandinavian Journal of Work and Organizational Psychology, 5(1), 1-16.
  • Hyman, R. (2007). How can trade unions act strategically?. Transfer: European Review of Labour and Research, 13(2), 193-210.
  • Haythornthwaite, C. (1996). Social network analysis: An approach and technique for the study of information exchange. Library & Information Science Research, 18(4), 323-342.
  • Hennequin, E. (2007). What “career success” means to blue‐collar workers. Career Development International, 12(6), 565-581.
  • Huang, T. P. (2011). Comparing motivating work characteristics, job satisfaction, and turnover intention of knowledge workers and blue-collar workers, and testing a structural model of the variables' relationships in China and Japan. The International Journal of Human Resource Management, 22(04), 924-944.
  • Isaksen, J. (2000). Constructing meaning despite the drudgery of repetitive work”, Journal of Humanistic Psychology, 40(3), 84-107.
  • Janhonen, M.& Johanson, J. (2011). Role of knowledge conversion and social networks in team performance. International Journal of Information Management, 31, 217-25.
  • Jirjahn, U., & Kraft, K. (2010). Teamwork and intra‐firm wage dispersion among blue‐collar workers. Scottish Journal of Political Economy, 57(4), 404-429.
  • Johnson, N. B., & Jarley, P. (2005). Unions as social capital: the impact of trade union youth programmes on young workers' political and community engagement. Transfer: European Review of Labour and Research, 11(4), 605-616.
  • Jones, C., & Volpe, E. H. (2011). Organizational identification: Extending our understanding of social identities through social networks. Journal of Organizational Behavior, 32(3), 413-434.
  • Kram, K.E., & Isabella, L.A. (1985). Mentoring alternatives: the role of peer relationships in career development. Academy of Management Journal, 28(1), 110-32.
  • Kyndt, E., & Baert, H. (2013). Antecedents of employees’ involvement in work-related learning: A systematic review. Review of Educational Research, 83(2), 273-313.
  • Lazega, E., Lemercier, C., & Mounier, U. (2006). A spinning top model of formal organization and informal behavior: Dynamics of advice networks among judges in a commercial court. European Management Review, 3(2), 113-122.
  • Lee, E. S., & Song, D. W. (2010). Knowledge management for maritime logistics value: discussing conceptual issues. Marit. Pol. Mgmt., 37(6), 563-583.
  • Lips-Wiersma, M., Wright, S., & Dik, B. (2016). Meaningful work: differences among blue-, pink-, and white-collar occupations. Career Development International, 21(5), 534-551.
  • Lohman, M. C., & Woolf, N. H. (2001). Finding their own way: Informal learning and Public School teachers. Teachers and teaching: Theory and Practice, 7(1), 59-74.
  • Makagon, M. M., McCowan, B., & Mench, J. A. (2012). How can social network analysis contribute to social behavior research in applied ethology?. Applied Animal Behaviour Science, 138(3-4), 152-161.
  • Marineau, J. E., Labianca, G. J., Brass, D. J., Borgatti, S. P., & Vecchi, P. (2018). Individuals’ power and their social network accuracy: A situated cognition perspective. Social Networks, 54, 145-161.
  • Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, 2001(89), 25-34.
  • McDonald, D. W. (2003). Recommending collaboration with social networks: a comparative evaluation. In Proceedings of the SIGCHI conference on Human factors in computing systems, 593-600.
  • Mollenkopf, H. (2002). The significance of lifelong learning in a changing world. Gerontechnology, 2, 3-14.
  • Nahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of Management Review, 23(2), 242-266.
  • Nakano, D., Muniz Jr, J., & Dias Batista Jr, E. (2013). Engaging environments: tacit knowledge sharing on the shop floor. Journal of Knowledge Management, 17(2), 290-306.
  • Noe, R. A., Tews, M. J., & Marand, A. D. (2013). Individual differences and informal learning in the workplace. Journal of Vocational Behavior, 83(3), 327-335.
  • Nygren, H., Nissinen, K., Hämäläinen, R., & De Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759-1770.
  • Raemdonck, I., Gijbels, D., & Van Groen, W. (2014). The influence of job characteristics and self‐directed learning orientation on workplace learning. International Journal of Training and Development, 18(3), 188-203.
  • Reardon, R. F. (2005). Improving the Response of Blue-Collar Workers to New Manufacturing Technology. In ASTD 2005 Research-to-Practice Conference Proceedings, (p. 165).
  • Reardon, R. F. (2010). The impact of learning culture on worker response to new technology. Journal of Workplace Learning, 22(4), 201-211.
  • Roca, B. (2016). The role of social networks in trade union recruitment: The case study of a radical union in Spain. Global Labour Journal, 7(1).
  • Rowold, J., & Kauffeld, S. (2009). Effects of career‐related continuous learning on competencies. Personnel Review, 38(1), 90-101.
  • Santhanam, N., & Srinivas, S. (2019). Modeling the impact of employee engagement and happiness on burnout and turnover intention among blue-collar workers at a manufacturing company. Benchmarking: An International Journal, 27(2), 499-516.
  • Saraç, M., Meydan, B., & Efil, I. (2017). Does the relationship between person–organization fit and work attitudes differ for blue-collar and white-collar employees?. Management Research Review, 40(10), 1081-1099.
  • Siciliano, M. D. (2015). Advice networks in public organizations: The role of structure, internal competition, and individual attributes. Public Administration Review, 75(4), 548-559.
  • Skule, S. (2004). Learning conditions at work: a framework to understand and assess informal learning in the workplace. International Journal of Training and Development, 8(1), 8-20.
  • Sözen, H. C., & Sagsan, M. (2009). Social networks versus technical networks: How different social interaction patterns effect information system utilization in the organizations. Journal of US-China Public Administration, 6(7), 65-72.
  • Sözen, H. C., Yeloğlu, H. O., & Ateş, F. (2009). Eşitsizliğe karşı sessiz kalma: Mavi yakalı çalışanların motivasyonu üzerine görgül bir çalışma. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (22), 395-408.
  • Styhre, A. (2008). The role of social capital in knowledge sharing: The case of a specialist rock construction company. Construction Management and Economics, 26(9), 941-951.
  • Sykes, T. A., Venkatesh, V., & Gosain, S. (2009). Model of acceptance with peer support: A social network perspective to understand employees' system use. MIS Quarterly, 371-393.
  • Torre, M. (2019). Women in blue: Structural and individual determinants of sex segregation in blue-collar occupations. Gender & Society, 33(3), 410-438.
  • Wallis, E., Stuart, M., & Greenwood, I. (2005). ‘Learners of the workplace unite!’ an empirical examination of the UK trade union learning representative initiative. Work, Employment and Society, 19(2), 283-304.
  • Weber, M. (1972). Wirtschaft und Gesellschaft. Grundriss der Verstehenden Soziologie, 5th edn. Tübingen: J.C.B. Mohr.
  • Van Dam, N. H. (2017). The 4th Industrial Revolution & the Future of Jobs. Bookboon. Retrieved October, 13, 2018. Venkataramani, V., Green, S. G., & Schleicher, D. J. (2010). Well-connected leaders: The impact of leaders’ social network ties on LMX and members’ work attitudes. Journal of Applied Psychology, 95(6), 1071–1084.

Do blue-collar employees need social network and social capital?

Yıl 2023, , 1295 - 1312, 30.10.2023
https://doi.org/10.18074/ckuiibfd.1352216

Öz

In this study, the role of unions on blue-collar workers and the importance of social networks in informal learning processes for blue-collar workers are discussed theoretically. Four propositions are developed within the framework of social network and social capital theories. These propositions are as follows: Blue-collar employees become members of trade union associations not only to provide the protection of their rights but also to develop or extend their social networks; blue-collar employees may prefer informal learning processes rather than formal learning processes; as it is easier to interact with colleagues for blue-collar employees, they may prefer to get support from their colleagues rather than supervisors, and advanced-skilled blue-collar employees may voluntarily engage in learning processes that contribute to their careers.

Kaynakça

  • Adler, P. S., & Kwon, S. W. (2000). Social capital: The good, the bad, and the ugly. Knowledge and Social Capital, 89.
  • Ahmed, I., Shaukat, M. Z., Usman, A., Nawaz, M. M., & Nazir, M. S. (2018). Occupational health and safety issues in the informal economic segment of Pakistan: a survey of construction sites. International Journal of Occupational Safety and Ergonomics, 24(2), 240-250.
  • Agneessens, F., & Wittek, R. (2012). Where do intra-organizational advice relations come from? The role of informal status and social capital in social exchange. Social Networks, 34(3), 333-345.
  • Alalehto, T., & Larsson, D. (2009). The Roots of Modern White-Collar Crime: Does the Modern Form of White-Collar Crime have its Foundation in the Transition from a Society Dominated by Agriculture to One Dominated by Industry?. Critical Criminology, 17(3), 183–193.
  • Bayraktaroğlu, S., Özdemir, Y., ARAS, A. G. M., & ÖZDEMİR, A. G. S. (2015). Mavi yakalı çalışanlar: Neden akademik çalışmalar için cazip bir örneklem değil?. ISGUC The Journal of Industrial Relations and Human Resources, 17(3), 138-157.
  • Beaud, S. and Pialoux, M. (1999), Retour sur la condition ouvrie`re, Edition Fayard, Paris. Bibb, R., & Form, W. H. (1977). The effects of industrial, occupational, and sex stratification on wages in blue-collar markets. Social Forces, 55(4), 974-996.
  • Blouin, D. (2018). Impact of interpersonal relations on learning and development of professional identity: A study of residents’ perceptions. Emergency Medicine Australasia, 30(3), 398-405.
  • Butts, C. T. (2008). Social network analysis: A methodological introduction. Asian Journal of Social Psychology, 11(1), 13-41.
  • Cantner, U., Graf, H., Herrmann, J., & Kalthaus, M. (2016). Inventor networks in renewable energies: The influence of the policy mix in Germany. Research Policy, 45(6), 1165-1184.
  • Cerasoli, C. P., Alliger, G. M., Donsbach, J. S., Mathieu, J. E., Tannenbaum, S. I., & Orvis, K. A. (2018). Antecedents and outcomes of informal learning behaviors: A meta-analysis. Journal of Business and Psychology, 33, 203-230.
  • Checchi, D., & Corneo, G. (2000). Trade union membership: theories and evidence for Italy. Lavoro e Relazioni Industriali, 2, 151-186.
  • Chen, C., Perry, P., Yang, Y., & Yang, C. (2017). Decent work in the Chinese apparel industry: Comparative analysis of blue-collar and white-collar garment workers. Sustainability, 9(8), 1344.
  • Chow, W. S., & Chan, L. S. (2008). Social network, social trust and shared goals in organizational knowledge sharing. Information & Management, 45(7), 458-465.
  • Choi, W., & Jacobs, R. L. (2011). Influences of formal learning, personal learning orientation, and supportive learning environment on informal learning. Human Resource Development Quarterly, 22(3), 239-257.
  • Cillo, V., Garcia-Perez, A., Del Giudice, M., & Vicentini, F. (2019). Blue-collar workers, career success and innovation in manufacturing. Career Development International, 24(6), 529-544.
  • Conlon, T. J. (2004). A review of informal learning literature, theory and implications for practice in developing global professional competence. Journal of European Industrial Training, 28(2/3/4), 283-295.
  • Cunningham, J., & Hillier, E. (2013). Informal learning in the workplace: key activities and processes. Education+ Training, 55(1), 37-51.
  • Decius, J., Schaper, N., & Seifert, A. (2021). Work characteristics or workers’ characteristics? An input-process-output perspective on informal workplace learning of blue-collar workers. Vocations and Learning, 14(2), 285-326.
  • Delon, M. (2019). Alfred lubrano, limbo: Blue-collar roots, white-collar dreams. Sociologie, 10(2), 231.
  • Ebbinghaus, B., Göbel, C., & Koos, S. (2011). Social capital,‘Ghent’and workplace contexts matter: Comparing union membership in Europe. European Journal of Industrial Relations, 17(2), 107-124.
  • Eddy, E. R., Tannenbaum, S. I., Lorenzet, S. J., & Smith-Jentsch, K. A. (2005). The influence of a continuous learning environment on peer mentoring behaviors. Journal of Managerial Issues, 383-395.
  • Elstad, B. (2000). Generation of interpersonal skills: A study of informal learning among volunteers.
  • Frese, M. (1999). Social support as a moderator of the relationship between work stressors and psychological dysfunctioning: A longitudinal study with objective measures. Journal of Occupational Health Psychology, 4(3), 179.
  • Frese, M., Garst, H., & Fay, D. (2007). Making things happen: Reciprocal relationships between work characteristics and personal initiative in a four-wave longitudinal structural equation model. Journal of Applied Psychology, 92(4), 1084.
  • Friedkin, N. E., & Slater, M. R. (1994). School leadership and performance: A social network approach. Sociology of Education, 139-157.
  • Gagnon, M. A., Jansen, K. J., & Michael, J. H. (2008). Employee alignment with strategic change: A study of strategy-supportive behavior among blue-collar employees. Journal of Managerial Issues, 425-443.
  • Gibbons, D. E. (2004). Friendship and advice networks in the context of changing professional values. Administrative Science Quarterly, 49(2), 238-262.
  • Grosemans, I., Smet, K., Houben, E., De Cuyper, N., & Kyndt, E. (2020). Development and validation of an instrument to measure work-related learning. Scandinavian Journal of Work and Organizational Psychology, 5(1), 1-16.
  • Hyman, R. (2007). How can trade unions act strategically?. Transfer: European Review of Labour and Research, 13(2), 193-210.
  • Haythornthwaite, C. (1996). Social network analysis: An approach and technique for the study of information exchange. Library & Information Science Research, 18(4), 323-342.
  • Hennequin, E. (2007). What “career success” means to blue‐collar workers. Career Development International, 12(6), 565-581.
  • Huang, T. P. (2011). Comparing motivating work characteristics, job satisfaction, and turnover intention of knowledge workers and blue-collar workers, and testing a structural model of the variables' relationships in China and Japan. The International Journal of Human Resource Management, 22(04), 924-944.
  • Isaksen, J. (2000). Constructing meaning despite the drudgery of repetitive work”, Journal of Humanistic Psychology, 40(3), 84-107.
  • Janhonen, M.& Johanson, J. (2011). Role of knowledge conversion and social networks in team performance. International Journal of Information Management, 31, 217-25.
  • Jirjahn, U., & Kraft, K. (2010). Teamwork and intra‐firm wage dispersion among blue‐collar workers. Scottish Journal of Political Economy, 57(4), 404-429.
  • Johnson, N. B., & Jarley, P. (2005). Unions as social capital: the impact of trade union youth programmes on young workers' political and community engagement. Transfer: European Review of Labour and Research, 11(4), 605-616.
  • Jones, C., & Volpe, E. H. (2011). Organizational identification: Extending our understanding of social identities through social networks. Journal of Organizational Behavior, 32(3), 413-434.
  • Kram, K.E., & Isabella, L.A. (1985). Mentoring alternatives: the role of peer relationships in career development. Academy of Management Journal, 28(1), 110-32.
  • Kyndt, E., & Baert, H. (2013). Antecedents of employees’ involvement in work-related learning: A systematic review. Review of Educational Research, 83(2), 273-313.
  • Lazega, E., Lemercier, C., & Mounier, U. (2006). A spinning top model of formal organization and informal behavior: Dynamics of advice networks among judges in a commercial court. European Management Review, 3(2), 113-122.
  • Lee, E. S., & Song, D. W. (2010). Knowledge management for maritime logistics value: discussing conceptual issues. Marit. Pol. Mgmt., 37(6), 563-583.
  • Lips-Wiersma, M., Wright, S., & Dik, B. (2016). Meaningful work: differences among blue-, pink-, and white-collar occupations. Career Development International, 21(5), 534-551.
  • Lohman, M. C., & Woolf, N. H. (2001). Finding their own way: Informal learning and Public School teachers. Teachers and teaching: Theory and Practice, 7(1), 59-74.
  • Makagon, M. M., McCowan, B., & Mench, J. A. (2012). How can social network analysis contribute to social behavior research in applied ethology?. Applied Animal Behaviour Science, 138(3-4), 152-161.
  • Marineau, J. E., Labianca, G. J., Brass, D. J., Borgatti, S. P., & Vecchi, P. (2018). Individuals’ power and their social network accuracy: A situated cognition perspective. Social Networks, 54, 145-161.
  • Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, 2001(89), 25-34.
  • McDonald, D. W. (2003). Recommending collaboration with social networks: a comparative evaluation. In Proceedings of the SIGCHI conference on Human factors in computing systems, 593-600.
  • Mollenkopf, H. (2002). The significance of lifelong learning in a changing world. Gerontechnology, 2, 3-14.
  • Nahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational advantage. Academy of Management Review, 23(2), 242-266.
  • Nakano, D., Muniz Jr, J., & Dias Batista Jr, E. (2013). Engaging environments: tacit knowledge sharing on the shop floor. Journal of Knowledge Management, 17(2), 290-306.
  • Noe, R. A., Tews, M. J., & Marand, A. D. (2013). Individual differences and informal learning in the workplace. Journal of Vocational Behavior, 83(3), 327-335.
  • Nygren, H., Nissinen, K., Hämäläinen, R., & De Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759-1770.
  • Raemdonck, I., Gijbels, D., & Van Groen, W. (2014). The influence of job characteristics and self‐directed learning orientation on workplace learning. International Journal of Training and Development, 18(3), 188-203.
  • Reardon, R. F. (2005). Improving the Response of Blue-Collar Workers to New Manufacturing Technology. In ASTD 2005 Research-to-Practice Conference Proceedings, (p. 165).
  • Reardon, R. F. (2010). The impact of learning culture on worker response to new technology. Journal of Workplace Learning, 22(4), 201-211.
  • Roca, B. (2016). The role of social networks in trade union recruitment: The case study of a radical union in Spain. Global Labour Journal, 7(1).
  • Rowold, J., & Kauffeld, S. (2009). Effects of career‐related continuous learning on competencies. Personnel Review, 38(1), 90-101.
  • Santhanam, N., & Srinivas, S. (2019). Modeling the impact of employee engagement and happiness on burnout and turnover intention among blue-collar workers at a manufacturing company. Benchmarking: An International Journal, 27(2), 499-516.
  • Saraç, M., Meydan, B., & Efil, I. (2017). Does the relationship between person–organization fit and work attitudes differ for blue-collar and white-collar employees?. Management Research Review, 40(10), 1081-1099.
  • Siciliano, M. D. (2015). Advice networks in public organizations: The role of structure, internal competition, and individual attributes. Public Administration Review, 75(4), 548-559.
  • Skule, S. (2004). Learning conditions at work: a framework to understand and assess informal learning in the workplace. International Journal of Training and Development, 8(1), 8-20.
  • Sözen, H. C., & Sagsan, M. (2009). Social networks versus technical networks: How different social interaction patterns effect information system utilization in the organizations. Journal of US-China Public Administration, 6(7), 65-72.
  • Sözen, H. C., Yeloğlu, H. O., & Ateş, F. (2009). Eşitsizliğe karşı sessiz kalma: Mavi yakalı çalışanların motivasyonu üzerine görgül bir çalışma. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (22), 395-408.
  • Styhre, A. (2008). The role of social capital in knowledge sharing: The case of a specialist rock construction company. Construction Management and Economics, 26(9), 941-951.
  • Sykes, T. A., Venkatesh, V., & Gosain, S. (2009). Model of acceptance with peer support: A social network perspective to understand employees' system use. MIS Quarterly, 371-393.
  • Torre, M. (2019). Women in blue: Structural and individual determinants of sex segregation in blue-collar occupations. Gender & Society, 33(3), 410-438.
  • Wallis, E., Stuart, M., & Greenwood, I. (2005). ‘Learners of the workplace unite!’ an empirical examination of the UK trade union learning representative initiative. Work, Employment and Society, 19(2), 283-304.
  • Weber, M. (1972). Wirtschaft und Gesellschaft. Grundriss der Verstehenden Soziologie, 5th edn. Tübingen: J.C.B. Mohr.
  • Van Dam, N. H. (2017). The 4th Industrial Revolution & the Future of Jobs. Bookboon. Retrieved October, 13, 2018. Venkataramani, V., Green, S. G., & Schleicher, D. J. (2010). Well-connected leaders: The impact of leaders’ social network ties on LMX and members’ work attitudes. Journal of Applied Psychology, 95(6), 1071–1084.
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Psikolojide Davranış-Kişilik Değerlendirmesi
Bölüm Derleme
Yazarlar

Esra Çınar 0000-0002-2319-8668

Erken Görünüm Tarihi 28 Eylül 2023
Yayımlanma Tarihi 30 Ekim 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Çınar, E. (2023). Mavi Yakalı Çalışanların Sosyal Ağa ve Sosyal Sermayeye İhtiyacı Var Mı?. Çankırı Karatekin Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, 13(3), 1295-1312. https://doi.org/10.18074/ckuiibfd.1352216
AMA Çınar E. Mavi Yakalı Çalışanların Sosyal Ağa ve Sosyal Sermayeye İhtiyacı Var Mı?. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. Ekim 2023;13(3):1295-1312. doi:10.18074/ckuiibfd.1352216
Chicago Çınar, Esra. “Mavi Yakalı Çalışanların Sosyal Ağa Ve Sosyal Sermayeye İhtiyacı Var Mı?”. Çankırı Karatekin Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi 13, sy. 3 (Ekim 2023): 1295-1312. https://doi.org/10.18074/ckuiibfd.1352216.
EndNote Çınar E (01 Ekim 2023) Mavi Yakalı Çalışanların Sosyal Ağa ve Sosyal Sermayeye İhtiyacı Var Mı?. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 13 3 1295–1312.
IEEE E. Çınar, “Mavi Yakalı Çalışanların Sosyal Ağa ve Sosyal Sermayeye İhtiyacı Var Mı?”, Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, c. 13, sy. 3, ss. 1295–1312, 2023, doi: 10.18074/ckuiibfd.1352216.
ISNAD Çınar, Esra. “Mavi Yakalı Çalışanların Sosyal Ağa Ve Sosyal Sermayeye İhtiyacı Var Mı?”. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 13/3 (Ekim 2023), 1295-1312. https://doi.org/10.18074/ckuiibfd.1352216.
JAMA Çınar E. Mavi Yakalı Çalışanların Sosyal Ağa ve Sosyal Sermayeye İhtiyacı Var Mı?. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. 2023;13:1295–1312.
MLA Çınar, Esra. “Mavi Yakalı Çalışanların Sosyal Ağa Ve Sosyal Sermayeye İhtiyacı Var Mı?”. Çankırı Karatekin Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, c. 13, sy. 3, 2023, ss. 1295-12, doi:10.18074/ckuiibfd.1352216.
Vancouver Çınar E. Mavi Yakalı Çalışanların Sosyal Ağa ve Sosyal Sermayeye İhtiyacı Var Mı?. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi. 2023;13(3):1295-312.