Exploring the learning emotions of South Korean small and medium-sized enterprise workers through a phenomenological lens

Purpose This study aims to explore how small and medium-sized enterprise (SME) workers’ conceptions of learning are constructed and how their learning emotions are experienced in the learning process. It uses conceptual frameworks of emotions in organisations (e.g. dialogic, constructivist, functionalist and critical) proposed in previous studies to explore SME employees’ learning emotions. Design/methodology/approach Guided by a phenomenological approach, this study conducted in-depth interviews with 21 employees of 9 SMEs in South Korea to capture their lived experiences and meanings associated with learning emotions. Findings Functionalist learning emotions are mainly expressed during the process of acquiring and developing job-related competencies. Constructivist learning emotions manifest as commitment to the organisation and provide a sense of belonging while engaging in learning activities under a shared vision. Dialogic learning emotions are expressed during problem solving and exploration processes in the face of major crises and changes affecting a company’s survival. Critical learning emotions are characterised by discomfort and a sense of being deceived because of contradictions and issues within organisations. Originality/value This study contributes to the exploration of distinct types of learning emotions in SMEs and attempts to overcome the prevailing functionalist perspective in the human resource development field. Building on this foundation, this study suggests practical implications of fostering learning activities in SMEs.