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Article
Publication date: 3 June 2014

Marcel Van der Klink, Beatrice I.J.M. Van der Heijden, Jo Boon and Shahron Williams van Rooij

Little attention has been paid to the employability of academic staff and the extent to which continuous learning contributes to academic career success. The purpose of…

Abstract

Purpose

Little attention has been paid to the employability of academic staff and the extent to which continuous learning contributes to academic career success. The purpose of this paper is to explore the contribution of formal and informal learning to employability.

Design/methodology/approach

Survey data were obtained from 139 academic staff members employed at the Open University in the Netherlands. The questionnaire included employee characteristics, job characteristics, organizational context factors, formal learning and informal learning and employability variables.

Findings

Informal learning, such as networking and learning value of the job, appeared to be solid contributors to employability, while the impact of formal learning activities was far less significant. Further, the study revealed the impact of employee and organizational context factors upon informal learning and employability. Age, salary and learning climate appeared to be strong predictors for informal learning, while promotions were shown to be highly positive contributors to employability.

Practical implications

The findings stress the value of informal learning, although human resource policies that encourage both formal and informal learning are recommended.

Originality/value

Academic careers comprise an under-researched area and the same applies to the relationship between learning and employability in the context of these types of careers.

Details

Career Development International, vol. 19 no. 3
Type: Research Article
ISSN: 1362-0436

Keywords

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Article
Publication date: 7 August 2017

Corry Ehlen, Marcel van der Klink, Jol Stoffers and Henny Boshuizen

This study aims to design and validate a conceptual and practical model of co-creation. Co-creation, to design collaborative new products, services and processes in…

Abstract

Purpose

This study aims to design and validate a conceptual and practical model of co-creation. Co-creation, to design collaborative new products, services and processes in contact with users, has become more and more important because organisations increasingly require multidisciplinary collaboration inside and outside the organisation to respond to challenges and create added value.

Design/methodology/approach

This is a design and validation study, which uses mixed-methods, a reconstructive design and a semi-structured interview with a questionnaire as validation. The designed model is validated by 14 scholars and practitioners across fields.

Findings

Designed is a conceptual and practical model, the four-dimensional Co-Creation-Wheel, which contains success factors for co-creation: 12 internal team factors plus 4 external conditions and a core. The validation study of this model, scientifically and as a practical instrument, supported the importance of the components of the model and suggested slight improvements. This resulted in a refinement of the first designed Co-Creation-Wheel.

Research limitations/implications

Although restricted usefulness to large-scale structured innovation practices was expected, the instrument has a broader reach. First applications demonstrate that this Co-Creation-Wheel is multifunctional and international. It inspires, supports reflection of collaboration, stimulates interventions to enhance co-creation practices and human resource development (HRD) activities and is able to measure the quality of co-creation elements. Further research on its effects in co-creation practices is necessary, especially on the role of HRD in co-creation..

Originality/value

This study is the first to design and validate a multifaceted, holistic conceptual and practical model of co-creation that is easy to use for innovators in practice and is multifunctional.

Details

European Journal of Training and Development, vol. 41 no. 7
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 1 January 2014

Corry Ehlen, Marcel van der Klink, Uta Roentgen, Emile Curfs and Henny Boshuizen

The purpose of this paper is to test the feasibility of a conceptual model on relations between organisational innovation, knowledge productivity and social capital. It…

Abstract

Purpose

The purpose of this paper is to test the feasibility of a conceptual model on relations between organisational innovation, knowledge productivity and social capital. It explores processes of knowledge productivity for sustainable innovation and associated HRD implications in knowledge intensive organisations, taking the perspective that social capital is a key influencing condition.

Design/methodology/approach

This qualitative case-study concerned a large-scale innovation project between knowledge-intensive organisations. Semi-structured interviews were conducted with 20 participants from six innovation groups as well as with the project management.

Findings

Findings showed that four dimensions of social capital influence knowledge productivity, each requiring a minimum quality to create a rich innovation environment for sustainable results. The relational and cognitive dimensions seem most important, while the action dimension makes them productive. Knowledge productivity appears twofold, i.e. organisational innovation, and professional ability for future innovation. Found are 18 new indicators.

Research limitations/implications

Only one large-scale inter-organisational case was conducted.

Practical implications

It is suggested that project management, group leaders and HRD officers target social capital as condition for knowledge productivity that should be stimulated, not just by planned interventions, but by “being” there as supporter, coach and mediator.

Originality/value

The article contributes to our knowledge about innovations in knowledge-rich organisations, broadens the concept of knowledge productivity, and provides a new framework of social capital as intervention model for HRD. In addition, not often dealt with in literature, the dynamic of innovation is shown.

Details

European Journal of Training and Development, vol. 38 no. 1/2
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 1 March 2002

Thomas N. Garavan, Michael Morley, Patrick Gunnigle and David McGuire

Workplace learning and HRD are considered legitimate topics for study and investigation alongside organisational strategies and practices. Considers key themes in the…

Abstract

Workplace learning and HRD are considered legitimate topics for study and investigation alongside organisational strategies and practices. Considers key themes in the workplace earning literature in addition to its relationship with HRD. Identifies a paradigm shift from formalised, intermittent and discontinuous learning to increasingly informal, experiential, asynchronous and real‐time situated learning. Highlights three contemporary themes in both the workplace learning and HRD literatures, namely: knowledge, expertise, competence and capability; organisational learning; and employability and career issues.

Details

Journal of European Industrial Training, vol. 26 no. 2/3/4
Type: Research Article
ISSN: 0309-0590

Keywords

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Article
Publication date: 1 March 2002

Marcel R. van der Klink and Jan N. Streumer

Investigates the effectiveness of on‐the‐job training (OJT). Presents a definition of OJT used for this research project which involved two studies: the first in the call…

Abstract

Investigates the effectiveness of on‐the‐job training (OJT). Presents a definition of OJT used for this research project which involved two studies: the first in the call centres of a large company, and the second in post offices. Gives the results of the study which indicate the OJT programs were only partially successful in realising training goals. Indicates that self‐efficacy, prior experience with tasks, managerial support and workload were the most powerful predictors for training effectiveness. Concludes that the evidence suggests that OJT is not entirely an effective training method although more research is needed in this area.

Details

Journal of European Industrial Training, vol. 26 no. 2/3/4
Type: Research Article
ISSN: 0309-0590

Keywords

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