Are positive learning experiences levers for lifelong learning among low educated workers?

Abstract

Purpose – Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach – Low-educated workers of three different organizations (n=359) filled out a questionnaire at three different points in time, with a half-yearly interval. Regression analyses were used to establish the effects of training participation and learning experience on learning self-efficacy. Findings – Training participation alone did not affect low-educated workers’ learning self-efficacy, but a positive learning experience did contribute to workers’ post-training learning self-efficacy. These results support the relevance of positive learning experiences. Research limitations/implications – Follow-up studies could focus on the effects of learning self-efficacy for subsequent learning activities, establish which aspects of training contribute to a positive learning experience, and include contextual characteristics that may predict learning self-efficacy. Practical implications – To stimulate learning among lower educated workers, it is necessary that they have confidence in their ability to successfully complete their training. Trainers and training developers working for this specific target group of lower educated workers should aim to provide training that is a positive experience, besides being a learning exercise. Originality/value – The study is the first to analyse the longitudinal effects of training participation and learning experience on post-training learning self-efficacy among low-educated workers.