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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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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.

Details

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

Keywords

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…

14033

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.

Details

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

Keywords

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…

539

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.

Details

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

Keywords

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…

4668

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.

Details

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

Keywords

Article
Publication date: 15 July 2022

Sebastian Anselmann

The aim of this study is to unveil how professional trainers and training managers describe the learning conditions of their workplaces, what informal and formal learning

Abstract

Purpose

The aim of this study is to unveil how professional trainers and training managers describe the learning conditions of their workplaces, what informal and formal learning activities they intend to accomplish and what barriers to learning at work they encounter.

Design/methodology/approach

Barriers to learning in the workplace fall under individual, team or organizational aspects that hinder the initiation of or interrupt successful learning, delay proceedings or end learning activities much earlier than intended. Professional trainers (N = 16) and training managers (N = 10) participated in this interview study. Their answers were recorded, transcribed and analyzed via qualitative content analysis.

Findings

The participants assessed their work tasks as highly complex and balanced between new challenging tasks and routines. Their formal and informal learning activities were also fundamental to maintaining high performance. The trainers described a broad range of situations in which they suffered barriers to learning at their workplace, with most identifying external learning barriers such as vague supervisor requirements or disruptions from others.

Originality/value

The results of this study describe workplace complexity, which offers stimuli for learning through learning conditions, possibilities to engage in learning and also barriers to learning. To understand workplace complexity, all of these dimensions have to be understood and addressed.

Details

Journal of Workplace Learning, vol. 34 no. 8
Type: Research Article
ISSN: 1366-5626

Keywords

Book part
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.

Details

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

Keywords

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…

338

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

Keywords

Article
Publication date: 17 December 2021

Flávia Lucena Barbosa and Jairo Eduardo Borges-Andrade

This paper aims to find a measurement model with better evidence of validity, with data extracted from the Program for the International Assessment of Adult Competencies…

Abstract

Purpose

This paper aims to find a measurement model with better evidence of validity, with data extracted from the Program for the International Assessment of Adult Competencies (PIAAC). To test a parsimonious model in which dispositional and workplace context characteristics are predictors of informal learning behaviors (ILBs).

Design/methodology/approach

The authors performed exploratory and confirmatory factor analyses to improve the fit of the PIAAC data measurement model. Multiple linear regression was used to examine the prediction of ILBs by one dispositional variable (Readiness to Learn) and two workplace context variables (Autonomy and Interaction in the Workplace).

Findings

A measurement model emerged with 18 items divided into four factors. The three antecedent variables predicted ILBs. Interaction in the workplace resulted in higher scores, and workplace autonomy resulted in lower scores.

Research limitations/implications

The small number of items for ILBs prevented a more detailed exploration of predictors of different types of these behaviors. ILBs can be stimulated by policies that promote readiness to learn and that encourage the design of environments that require worker interactions and autonomy.

Originality/value

Few studies on ILBs in the workplace have investigated the prediction of dispositional and contextual antecedents based on a theoretical model. The findings herein were obtained using a diverse sample of countries, occupations and generations, allowing better generalization. The importance of interpersonal relationships in the workplace for predicting ILBs was emphasized.

Article
Publication date: 18 January 2022

Amber Yun-Ping Lee, Po-Chien Chang and Heng-Yu Chang

The purpose is to examine the cross-level relationship between workplace fun and informal learning with workplace friendship as a mediator and team climate as a moderator.

Abstract

Purpose

The purpose is to examine the cross-level relationship between workplace fun and informal learning with workplace friendship as a mediator and team climate as a moderator.

Design/methodology/approach

Adopting a two-wave survey procedure, data were collected from 251 employees working across 45 teams of a leading heat transfer manufacturer in Asia. Hierarchical linear modeling was used to test our hypothesized cross-level moderated mediation model.

Findings

Out of the three forms of workplace fun, only two – manager support for fun and coworker socializing – supported our hypotheses. Therefore, not all types of workplace fun are equal and one of the key factors through which fun influences informal learning is by maintaining harmonious interpersonal interactions and high relationship quality in teams.

Originality/value

Based on social interdependence theory, this study uncovers the cross-level mechanism of how workplace fun affects informal learning. The findings extend existing research on workplace fun by focusing on not only individual factors but also interpersonal and contextual elements. The findings also provide practical implications for managers to understand the possible impact of workplace fun on employees' informal learning.

Details

Employee Relations: The International Journal, vol. 44 no. 4
Type: Research Article
ISSN: 0142-5455

Keywords

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

3491

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

Keywords

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