Search results

This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies.

Variables were measured in a cross-sectional survey, with 962 individuals. Relationships were tested through linear regression analysis and structural equation modeling.

The criterion variable current professional development is positively associated to three learning strategies: intrinsic and extrinsic reflection, seeking help from others and trial and error. The relationship between this latter learning strategy and that criterion variable is moderated by work experience. Hours of training also predict that criterion variable. Seeking help from others and educational level predict perceived evolutionary development. Socio-cultural and technical-organizational work environment variables predict those five strategies.

The cross-sectional research design yields potential for monomethod bias. Longitudinal, multilevel and multiple collection design studies should be conducted in the future.

A wide range of occupations and organizational contexts was investigated by using two different measures of professional development as criterion variables. A larger effect size was found for one of them, given just three learning strategies as antecedent variables. Training and formal education had smaller effects. The importance of taking into account different characteristics of workplace learning environments is highlighted.

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).

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).

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.

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.

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.

This paper aims to identify relevant aspects to achieve advantage of the innovative potential of a human resource information system (HRIS). The present study compared the system implementation professionals’ perception of the results expected from the system, its characteristics and how it should be implemented.

Semi-structured interviews were conducted with eight information technology specialists and ten human resource (HR) professionals from four organisations at different stages of HRIS implementation, in which two had it fully implemented and two were undergoing the implementation process. The resulting data were submitted to four sets of content analyses and then compared.

Findings suggest specificities in the perception of these professionals. Critical aspects regarding the effective adoption of HRIS were addressed, such as characteristics of the systems, implementation process and human resource management model.

The implementation of an HRIS alone does not ensure the achievement of the obtained advantages. The results of the present study provide guidelines for implementation of HRIS as innovation for a strategic management of people. These guidelines come from different knowledge areas and from different stages of implementation. These findings corroborate models of innovation diffusion and technology acceptance.

The purpose of this paper is to propose a training and development (T&D) evaluation model that includes new societal indicators, considering the growing demand to do so. Three complementary studies were done. Study I used a framework for T&D evaluation that includes societal impact in it. Study II investigated which levels of T&D Brazilian organizations use. Study III went deeper into practitioners' vision on such theme.

Three multimethod studies were done, over ten years (2001-2011). Study I focused on the evaluation of a professional formation program and used a quasi-experimental design. In Study II a survey was done with 1,150 organizations, searching for T&D evaluation strategies. Study III was a qualitative research with T&D professionals on societal impact.

Impacts at the individual, organizational and societal levels were identified in Study I. Study II showed that most Brazilian organizations measure solely the individual level. Study III identified that the societal impact is sole and rarely measured by public organizations and large business corporations where a T&D department is fully operating

The indicators of societal and organizational outcomes used are appropriate for evaluating a specific T&D program. Other programs would require their own indicators (e.g. absenteeism, health, well being).

The results of this study highlight an increasing demand for the recognition of organizational and societal indicators in T&D evaluation. Practitioners should be aware of this fact.

This study uses indicators that are beyond the walls of the organization. It contributes to the development of T&D evaluation tools and points to new challenges towards societal effects of T&D activities.

The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate.

A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work requirements. Level of mastery of role-relevant knowledge, skills and attitudes (KSAs) was measured on three occasions (once before and twice after occurrence of work practice), with 126 participants. Associations have been tested between this learning and level of education, previous experience, use of learning strategies at work, population size of municipalities and participatory public planning.

Findings suggest that the municipal officers showed learning of KSAs but no change in their attitude toward public administration. This learning has been positively associated to size of the municipalities, previous professional experience and learning strategies, especially regarding the cognitive strategy “intrinsic and extrinsic reflection”. A possible positive effect of the use of participatory planning on this learning could have been detected if measures were taken after 11 months.

The generalization of findings is limited, as data are restricted to the southern and southeastern regions of Brazil, in municipalities in which mayors belong to a given political party.

The study brought useful information that may contribute to provide some clues, to municipal officers and their parties, on how to accelerate the required learning that should take place right after election.

The practical implications may be cautiously used in organizations in general.

The feasibility of a longitudinal design to measure work-related learning was shown. Options for more comprehensive studies that may better define the phenomenon of workplace learning and identify its relationships with other variables have been demonstrated.