Drowning in the Flood or Surfing on the Wave? Skill Development in the Era of AI : A Single Case Study on AI-related Skill Development

Sammanfattning

Background: Artificial Intelligence (AI) is rapidly transforming workplaces and reshaping skill requirements. As tasks become more automated or augmented, employees require technical, human and conceptual skills to work with and alongside AI. While this shift has sparked growing interest in skill development, little is known about how workplace learning influences employees’ AI-related skill development. Purpose: Our thesis aims to answer the following research question: How does workplace learning influence employees’ AI-related skill development? By analyzing formal and informal learning initiatives in an organizational setting within the Information and Communication Technology (ICT) industry, we aim to offer both theoretical and practical insights. We also provide practical guidance for companies through introducing a conceptual framework that builds upon the sociotechnical systems (STS) theory. Method: We conduct a qualitative single case study guided by a relativist ontology and a social constructionist epistemology. Data is collected through 15 semi-structured interviews with employees across departments, complemented by three observations and the analysis of secondary data. Grounded analysis is applied to inductively code and interpret the data. Triangulation of interviews, observations and secondary data enhances the credibility and depth of our findings. Conclusion: Our findings reveal that formal learning provides a foundation for the development of AI-related skills, but often lacks depth, role-relevance and accessibility. Informal learning, in contrast, plays a central role in influencing employees to experiment, collaborate and adapt their skills to evolving AI tools. Rather than a fixed endpoint, AI-related skill development emerges as an ongoing process. The influence of workplace learning is multifaceted and shaped by individual engagement, organizational initiatives and contextual factors. By applying the STS perspective, our study highlights workplace learning as a dynamic mechanism that balances the transformation of employees’ skills with technological change through AI.