Workplace Learning Practices Research Articles

Redefining Information Literacy to Prepare Students for the 21st Century Workforce

Information literacy instruction–a set of skills taught in order to identify and find the information needed to solve a problem—traditionally follows a formalized academic model. It assumes information skills can be applied universally and learned individually. However, this approach does not correspond to the social and specialized learning practices in the workforce. This article presents an argument for faculty and librarians to collaborate and redefine information literacy guidelines using specific disciplinary requirements while incorporating non-formal and informal workplace learning practices. This approach would better prepare students for the social and collaborative learning required in a 21st century workforce environment.

Open sourced organizational learning: implications and challenges of crowdsourcing for human resource development (HRD) practitioners

As the value of organizational learning as a source of competitive advantage has become increasingly evident, human resource development (HRD) practitioners may face stronger demands to develop training more quickly and efficiently and increase rates of training transfer. One approach is to externally source organizational learning. In using this approach, it may be important for HRD practitioners to both develop training to engage external participants while utilizing organization development solutions to help internal employees adjust to the change. By examining the impact of open sourced and crowdsourced organizational learning on HRD practitioners, it is hoped that HRD practitioners may engage in informed workplace learning practice, even as the nature of the employment contract changes.

Learning through experience: developing synergies between research and practice in workplace learning, work-based learning and the recognition of prior learning

Learning through experience: developing synergies between research and practice in workplace learning, work-based learning and the recognition of prior learning

The relevance of workplace learning in guiding student and curriculum development

In an attempt to demonstrate the relevance of workplace learning (previously known as 'cooperative education') in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology. Areas of improvement associated with current planning, implementation and evaluation of workplace education are outlined and reflected as student and curriculum development issues. The article calls for an alignment of academic and workplace practices for the mutual benefit of students and workplaces, for the use of the principle that workplace learning should be appropriate for a qualification and for interaction between the university and the workplace. The article also reflects on institutional attempts to address the shortcomings of current practice in response to the Higher Education Qualifications Framework (HEQF). Suggestions for improving workplace learning are also outlined. The article encourages partnerships, collaborative curriculum development and evaluation research and calls for a national strategy for managing the quality of workplace education.

Seeing the wood for the trees: workplace learning evaluation

PurposeThis paper seeks to argue that workplace learning evaluation theory and practice is still an emergent field and that this creates a number of challenges for practitioners and researchers alike.Design/methodology/approachThis is a descriptive paper based on a critical review of existing approaches and the research literature.FindingsWhile programme evaluation has a long history, workplace learning evaluation is yet to establish itself as a distinct field. This has a number of consequences including the lack of a single or settled view on how workplace learning should be evaluated or what specific aspects of learning should be investigated.Practical implicationsThe need to demonstrate a return on investment in organisational learning is as pressing as ever. To become more effective training evaluation methods need to be grounded in a theory. This article aims to provide an informed perspective on the current state of workplace evaluation along with insights into how evaluation can be placed on firmer theoretical foundations in order to produce robust findings in a practitioner friendly way.Originality/valueThis paper provides original insights into the development of workplace evaluation approaches and the challenges the field faces.

Informal learning in the workplace: a comparison of two models

This article introduced Walden’s process model of informal workplace learning (Walden, 2008) and compared this model to that reported by Cseh et al. (1999). Secondarily, this article proposed suggestions for technology-enhanced effective informal workplace learning practices. Differences between the two models were described. It was found that Walden’s model lent empirical support to Cseh, Watkins and Marsick’s model. Walden’s model lacked an examination of multiple alternative solutions to identified problems and a framing/re-framing of business contexts after learning, both of which were part of Cseh, Watkins and Marsick’s model. Walden’s model did, however, add a step for implementation of action based on learning in the workplace as well as a time frame with which learners engaged in informal learning strategy use. These two additions were not included in Cseh, Watkins and Marsick’s model.

Book Review: Rowden, R. (2007). Workplace Learning Principles and Practices. Malabar, FL: Krieger

Book Review: Rowden, R. (2007). Workplace Learning Principles and Practices. Malabar, FL: Krieger

Workplace learning: a trade union failure to service needs

PurposeThe purpose of this paper is to open up discussion about the relationship between trade unions and workplace learning.Design/methodology/approachThe paper is based on an analysis of a series of case‐studies of restructuring in the European steel industry, incorporating interviews, observation and documentary analysis.FindingsThe paper argues that trade unions often fail to address the significance of workplace learning for members, because they address workplace learning as a service. This approach fails to exploit opportunities and possibilities to extend workplace‐learning provisions, and thereby meet the wider learning and employability enhancing needs of members. The outcome is that trade union involvement in skill formation and workplace learning is marginal, and contributes to the perpetuation of traditional sector practices and regressive learning provisions.Research limitations/implicationsThe paper focuses on a discussion of trade union involvement in workplace learning in the European steel industry. The implications for workplace learning practices more generally, are limited to industries where trade unions (and companies/industry) organise in relation to training and learning agendas in similar ways – and in relation to industries undergoing similar process of restructuring and “modernisation”.Practical implicationsThe paper provides a critique of trade union service approaches to learning agendas and highlights for policy‐makers gaps in current learning provisions within industry.Originality/valueThis paper makes an original contribution to debates concerned with trade union involvement and participation in workplace learning. It focuses on workplace inequities in training provision, and the implications for the future of unions and the employability prospects of workforces within the European steel industry.

Discussion: Bridging the individual and social in workplace learning and motivation

Working life is undergoing rapid and profound changes which are influenced by technological development and the global economy. A knowledge-based society is emerging, bringing new skill and competency requirements. Because of the long-term effects of these changes, individuals and organisations are facing new challenges similar to those of earlier revolutionary economic changes (Hakkarainen, Palonen, Paavola, & Lehtinen, 2004; Keating, 1996). What is different from the earlier economic revolutions is the speed and ubiquitous nature of the change. The continuous rapid change and complexity of the knowledge-based society make it impossible to accurately predict these developments. However, it is obvious that knowledge, and especially knowledge creation, will be key elements in the success of enterprises and public organisations. Howdoes the knowledge-based society produce knowledge? There are, of course, special institutions such as universities and specialized professions such as researchers, which deliberately produce new knowledge (Bijker & Law, 1992). However, this is only a minor part of the continuous and often implicit knowledge creation taking place throughout working life. It is important to analyse how companies and workers are prepared for continuous learning and knowledge construction. Even though the general level of formal education is continuously improving in many countries, it is impossible to imagine that the initial learning in educational institutions would be enough for coping with the challenges emerging in changing workplaces. It is obvious that remarkable learning and knowledge building has to take place in connection with daily work. There has always been some kind of workplace learning and well-organised conventional practices such as apprenticeship models have produced high-level expertise in many special professions (Lajoie & Lesgold, 1989; Lave & Wenger, 1991). It is obvious, however, that traditional forms of formal and informal learning in schools and within traditional apprenticeship models are not sufficient for coping with learning challenges in the knowledge-based society. Boundaries between working and learning, as well as between learning and knowledge creation, are disappearing. Learning is a necessary part of work, and in many cases there are no knowledgeable teachers giving instruction and supporting the learning process, and it is up to individuals and communities to create new knowledge in order to cope with the increasing demands (Hakkarainen et al., 2004). The papers in this special issue deal with the question of how this kind of ubiquitous learning and knowledge creation can take place in workplaces. Traditional theories of learning andmotivation have focusedmainly on processes at the individual International Journal of Educational Research 47 (2008) 261–263

The demands of the double shift: communities of practice in continuing professional development

Discussion of communities of practice in workplace learning is widespread. Here the authors seek to consider how we can make use of communities of practice theory in practical teaching in a formal undergraduate educational context. The concept of what the authors call the double shift is discussed; a shift from the workplace as community of practice to the educational institution then the shift back from the educational context to the workplace. The authors describe methods used to manage the transition between different communities based on reflection linked to the development of Continuing Professional Development programmes. They conclude that the learning that takes place in an educational context is in a dynamic relationship with the community of practice of the workplace and the methods proposed can contribute positively to this relationship.

Reflective practice and workplace learning: the experience of MSW students

Although reflection has become increasingly important in social work education there has been little empirical research into student's experience of operationalizing this concept in practice. This article reports on a two‐year study of master of social work students' experience of reflecting on their practice in workplace learning in Northern Ireland. Using practice illustrations from the research, the paper explores the status of reflective practice in social work alongside other competing paradigms including evidence‐based practice and competence‐based approaches to learning. The analysis highlights the value of reflection and the significance of good supervision and support from practice teachers in enabling students to reflect and achieve successful outcomes. The article concludes with a discussion of the implications of the findings for the new undergraduate social work degree and argues that there is a need for clearer standards and scope for greater consistency in how reflection is supported and facilitated in workplace learning.

Book Reviews: Workplace Learning Principles and Practice

Book Reviews: Workplace Learning Principles and Practice

Regulating employment relations through workplace learning: a study of small employers

Using data from two employer samples, the article develops our understanding of small business employee skill formation and development processes in three main ways. First, it focuses on learning (what employees do) rather than on providing training (what employers do), as it is employee learning which influences individual and organisational performance. Second, it challenges the dominant focus on external training by presenting data on employer enablement of workplace employee learning and their motives for this. The diversity of workplace learning practices and their importance in smaller businesses are highlighted. Third, it situates workplace learning processes firmly within the context of the employment relationship, one in which employers and employees pursue distinctive interests in enabling/participating in learning.

The theory and practice of workplace learning in the adoption of integrated pest management by tropical fruit growers in Thailand

Integrated pest management (IPM) is a well‐known innovation that accords with modern environmental management “best practice”. In this paper it is examined as an example of the theory and practice underpinning workplace learning and andragogy. Particular attention is focused on the role of agricultural extension workers (AEWs) as learning facilitators in a non‐formal setting. As contextual background, a recent IPM diffusion project in a region of Thailand, where durian is extensively grown, as a process of innovation adoption is outlined. In sum, the intelligent way IPM knowledge was transferred, though the mediating role of AEWs reflected the current emphasis on collaborative partnerships in “real‐life” workplace learning contexts as an effective means of managing change in complex environments.

Bending the rules or fudging the paperwork? Documenting learning in SMEs

As part of a larger study, owner‐managers of 128 small firms were asked about the learning taking place in their firms. Their responses were compared to those of key workers and supportive documentation. As a result of discrepancies in responses, owners and managers identified ways in which they had “bent the rules” on occasion to take advantage of funding opportunities, hence the gap between statements and reality. Explores descriptions given by some owners and managers as to how this “fudging the paperwork” had occurred, either in accessing funding or in complying with statutory health and safety or licensing requirements and the reasons behind this. Finds that workplace imperatives had undermined the way in which learning was perceived and carried out and had caused operatives to misrepresent data (without their necessarily agreeing with this practice). Discusses the implications for those studying small firm’s workplace learning practices and proposes further research to test these findings.

Workplace learning: Changing times, changing practices

AbstractThis chapter offers a brief history of the field, a portrait of workplace learning today, contrasting definitions, and emerging issues that are changing workplace learning practices.