scholarly journals Enhancing workplace learning at the transition into practice: Lessons from a pandemic

2020 ◽  
Vol 54 (12) ◽  
pp. 1186-1187
Author(s):  
Hannah Gillespie ◽  
Florence Findlay White ◽  
Neil Kennedy ◽  
Tim Dornan
Keyword(s):  
Workplace Learning ◽  
Transition Into Practice

Psychological empowerment as an antecedent of workplace learning: A study in the context of SMEs in Pakistan

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Syed Tanveer Hussain Shah ◽  
Syed Mohsin Ali Shah ◽  
Junaid Athar Khan
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Structural Equation ◽  
Psychological Empowerment ◽  
Self Determination ◽  
Primary Data ◽  
Equation Modeling ◽  
Formal Learning ◽  
Important Form

A very important aspect of HRD research is Workplace Learning (WPL). WPL is very important considering its role in the development of skills and abilities of employees. Since employees are a crucial asset for organizations to achieve competitive advantage. Therefore, organizations must ensure continuous learning of their employees. This research was aimed at the investigation of the antecedent role of Psychological Empowerment (PE) for WPL. Using a quantitative approach, primary data was collected from 241 employees of 153 SMEs in Pakistan. Data was analyzed through Structural Equation Modeling (SEM) by using PLS-SEM. The results of the study indicated that PE did play the role of an antecedent of WPL. Furthermore, Informal learning appeared as the most important form of WPL, followed by incidental and formal learning in SMEs in Pakistan. Keywords: Psychological empowerment; self-efficacy; workplace learning; self-determination; PLS-SEM.

scholarly journals Learning in Struggle: Argentina’s New Worker Cooperatives as Transformative Learning Organizations

2014 ◽  
Vol 69 (1) ◽  
pp. 186-218 ◽  
Author(s):  
Marcelo Vieta
Keyword(s):  
Transformative Learning ◽  
Workplace Learning ◽  
Social Relations ◽  
Social Action ◽  
Learning Organizations ◽  
Action Learning ◽  
Self Awareness ◽  
Learning Approaches ◽  
Economic Crises ◽  
Worker Cooperatives

SummaryThis article considers Argentina’sempresas recuperadas por sus trabajadores(worker-recuperated enterprises, or ERTs) astransformative learning organizations. ERTs are illustrative of how workers’ conversions of capitalist firms into worker cooperatives—especially conversions emerging from troubled firms and in moments of deep socio-economic crises—transform workers (from managed employees to self-managed workers), work organizations (from capitalist businesses to labour-managed firms), and communities (from depleted to revitalized and self-provisioning localities).Theoretically, the study is grounded in class-struggle, workplace learning, and social action learning approaches. These theoretical perspectives help the study work through how workplace conversions by workers, when converting troubled investor-owned or proprietary firms into worker coops, act as catalysts for contesting workplace exploitation and capitalist crises, while also beginning to move beyond them by forging new social relations of production and exchange. In the case of Argentina’s ERTs, crises in the political economy and micro-economic crises at the point of production during the collapse of the neoliberal model at the turn of the millennium heightened workers’ self-awareness of their situations of exploitation and motivated collective action. As a result, new worker cooperatives were created that also stimulated the social, cultural, and economic renewal of surrounding communities.The study’s research method relies on extended case studies of four diverse ERTs, which included ethnographic observation and in-depth interviews. Observations of daily workflows were conducted, as well as interviews and informal conversations with founding and newer ERT workers. In a more structured portion of the interview protocol, key-informants were asked to reflect on how they had personally changed after being involved in the ERT, and how production practices and involvement with the community had transformed in the process of conversion.The article concludes by outlining how worker, organizational, and community transformations emerge from workers’ processes ofinformal learningandlearning in struggleas they collectively strive to overcome macro- and micro-economic crises and learn to become cooperators. This learning, the study shows, occurs in two ways:intra-cooperativelyvia informal workplace learning, andinter-cooperativelybetween workers from different ERTs and with surrounding communities. The self-management forged by ERTs thus embodies new, cooperative, and community-centered values and practices for these workers that, in turn, sketch out different possibilities for economic and productive life in Argentina.

Professional Workplace-Learning. Can Practical Wisdom be Learned?

2020 ◽  
Vol 13 (3) ◽  
pp. 479-501 ◽  
Author(s):  
Marij C.M.M.L. Bontemps-Hommen ◽  
Andries J. Baart ◽  
Frans J.H. Vosman
Keyword(s):  
Workplace Learning ◽  
Practical Wisdom ◽  
Professional Workplace

scholarly journals Conditions for Workplace Learning as a New First-Line Manager in Elderly Care

2021 ◽  
Author(s):  
Karin Wastesson ◽  
Anna Fogelberg Eriksson ◽  
Peter Nilsson ◽  
Maria Gustavsson
Keyword(s):  
Workplace Learning ◽  
Elderly Care ◽  
Qualitative Interviews ◽  
Professional Experience ◽  
Learning Needs ◽  
Work Experiences ◽  
First Line ◽  
Line Managers ◽  
Learning Conditions ◽  
Line Manager

AbstractThe purpose of this article is to explore first-line managers’ experiences of workplace learning in elderly care, with a particular focus on the conditions for learning when entering a new workplace as the new manager. Qualitative interviews were conducted with 35 first-line managers from three organisations in Sweden. Four learning conditions emerged as being particularly significant for first-line managers: the managers’ previous professional experience, job-specific training, social support, and the joint repertoire of organisational arrangements. These conditions shifted in importance during the process of entering the workplace, and the way in which the conditions gave access to learning for different managers varied. The managers’ professional experience and others’ recognition of them had a considerable impact on their admittance to the new workplace. After the initial entry phase, the other three learning conditions became more significant and played a role in enabling or constraining the managers’ learning and becoming the new manager. One conclusion is that contextual and work experiences from elderly care were significant for learning during the initial phase and in order to gain access to workplace learning. Another conclusion is that high expectations and great responsibility were placed on the managers to satisfy their own learning needs. This implies that professional, social and emotional support that is received informally is just as significant for learning as formalised training for entering a new workplace as a new manager.

The effect of actual workplace learning on job satisfaction and organizational commitment

2019 ◽  
Vol 31 (8) ◽  
pp. 481-497 ◽  
Author(s):  
Geunpil Ryu ◽  
Seong-Gin Moon
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Human Resource Development ◽  
Workplace Learning ◽  
Learning Experience ◽  
Work Attitudes ◽  
Moderating Effect ◽  
Data Set ◽  
Content Type ◽  
Learning Programs

Purpose This study aims to examine the effect of workplace learning experience and intrinsic learning motive on job satisfaction and organizational commitment. In addition, the study examined the moderating effect of intrinsic learning motives on the relationship between learning experience and job satisfaction and organizational commitment. Design/methodology/approach The current research used the Human Capital Corporate Panel survey data set, which aimed to explore how human resource development practices influence corporate performance. In all, 10,003 samples from 441 companies were used for data analysis. Findings Results indicate that taking part in workplace learning programs positively affects job satisfaction and organizational commitment. Likewise, intrinsic learning motives are also positively related to work attitudes. However, no interaction effect between the intrinsic learning motive and the learning experience was found, which may imply that an autonomous extrinsic learning motive is a better predictor for explaining job satisfaction than is a purely intrinsic learning motive within an organizational context. Originality/value Little research has examined the actual effect of workplace learning programs on employees’ attitudes regarding job satisfaction and organizational commitment. Furthermore, to the authors’ knowledge, no research has examined the moderating effect of intrinsic learning motive with workplace learning experience on employees’ positive work attitudes.

Firm size and workplace learning processes: a study of the restaurant sector

2020 ◽  
Vol 44 (2/3) ◽  
pp. 305-320
Author(s):  
Daniel Bishop
Keyword(s):  
Informal Learning ◽  
Human Resource Development ◽  
Learning Environments ◽  
Workplace Learning ◽  
Firm Size ◽  
Learning Processes ◽  
Future Research ◽  
Structured Learning ◽  
Individual Choice ◽  
Content Type

Purpose The purpose of this paper asks how workplace learning environments change as firm size increases, and how employees respond to this. In doing so, it looks beyond an exclusive focus on formal training and incorporates more informal, work-based learning processes. Design/methodology/approach The study uses a comparative, qualitative research design, using semi-structured interviews with an under-researched group of workers – waiting for staff in restaurants. The data were collected from six restaurants of different sizes. Findings As formally instituted human resource development (HRD) structures expand as firm size increases are more extensive in larger firms, this leaves less room for individual choice and agency in shaping the learning process. This does not inevitably constrain or enhance workplace learning, and can be experienced either negatively or positively by employees, depending on their previous working and learning experiences. Research limitations/implications Future research on HRD and workplace learning should acknowledge both formal and informal learning processes and the interaction between them – particularly in small and growing firms. Insights are drawn from the sociomaterial perspective help the authors to conceptualise this formality and informality. Research is needed in a wider range of sectors. Practical implications There are implications for managers in small, growing firms, in terms of how they maintain space for informal learning as formal HRD structures expand, and how they support learners who may struggle in less structured learning environments. Originality/value The paper extends current understanding of how the workplace learning environment – beyond a narrow focus on “training” – changes as firm size increases.

Workplace learning and the metacognitive functions of routines

2003 ◽  
Vol 15 (3) ◽  
pp. 94-104 ◽  
Author(s):  
Hugh Munby ◽  
Joan Versnel ◽  
Nancy L. Hutchinson ◽  
Peter Chin ◽  
Derek H. Berg
Keyword(s):  
Workplace Learning ◽  
Cognitive Theory ◽  
Instructional Theory ◽  
Metacognitive Instruction ◽  
The Face ◽  
Generalizable Skills

In the face of research that shows that workplace knowledge and learning are highly contextual, calls for the teaching of generalizable skills for the workplace have been widespread. While the authors reject the usefulness of teaching generalizable skills, they believe that there are commonalities in workplace knowledge that can be taught. These commonalities are related to metacognition rather than simple cognition, and the approach in this paper is to explore the potential of metacognitive instruction for workplace learning. Specifically, the concept of routines is used to develop an instructional theory derived from the inherent metacognitive functions of routines themselves. The paper draws upon contemporary cognitive theory and on recent research on workplace learning, and it builds on studies the authors have conducted on learning in the workplace and on the observation of routines at work.

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