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The purpose of this paper is to review the existing workplace learning measures used in empirical studies in human resource development (HRD).

By reviewing 141 studies on workplace learning published in six journals in the field of HRD, we identified nine measures for workplace learning. Tynjälä’s (2013) 3-P model of workplace learning was adopted as the framework to analyze the features of each measure in terms of presage, process and product.

Workplace Climate Questionnaire, Learning Opportunities Questionnaire, Approaches to Work Questionnaire and Self-regulated Learning in the Workplace Questionnaire belong to the presage category. Small Business Workplace Learning Survey and Workplace Learning Activities are categorized as the process dimension. The Questionnaire on Informal Workplace Learning Outcomes is in the product dimension. Informal Workplace Learning Survey and Workplace Adaptation Questionnaire are across the three categories.

The authors identified the issues of existing workplace learning measures to emphasize the importance of reliable and valid measures for workplace learning and to gain the attention of researchers concerning these issues.

The findings can provide organizations and practitioners with insights and ideas on how to prepare employees to engage in diverse learning activities, how to support their learning activities and how to combine their learning activities with the existing job structure and work system.

This study is the first to review workplace learning measures in the field of HRD. The authors review the dimensions, items and reliability of each measure, and summarize the features of nine measures in terms of presage, process and product of workplace learning.

This study aims to examine workplace learning and job satisfaction in small, commercial US banks.

Survey data collection with correlational procedure.

The study found a statistically significant relationship between the workplace learning variables and the job satisfaction variables.

Furthers the linkages between the opportunities for learning in the workplace with how satisfied employees are with their jobs. Also establishes the importance of informal and incidental learning, rather than formal learning.

Emphasizes the need for managers to make learning opportunities available to enhance overall job satisfaction. In addition, helps place the need for expenditures on non‐formal learning, not just formal learning where all the money is usually spent.

Few studies have looked at the role of workplace learning in small businesses. Very few have linked workplace learning to the things that make people feel good enough about their work to stay on with a company. This study also solidifies the need to focus on something besides “training.”

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Workplace learning is important for both individuals and organizations for sustainable development in a fast-paced and changing competitive business environment. This article looks at 9 empirical measures of workplace learning, looking at individual and contextual factors affecting learning, activities for learning, and the outcomes of learning. The review provides Human Resource departments guidance on supporting a diverse range of job-related learning opportunities to increase employee and organizational knowledge and performance.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper aims to explore the role of self-regulatory behaviours in predicting workplace learning. As work practices in knowledge-intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development.

The study was conducted with knowledge workers from the finance industry. In all, 170 participants across a range of work roles completed a questionnaire consisting of three scales derived from validated instruments (measuring learning opportunities, self-regulated learning [SRL] and learning undertaken). The relationship between the variables was tested through linear regression analysis.

Data analysis confirms a relationship between the learning opportunities provided by a role, and learning undertaken. Regression analysis identifies three key SRL behaviours that appear to mediate this relationship: task interest/value, task strategies and self-evaluation. Together they provide an insight into the learning processes that occur during intentional informal learning.

This quantitative study identifies a relationship between specific SRL behaviours and workplace learning undertaken in one sector. Qualitative studies are needed to understand the precise nature of this relationship. Follow-up studies could explore whether the findings are generalisable to other contexts.

Developing a deeper understanding of how individuals manage their day-to-day learning can help shape the learning and development support provided to individual knowledge workers.

Few studies have explored the role of self-regulation in the workplace. This study adds to our understanding of this critical element of professional learning.

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.

The purpose of the paper is to examine variables to be included in a measurement instrument which measures workplace learning related to recent research into quality management and brain functioning.

A literature review was conducted, investigating measures of workplace learning as well as the connections between brain functioning and management. Further studies will use the brain integration scale to compare levels of brain integration with measures of workplace learning.

The variables “empathy”, “presence and communication”, “continuity”, “influence”, “development”, “work-integrated learning” and “flow” were found to be relevant from the literature review to be tested for inclusion in the measurement instrument. A measurement model with these variables included has been developed.

This paper is conceptual in its nature. Empirical studies are needed to validate the propositions.

The proposed measurement instrument can be used by managers to gain insight into underlying mechanisms in the organizational culture that influence employees’ learning and potential for development. Thus, it can aid managers to achieve profound learning in their organizations, which is necessary for continuously maintaining high quality of products and services.

For society, the implementation of the proposed measurement instrument in companies could lead to better health and higher job satisfaction among employees.

Traditional ways of measuring working environment are rarely connected to brain functioning of the employees. Only requiring small resources, this approach adds to an understanding of underlying mechanisms.

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.

The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.

The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.

The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.

Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.

This paper aims to use goal-setting theory to explain the transfer of knowledge and skills between master of business administration (MBA) and the workplace.

Data were obtained by an online survey of MBA students enrolled in at four US graduate business schools. These were a public and private institution in the Northeast region, a private sectarian institution in the Midwest region and a private institution in the Pacific region. All students worked while attending the university. The sampling frame consisted of each school’s MBA enrollees. Questionnaires were distributed to a random cross-section of part-time students at each graduate school of business representative of returned by 144 students. The profiles of responders were consistent with parameters for the entire MBA student population.

The research shows that multiple goals of reciprocal knowledge and skills transfer may be in harmony and mutually reinforcing. In principle, each goal is more likely to be attained with greater economy of effort than might be surmised. Additionally, the same forces may act similarly to facilitate attainment of two well-integrated goals, in this case transfer between MBA studies and work, as well as between work and MBA studies.

The present study involved participants from part-time public and private MBA granting institutions in the USA. The study tested and extended goal-setting theory and introduced the innovative concept of reciprocal transfer. Future studies should seek to generalize the findings to a broader population of part-time MBA students, especially from other nations. Despite its strengths, the findings of this study need to be interpreted in the perspective of some limitations. The current study did not measure transfer climates in either the organization or university settings. Transfer climates undoubtedly have an important bearing on transfer outcomes.

Review of the present study suggests that a positive MBA environment is needed to influence motivation to learn and perceptions of the MBA program’s utility, thereby promoting transfer of knowledge and skills to MBA studies from the workplace. A supportive work-to-MBA-studies transfer climate will lead to more active learning of course content that has greater relevance for achieving career goals. Potentially generalizable from the organizational transfer climate literature (Rouiller and Goldstein 1990; Rouiller and Goldstein 1993), positive transfer from work to MBA studies will occur when appropriate situational cues and consequences are present in the program.

A constructive implication suggested by the findings of this study would be the intervention and transfer management by educators to structure and strengthen the university transfer climate of their part-time MBA programs. Traditionally, the concept of transfer climate has been primarily applied to employee workplace training activity and job performance. The university culture of the MBA student might emphasize and reward continuous learning from workplace experiences. Opportunities at the university should be provided for the exercise of newly acquired workplace skills that reinforce MBA learning experiences.

This is the first study that shows how learning goals and performance goals are integrated in the context of a new concept, i.e. reciprocal transfer of knowledge and skills between MBA and workplace settings. It also demonstrates, for the first time, the impact of learning and motivation for MBA studies and perceived utility of MBA program on the extent of transfer of learning and skills from the workplace to the university setting.

From a workplace learning perspective, the purpose of this paper is to explore the relationship between conditions for learning and stressful work and, to analyse the learning conditions that support the management of stressful work. The model of effort-reward imbalance (ERI) is adopted as an indicator of stressful work by measuring the relationship between Effort and Rewards in work.

The material consists of questionnaire data from 4,420 employees in ten public and private organisations in Sweden.

The results provide evidence that suggests that some workplace conditions known to enable learning also indicates a comparatively better chance for employees to manage stressful work. An innovative practice reduces the feelings of effort, whereas managerial support and knowledge sharing serve as rewards contributing to appreciation, while competence and career development create rewards in the form of opportunities for progression.

Workplaces in which there are enabling learning conditions can provide employees with ample resources for managing stressful work.

This paper explores the complex relationship between workplace learning conditions and the ERI model seen from a workplace learning perspective which has received relatively sparse attention in the literature.

The purpose of this study is to investigate the relationship between workplace learning and organizational commitment with the mediating role of cross-cultural adjustment and the moderating role of supervisor trust for the case of foreign workers in a new cultural setting.

This study uses structural equation modeling to analyze a sample data of 367 Vietnamese and Philippine workers in Taiwan.

Results show that workplace learning enhances foreign workers' organizational commitment. Cross-cultural adjustment is found to have a mediating effect in the link between workplace learning and organizational commitment. Furthermore, supervisor trust moderates the link between cross-cultural adjustment and organizational commitment. In addition, supervisor trust moderates the indirect effect of workplace learning on organizational commitment through cross-cultural adjustment.

Prior literature often focuses on expatriates who are high-skilled employees. This study investigates low-skilled workers who come from less-developed country working in a more developed economy. This study is one of the first researches examining the issue of foreign workers' commitment in new cultural environment. Our findings shed a new light to the effect of workplace learning on organizational commitment. Our findings also help to clarify the roles of cross-cultural adjustment and supervisor trust into the workplace learning–organizational commitment relationship. This study provides implications for researchers and managers regarding to management and development of foreign workers for local organizations.