Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 30 March 2012


Cervai, S. and Kekäle, T. (2012), "Editorial", Journal of Workplace Learning, Vol. 24 No. 3. https://doi.org/10.1108/jwl.2012.08624caa.001



Emerald Group Publishing Limited

Copyright © 2012, Emerald Group Publishing Limited


Article Type: Editorial From: Journal of Workplace Learning, Volume 24, Issue 3

It is not often that we have two complete issues ready at the same time, but it can happen. It is even more rare that we are able to separate these two issues into clear themes, but this has also happened. It is an extremely good omen (we have been searching for good omens everywhere, to balance the bad economic news) that we had the opportunity to work on these two nice thematic issues in the early days of 2012, the second of which will be published later in the year.

In this issue the main theme, staff training, is studied through three full research articles and one practitioner-oriented article. First, we have Hywel Thomas and Tian Qiu’s article on participation in, and effectiveness of, work-related continuing education and training. The main conclusion of this government health sector study is that whilst participation in the WRCET training has gone up significantly, the amount of participants that considered the training to be effective is unchanged. This interesting finding might be something for the organizers to think about; the group size does not always correlate with results.

The next article, by Morten Emil Berg and Jan Terje Karlsen, also evaluates training, this time management training and coaching. Based on their study, Berg and Karlsen especially recommend coaching-type management training that is effective in teaching the real-life skills required in management. Next, René Börner, Jürgen Moormann and Minhong Wang explore the use and benefits of role-plays and simulations in staff training for improving business processes. This article includes some quite useful practical implications.

The last article, by Allison Littlejohn, Colin Milligan and Anoush Margaryan – “Charting collective knowledge: supporting self-regulated learning in the workplace” – expands the methodology toolbox of workplace trainers and learners by promoting the use of charting to connect learners with similar goals and to support individuals in mapping their own views in the collective knowledge in a workplace. Even if we, in our editorial line, try to emphasize empirical research, JWL exists not only to publish academically rigorous research, but also to promote discussion and research topics. We find this last article fits quite nicely between these two viewpoints.

We hope all our readers have an interesting time studying these articles and their main findings; and we really do hope we have inspired some discussion with these pieces.

Sara Cervai, Tauno Kekäle