Does multi‐level intervention enhance work process knowledge?

Abstract

Purpose The aim of this study is to find out the impacts of participation in formal training and development of work on the work process knowledge of school kitchen workers. Design/methodology/approach The article describes a follow‐up study on the consequences of intervention. In total, 108 subjects participated both in the interventions and in the measurements of work process knowledge before and after the interventions. Two groups of workers participated only in the measurement of work process knowledge – one before and the other after the interventions. They served as control groups. Findings Participation in professional training and participation in the development of the work process were both associated with the level of work process knowledge after intervention. Also, the level of work process knowledge before the intervention was associated with the level of work process knowledge in the follow‐up measurement. Participants with a relatively low level of work process knowledge and high participation rate benefited the most from the intervention. Age, position, kitchen type, or team climate were not related to the level of work process knowledge after interventions. Practical implications The study confirmed that work process knowledge in service work where work is carried out in units with only a few workers can be essentially improved by arranging formal training, participative analysis and development of work simultaneously for larger groups of workers from the same organisation. Originality/value The paper provides knowledge of the methods to study and improve work process knowledge in changing service work.

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