It’s never too late to learn

Purpose – This article aims to review the changing demographics of employment and it proceeds to critically examine the existing literature on later-career workers’ experiences of training and development. Population ageing in developed economies has significant implications for workplace learning, given suggestions that most occupational learning for later-career workers occurs on-the-job within the workplace. The literature suggests that later-career workers receive very little formal occupational training. However, significant gaps are revealed in the existing research knowledge of the extent and nature of older workers learning particularly with regard to incidental learning in the workplace. Design/methodology/approach – A qualitative empirical investigation has been conducted among later-career managerial workers and the visual elicitation methodology adopted is detailed. Findings – The results of the investigation show how the later-career managers in question were learning extensively, albeit incidentally, from workplace challenges specifically those associated with their responsibilities and from interacting with their managers, teams and external stakeholders. Originality/value – The article draws conclusions for policymakers and those tasked with ensuring the continued learning and development of an ageing workforce.

A rasch analysis of a measure of stakeholders inputs for the South African occupational learning context

This study assesses the psychometric properties of the Stakeholders Inputs (SI) scale which is designed for the South African occupational learning context. A quantitative, non-experimental cross-sectional survey design was used and data were collected from a sample of 652 respondents. Data were analysed using SPSS and Winsteps software. The findings reveal that the SI scale is a psychometrically robust instrument suitable for application in the South African occupational learning context. The measure shows a good person and item separation indices and no evidence of item misfit. All items contribute to a single trait measurement.

Testing measurement invariance of the learning programme management and evaluation (LPME) scale across gender using multi-group confirmatory factor analysis

The purpose of this study was to test measurement invariance of the LPME scale across gender using multi-group CFA. The LPME scale was developed to measure the effectiveness of management and evaluation practices pertaining to occupational learning programmes in the South African skills development context. A non-experimental cross-sectional survey was conducted with 389 human resource practitioners and apprentices/learners. The results indicate that the LPME scale is invariant between males and females at the levels of configural, metric and strong invariance. The number of factors/constructs, pattern of item factor loading, latent constructs variances and covariances, and the reliability of the LPME scale and its dimensions are equivalent between males and females.

Construct validation of a measure of environmental scanning for the South African occupational learning context

Environmental scanning is a very critical process which must precede the implementation of occupational learning programmes in South Africa. The process could help organisations to enhance their strategic planning effort for occupational learning by reducing environmental uncertainty and improving their anticipatory management. The current study seeks to examine construct validity of an Environmental Scanning (ES) scale for the South African occupational learning context. Data were collected from 552 participants using a non-experimental cross-sectional survey design. The findings show that the ES scale is a valid and reliable measure, and the data fits the model very well (x2 = 24.05; x2/df = 2.67; TLI = .97; IFI = .98; NFI = .97; CFI = .98; SRMR = .02 and RMSEA = .05).

Development of the learning programme management and evaluation scale for the South African skills development context

Research purpose: The present study developed and tested the construct validity and reliability of the learning programme management and evaluation (LPME) scale.Motivation for the study: The LPME scale was developed to measure and enhance the effectiveness of the management and evaluation of occupational learning programmes in the South African skills development context. Currently no such instrument exists in the South African skills development context; hence there is a need for it.Research design, approach and method: This study followed a quantitative, non-experimental, cross-sectional design using primary data. The LPME scale was administered to a sample of 652 skills development practitioners and learners or apprentices drawn from six organisations representing at least five economic sectors in South Africa. Data were analysed using SPSS and Rasch modelling to test the validity and reliability of the new scale.Main findings: The findings show that the LPME scale is a valid and reliable 11-dimensional measure comprising 81 items.Practical/managerial implications: In view of the seriousness of the skills shortage challenge facing South Africa, this study provides a solid base upon which skills development practitioners can effectively manage and evaluate occupational learning programmes. Furthermore, the newly developed LPME scale provides a basis for further human resource development research in the quest for a solution to the skills shortage challenge.Contribution/value-add: This study contributes by developing a new scale and testing its validity and reliability. As a valid and reliable measure, the LPME scale can be applied with confidence in various South African workplaces.