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Article
Publication date: 1 July 2004

Johannes Bauer, Dagmar Festner, Hans Gruber, Christian Harteis and Helmut Heid

Epistemological beliefs are fundamental assumptions about the nature of knowledge and learning. Research in university contexts has shown that they affect the ways and…

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2644

Abstract

Epistemological beliefs are fundamental assumptions about the nature of knowledge and learning. Research in university contexts has shown that they affect the ways and results of student learning. This article transfers the concept of epistemological beliefs on workplace learning. The basic assumption is that employees' epistemological beliefs affect whether they perceive their workplace as learning environments. A study was conducted in which the interrelation of employees' epistemological beliefs with their appraisal of the workplace as supportive for learning was investigated. Additionally, the role of professional hierarchical levels concerning work‐related epistemological beliefs was analyzed. No significant interrelation between epistemological beliefs and workplace appraisal was found. Groups from different professional hierarchical levels did not differ in their workplace appraisal. Consequences about future research about the role of epistemological for workplace learning are discussed.

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Journal of Workplace Learning, vol. 16 no. 5
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 September 2001

Stephen Billett

Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect…

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13271

Abstract

Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co‐participation) at work, and the relations between them, are central to understanding the kinds of learning that workplaces are able to provide and how improving the quality of that learning might proceed. The readiness of the workplace to afford opportunities for individuals to engage in work activities and access direct and indirect support is a key determinant of the quality of learning in workplaces. This readiness can promote individuals’ engagement. However, this engagement remains dependent on the degree by which individuals wish to engage purposefully in the workplace.

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Journal of Workplace Learning, vol. 13 no. 5
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 7 August 2009

Margaret Linehan and Irene Sheridan

The purpose of this research is to ascertain data in relation to courses that are currently on offer in seven third‐level institutions in Ireland which include elements of…

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523

Abstract

Purpose

The purpose of this research is to ascertain data in relation to courses that are currently on offer in seven third‐level institutions in Ireland which include elements of workplace learning. It is intended that the research findings will contribute to the provision of new workplace learning programmes in Irish third‐level colleges.

Design/methodology/approach

A questionnaire was designed for this research and was administered in seven higher education colleges in Ireland. In total, 433 courses were examined in relation to workplace learning.

Findings

The findings illustrate that there is still an over‐reliance on the provision of traditional classroom‐based courses. The findings further suggest that, for the successful operation of workplace learning programmes, there is scope for developing further employer engagement with higher education colleges in the design, development and delivery of such programmes.

Practical implications

As a result of the data collected for this research, recommendations for implementing workplace learning programmes for both third‐level education providers and employers are included here.

Originality/value

The paper provides value by identifying courses in Irish third‐level colleges which include elements of workplace learning and suggests that an attitudinal and cultural shift must be engaged with to overcome the traditional reliance on classroom‐based programmes in order to successfully develop new workplace learning programmes.

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Journal of Workplace Learning, vol. 21 no. 6
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 September 2004

Bridget N. O'Connor

Building on the conceptual foundations suggested in the previous two papers in this issue, this article describes the application of a workplace learning cycle theory to…

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4571

Abstract

Building on the conceptual foundations suggested in the previous two papers in this issue, this article describes the application of a workplace learning cycle theory to the construction of a curriculum for a graduate‐level course of study in workplace education. As a way to prepare chief learning officers and heads of corporate universities, the piece argues, one can engage students in the process of analyzing the learning and knowledge‐use in a work environment through the lenses of the pedagogical and curricular concepts in these and other writings. Moving beyond the traditional concept of “training” for specified competencies, the graduate program aims to enable students to understand and use the more generative concepts of workplace knowledge‐use, and to promote learning as an essential feature of organizational life.

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Journal of Workplace Learning, vol. 16 no. 6
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 5 October 2015

Jeremy Lamar Gray

The purpose of this paper is to increase awareness of how organizations can better recruit and hire Workplace Educators to increase organizational effectiveness through…

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324

Abstract

Purpose

The purpose of this paper is to increase awareness of how organizations can better recruit and hire Workplace Educators to increase organizational effectiveness through heighten learning and development programs. As a Doctor of Education in the field of organizational leadership, I have witness the task of workplace learning and development relegated to inarticulate and inauthentic trainers who lack the skills-set to provide effective organizational strategy needed in the workplace. The paper gives insight on identifying the less qualified and hiring the better qualified.

Design/methodology/approach

The approach to this paper was one of gathering information from the professional experience of the author, literature written on organizational behavior and workplace learning and development. This paper was designed to review the history and examine the current state of learning and development in the workplace.

Findings

The findings from the literature review gives creditability to the author’s view that it is time for organizations to create more effective learning environments that starts with recruiting and hiring the most effective Workplace Educators, organizations should separate learning and development from human resources and Workplace Educators should be given a sit at the executive table.

Originality/value

This paper provides information for organizations and human resource departments to enhance their knowledge of how they are choosing the people to educate their workplace in the study organizational behavior and learning and development. The focus of the paper is to review the history and build more appreciation and respect for the study of organizational behavior and workplace learning and development.

Details

Development and Learning in Organizations: An International Journal, vol. 29 no. 6
Type: Research Article
ISSN: 1477-7282

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Publication date: 21 August 2017

John T. E. Richardson and Adrian Kirkwood

Questionnaires have been devised to investigate informal learning in the workplace based on an analogy with approaches to studying in higher education. This chapter…

Abstract

Questionnaires have been devised to investigate informal learning in the workplace based on an analogy with approaches to studying in higher education. This chapter focuses attention on issues of theory by critically evaluating different models of the relationship between employees’ approaches to workplace learning and their perceptions of the workplace context. In addition, this chapter focuses attention on issues of method by critically evaluating two particular instruments that have been devised in order to measure employees’ approaches to workplace learning and their perceptions of the workplace context. We use data from an online survey in which the Approaches to Work Questionnaire and the Workplace Climate Questionnaire were administered to employees who were taking courses by distance learning with the UK Open University. Factor analyses confirmed that both questionnaires measured three distinct scales. Canonical correlation analysis showed that the employees’ scores on the two instruments shared 43% of their variance. Path analysis found evidence that variations in approaches to learning lead to variations in perceptions of the workplace climate but not for the converse relationship.

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Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78743-222-2

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Article
Publication date: 18 November 2020

Yoonhee Park, Heajung Woo, Mi-Rae Oh and Sunyoung Park

The purpose of this study is to review the definition, perspective, measurement and context of workplace learning and explored workplace learning to identify its role in…

Abstract

Purpose

The purpose of this study is to review the definition, perspective, measurement and context of workplace learning and explored workplace learning to identify its role in quantitative research.

Design/methodology/approach

Through an integrative review of the literature, the following four roles that workplace learning has played in these studies were identified: workplace learning as an antecedent, a mediator, a moderator and an outcome.

Findings

This paper synthesized results for workplace learning in 45 studies. A total of 88 variables related to workplace learning were identified after four overlapped variables (autonomy, social support, work engagement and workload) in multiples areas were excluded from a total of 92 variables (56 antecedents, 8 mediators, 7 moderators and 21 outcomes).

Research limitations/implications

Because this study identified four roles of workplace learning (as antecedent, mediator, moderator and outcome), this study did not focus on the process of learning in the workplace. Additional study is needed to investigate how workplace learning can lead to outcomes and how this process can link workplace learning and its consequences.

Originality/value

This paper synthesized the antecedents, mediators, moderators and outcomes for workplace learning by integrating the findings in this study. This provided a comprehensive framework that could be used by researchers to continue the empirical research on this topic to develop the dynamics between individual, group, job and organizational variables on the one hand and workplace learning on the other.

Details

Industrial and Commercial Training, vol. 53 no. 1
Type: Research Article
ISSN: 0019-7858

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Article
Publication date: 21 January 2021

Nripendra Kumar and Kunal K. Ganguly

This study aims to understand the impact of professionalism (PR) of the workplace learning support team on learning outcomes. The context of this study is an e-procurement…

Abstract

Purpose

This study aims to understand the impact of professionalism (PR) of the workplace learning support team on learning outcomes. The context of this study is an e-procurement system implementation. Management provides initial formal training (TR) to potential users of the system and also arranges informal learning support by deploying the support team for technical guidance/resolving issues on day-to-day basis for successful implementation. Learning outcome has been measured in terms of perceived ease of use (PEU) by employees and also in terms of the actual use (AU) of the system. This study also explores the role of timely and appropriate initial TR on learning outcomes.

Design/methodology/approach

An empirical study has been conducted by collecting survey data from 167 employees using an e-procurement system from India. SPSS 22.0 with add-in Process Macro v3.4 developed by Hayes has been used for statistical analysis.

Findings

The results indicate that the PR of the workplace learning support team positively influences employee’s PEU of the system and also the final required outcome in terms of the AU of the system. This study also found that the employee’s PEU of the system mediates the relationship between the PR of the workplace learning support team and the AU of the system. The result also indicates that higher is the user perception of the appropriateness of initial TR, higher is the effect of PR of the workplace learning team on user learning outcome.

Originality/value

This study is an attempt to investigate the unexplored aspect of workplace learning. This paper contributes by studying for the first time, the impact of PR of the workplace learning support team and appropriate initial TR in enhancing the learning outcome in the context of e-procurement implementation.

Details

Journal of Workplace Learning, vol. 33 no. 4
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 20 February 2020

Tobias Kopp, Steffen Kinkel, Teresa Schäfer, Barbara Kieslinger and Alan John Brown

The purpose of this article is to explore the importance of workplace learning in the context of performance measurement on an organisational level. It shows how workplace

Abstract

Purpose

The purpose of this article is to explore the importance of workplace learning in the context of performance measurement on an organisational level. It shows how workplace learning analytics can be grounded on professional identity transformation theory and integrated into performance measurement approaches to understand its organisation-wide impact.

Design/methodology/approach

In a conceptual approach, a framework to measure the organisation-wide impact of workplace learning interventions has been developed. As a basis for the description of the framework, related research on relevant concepts in the field of performance measurement approaches, workplace learning, professional identity transformation, workplace and social learning analytics are discussed. A case study in a European Public Employment Service is presented. The framework is validated by qualitative evaluation data from three case studies. Finally, theoretical as well as practical implications are discussed.

Findings

Professional identity transformation theory provides a suitable theoretical framework to gain new insights into various dimensions of workplace learning. Workplace learning analytics can reasonably be combined with classical performance management approaches to demonstrate its organisation-wide impact. A holistic and streamlined framework is perceived as beneficial by practitioners from several European Public Employment Services.

Research limitations/implications

Empirical data originates from three case studies in the non-profit sector only. The presented framework needs to be further evaluated in different organisations and settings.

Practical implications

The presented framework enables non-profit organisations to integrate workplace learning analytics in their organisation-wide performance measurement, which raises awareness for the importance of social learning at the workplace.

Originality/value

The paper enriches the scarce research base about workplace learning analytics and its potential links to organisation-wide performance measurement approaches. In contrast to most previous literature, a thorough conceptualisation of workplace learning as a process of professional identity transformation is used.

Details

International Journal of Productivity and Performance Management, vol. 69 no. 7
Type: Research Article
ISSN: 1741-0401

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Article
Publication date: 14 May 2009

Annemarieke Hoekstra, Fred Korthagen, Mieke Brekelmans, Douwe Beijaard and Jeroen Imants

The purpose of this paper is to explore in detail how teachers' perceptions of workplace conditions for learning are related to their informal workplace learning

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3313

Abstract

Purpose

The purpose of this paper is to explore in detail how teachers' perceptions of workplace conditions for learning are related to their informal workplace learning activities and learning outcomes.

Design/methodology/approach

From a sample of 32 teachers, a purposeful sampling technique of maximal variation was used to select two cases described in this paper. In a mixed methods design quantitative data are used to position the two teachers in relation to their peers. Qualitative data are used to describe the two cases in depth.

Findings

The findings show how the diverging ways in which the two teachers perceive and actively shape their workplace conditions help to explain differences in the teachers' learning activities and learning outcomes.

Originality/value

Scholars have argued that informal workplace learning is embedded in interdependent practices that arise from the interaction between social practices and individual agency. The case studies provide insight into how workplace conditions for learning are shaped in this interaction and how perceptions of these conditions enable or constrain teachers' informal workplace learning.

Details

Journal of Workplace Learning, vol. 21 no. 4
Type: Research Article
ISSN: 1366-5626

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