Workplace Learning Activities Research Articles

Advising African American Males: Learning to Serve Our Students More Effectively

The purpose of this study was to examine the workplace learning activities professional academic advisors (AAs) utilize to serve their African American male advisees more effectively. Workplace learning was used as a lens to identify learning strategies through: (a) formal learning, (b) nonformal learning, and (c) informal learning. Findings from this study indicate that informal learning was the greatest source of knowledge for assisting with best practices for advising African American males.

Factors Supporting Workplace Learning in Vietnam

Learning in the workplace is a fundamental component of lifelong learning, valuable and significant for both employees and employers. Learning in the workplace helps employees improve their skills, qualifications, and labor productivity. Learning in the workplace also contributes to a culture of lifelong learning. In Vietnam, there have only been small-scale studies on the workplace learning activities of each group of learners. However, in each field and industry, there have been no direct studies on factors supporting learning in the workplace. This article has researched factors that support the workplace learning of cadres, civil servants, public employees, and employees in organizations in Vietnam. The paper conducts an overview of existing work to identify and focus research on four factors that support learning in the workplace with nine basic variables. From there, a survey of employees who have regularly studied at work in different fields, and organizations. Through the processing and analysis of survey results, this study uncovered several important issues about factors supporting workplace learning. This study found that: organizations already have factors that support learning in the workplace; Workers evaluate supporting variables to varying degrees. Besides, the level of support for these factors is different between organizations as well as localities. These results have great practical significance, helping employers have plans and policies to improve the quality of workplace learning

Identifying residents’ educational needs to optimising postgraduate medical education about shared decision-making

ObjectiveTo investigate how to optimise resident engagement during workplace learning of shared decision-making (SDM) by understanding their educational needs. MethodsA qualitative multicentre study was conducted using video-stimulated interviews with 17 residents in General Practice. Video recordings of residents’ recent clinical encounters were used to facilitate reflection on their educational needs. ResultsData analysis resulted in five themes regarding residents’ educational needs for learning SDM: acquiring knowledge and skills needed to perform SDM; practising SDM; reflection and feedback; longitudinal and integrated training; and awareness and motivation for performing SDM. ConclusionResidents expressed a need for continuous attention to be paid to SDM during postgraduate medical education. That would help them engage in two parallel learning processes: acquiring the knowledge and skills necessary to perform SDM, and practising SDM in the clinical workplace. Alignment between the educational curriculum, workplace learning and resident learning activities is essential to operationalise SDM attitude, knowledge and skills into clinical performance. Practice ImplicationsThe identified educational needs provide ingredients for fostering the development of SDM proficiency. The findings suggest that residents and clinical supervisors need parallel training to bridge the gap between education and clinical practice when learning SDM.

Informal learning and career identity formation: the mediating role of work engagement

PurposeThe aim of the study is to extend prior research on career identity formation by investigating whether individuals' participation in informal workplace learning activities positively relates to career identity. The study also examines whether work engagement significantly mediates the participation in informal learning and career identity relationship.Design/methodology/approachUsing data from a survey of 313 individuals in Iran, the study developed and tested measurement and structural models and employed partial least squares structural equation modelling to test the hypotheses.FindingsThe findings suggest that work engagement substantially mediates the positive relationship between participation in informal learning and career identity. Furthermore, the learning potential of the workplace and the propensities of individuals to actively approach situations that provide them with opportunities to learn and seek feedback on their performance have positive although varying relations with levels of participation in informal learning.Practical implicationsHuman resource management and career management specialists must be cognisant of the central role that employee participation in informal learning plays in strengthening their work engagement and career identity. Learning and development specialists should seek to create conditions in the work environment that are favourable to informal learning and work engagement.Originality/valueAlthough the role of formal development programmes in career identity formation is well documented, studies that examine links between participation in informal learning activities and career identity are very rare. Furthermore, there are no known studies that examine the potential mediating role of work engagement in the relationship between participation in informal learning activities and career identity.

Workplace learning experienced by employees in information technology-enabled work environments – a developing country experiences

PurposeThe purpose of this paper is to present the findings of a study that investigated workplace learning activities and drivers that enhanced learning as experienced by employees in Sri Lanka.Design/methodology/approachThis study was conducted in the knowledge process outsourcing sector, where employees perform knowledge work in flatter team-based structures with information technology-enabled work environments. From the 17 firms that volunteered to participate in the study, 239 technical/professional employees volunteered for the survey. Multiple regression analysis was used to identify the association between drivers of workplace learning and learning activities experienced by employees and whether individual demographic characteristics and the number of employees in the firm are associated with workplace learning activities experienced by employees.FindingsThis study found that organisation-related, individual-related and team-related drivers significantly influence workplace learning activities experienced by employees. In addition, employees’ age, firm-specific experience and the number of employees in the firm significantly influence the same.Originality/valueThis paper presents learning activities experienced by employees in the completion of work-related job tasks at hand and drivers experienced by employees in the new normal that has existed since the Covid-19 pandemic.

Striving for better teaching and student creativity development: Linking informal workplace learning and teaching for creativity

The importance of workplace learning to personal creativity has been repeatedly demonstrated, but there has been limited research on the relationship between teachers’ informal workplace learning and their teaching for creativity (TfC) behaviour. Using a sample of 2,880 primary teachers, this study examined the relationship between teachers’ TfC and their informal workplace learning behaviour and how this relationship is influenced by gender and teaching experience. Means comparison, regression analysis and structural equation modelling showed that the five types of informal workplace learning activities, namely learning through media, colleague interactions, stakeholder interactions, student interactions and reflection, were positively related to TfC, but in different ways. Specifically, reflection and learning through student interactions had the strongest associations with process-oriented and product-oriented TfC, respectively. Learning through colleague interactions was related to process-oriented TfC but not product-oriented TfC. Product-oriented TfC was favoured by male teachers. Teaching experience was positively related to both process- and product-oriented TfC. The details of the key findings, as well as the implications for policymakers and researchers seeking to promote student creativity, are discussed.

GIG ECONOMY: A MEDIATING ROLE OF MOTIVATION BETWEEN WORKPLACE LEARNING ACTIVITIES AND CREATIVE PERFORMANCE

With the advent of the gig economy, learning is seen as an important issue to consider. Due to online work, the working environment is rapidly changing. Gig workers, known as online workers, provide services through online labour platforms. The success of a gig worker is dependent on an accurate portrayal of his work's creative performance. The primary objective of the current study is to investigate the impact of workplace learning activities on the creative performance of gig workers with the mediating effect of motivation. In this regard, survey data was collected from 200 gig workers working online, representing two online labour platforms. The study uses the partial least squared structural equation modeling (PLS-SEM) technique as a statistical tool. The findings provide empirical evidence to show that workplace learning activities have an impact on creative performance. Moreover, a gig worker’s motivation significantly mediates the relationship between workplace learning activities and creative performance. As a result, the current study is useful for gig workers who want to improve their overall performance through workplace learning.

Instructors’ workplace learning activities and inhibitors in Ethiopian higher learning institutions: Bahir Dar University in focus

While studies give much attention to the officially introduced Higher Diploma Program practices and effectiveness, little is known about the workplace learning activities and barriers in universities. This study is therefore aimed to capture the learning activities of instructors of Bahir Dar University, and the factors that impede their learning engagements. Accordingly, a total of 117 instructors from six academic units took part in the study. The results show that instructors heavily rely on self-learning activities, and internet searching predominates workplace learning. Formal training opportunities are perceived as inadequate and less relevant to instructors’ teaching practices. Generally, the university is found to be weak in promoting favorable conditions for instructors’ workplace learning. Furthermore, findings associated with the organizational level and individual-level factors that negatively influence instructors’ workplace learning are presented along with suggestions for better practice and further research. • Searching the internet is the most dominant learning activity among instructors. • Instructors rely mostly on self-learning activities to improve their career. Cooperative and interactional learning is weak. • Training opportunities at the university are not adequate and work-oriented. • Lack of incentive packages and instructors’ poor knowledge-seeking behavior were the most serious inhibitors.

Self-initiated expatriate adjustment: South Korean workers in Vietnam

PurposeThe purpose of this study is to identify how young South Korean self-initiated expatriates (SIEs) have adjusted to their work and to verify the role of workplace learning activities as work adjustment processes in the relationship between work adjustment resources and outcomes.Design/methodology/approachThe study adopted a mixed-method approach, beginning with a qualitative study, followed by a quantitative study.FindingsThe main findings of the qualitative study indicated two types of SIE personal characteristics (ability to embrace cultural differences and entrepreneurship), their participation in training programs and that a supportive work environment which facilitates their work adjustment. Workplace learning, which led to role clarification within their organizations, is also critical for adjustment. Based on these findings, the quantitative research study examined the effects of personal and contextual factors on workplace learning and adjustment (n = 120). The quantitative part of the study found cultural intelligence (CQ), entrepreneurship, training programs and supportive environments were positively related to sociocultural adjustment through the work adjustment process.Research limitations/implicationsAs work adjustment is an important predictor of increased sociocultural adjustment among SIEs, organizations should build learning-supportive climates to promote workplace learning and seek people with appropriate characteristics for expatriation. Further studies should expand participant sample sizes to represent a wider population of SIEs.Originality/valueExtant literature on SIEs mainly explored their performance and management. This study explores their adjustment processes through the perspective of workplace learning.

An Interprofessional Team Performance Training Program for the Care of Vulnerable Patients in the Ambulatory Setting

Abstract Health professions trainees often want to care for vulnerable populations, but their good intentions can be tested by patients’ complex medical, psychological, and social needs. Well-functioning care teams can respond to these challenges through communication, coordination and supportive relationships, but this requires teams to train together. In this paper, we describe a year-long ambulatory curriculum that trains post-graduate primary care and mental health trainees in key aspects of teamwork and relationship-centered care as they care for patients with complex biopsychosocial problems. The curriculum was developed and implemented with two cohorts of trainees from primary care, mental health and pharmacy disciplines (n =31) that were immersed in an interprofessional team caring for homeless Veterans in a patient-centered medical home (PCMH). Our curriculum is relevant for any clinical site seeking to improve team-based care for patients with complex conditions. It is grounded in an evidence-derived team performance framework that addresses three key aspects of well-performing teams: meeting practices (standardizing time and processes for collaborative care using checklists), taskwork (understanding team members' roles and responsibilities, and how to improve care), and teamwork (building humanistic relationships with patients and team members, and communicating respectfully). The curriculum is experiential and requires trainees to work on an existing patient care team and participate in team-based care processes (e.g. huddles, team meetings, panel management). We address stakeholder engagement, faculty and team development, culture building and logistics. Using two previously validated instruments to assess trainee perceptions of team performance and personal burnout at 6 and 12 months, we found that the program led to improvements in trainees’ perspectives of team performance, their relationship skills, and the effectiveness of their meeting practices, while also avoiding burnout. Key factors contributing to the success of the program are co-locating the professions, faculty role-modeling of team practice and communication behaviors, promotion of a relationship-centered culture, regularly scheduled workplace learning activities and planned IP learning sessions that support team-based practice.

Interdisciplinary work integrated learning: a pilot evaluation instrument

Background: Work integrated learning (WIL) activities—sometimes termed student placements, practice-based learning, cooperative education or workplace learning activities—are embedded into university course curricula to prepare students for future professional environments. Aims: This study evaluates an interdisciplinary and multiagency WIL activity undertaken by university students (n=14). Methods: Pre- and post-activity survey instruments were used to gain perspectives on student expectations and experiences relating to the WIL activity. The survey instruments were based on five common themes of quality within WIL activities. Findings: The WIL activity facilitated professionally relevant learning, delivered diverse experiences, and enabled the development of professionally meaningful relationships. Discussion: A pilot evaluation instrument for similar undergraduate paramedic WIL programmes is presented for further consideration. Limitations of the study are also discussed.

Workplace learning in crowdwork

PurposeThis paper aims to explore workplace learning practices within two types of crowdwork – microwork and online freelancing. Specifically, the paper scopes and compares the use of workplace learning activities (WLAs) and self-regulatory learning (SRL) strategies undertaken by microworkers (MWs) and online freelancers (OFs). We hypothesised that there may be quantitative differences in the use of WLAs and SRL strategies within these two types of crowdwork, because of the underpinning differences in the complexity of tasks and skill requirements.Design/methodology/approachTo test this hypothesis, a questionnaire survey was carried out among crowdworkers from two crowdwork platforms – Figure Eight (microwork) and Upwork (online freelancing). Chi-square test was used to compare WLAs and SRL strategies among OFs and MWs.FindingsBoth groups use many WLAs and SRL strategies. Several significant differences were identified between the groups. In particular, moderate and moderately strong associations were uncovered, whereby OFs were more likely to report (i) undertaking free online courses/tutorials and (ii) learning by receiving feedback. In addition, significant but weak or very weak associations were identified, namely, OFs were more likely to learn by (i) collaborating with others, (ii) self-study of literature and (iii) making notes when learning. In contrast, MWs were more likely to write reflective notes on learning after the completion of work tasks, although this association was very weak.Originality/valueThe paper contributes empirical evidence in an under-researched area – workplace learning practices in crowdwork. Crowdwork is increasingly taken up across developed and developing countries. Therefore, it is important to understand the learning potential of this form of work and where the gaps and issues might be. Better understanding of crowdworkers’ learning practices could help platform providers and policymakers to shape the design of crowdwork in ways that could be beneficial to all stakeholders.

Workplace learning measures for human resource development: review and summary

PurposeThe purpose of this paper is to review the existing workplace learning measures used in empirical studies in human resource development (HRD).Design/methodology/approachBy 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.FindingsWorkplace 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.Research limitations/implicationsThe 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.Practical implicationsThe 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.Originality/valueThis 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.

Relationship between Situational Inhibitors and Informal Learning amongst Accountants

Purpose: Informal learning activities are important for chartered accountants in public accounting firms to develop and maintain knowledge and skills within the professional environment. However, recent evidence indicates that situational inhibitors to the learning exist in their working environment. Thus, the objective of this research is to examine the relationship between situational inhibitors and informal learning activities amongst the accountants.
 Design/Methodology/Approach: A total of 260 chartered accountants in the firms across Malaysia participated in this study. The data of the study was collected through mail survey approach and analysed using correlation analysis.
 Findings: The findings indicated that lack of time and lack of support from others inhibited the accountants' informal workplace learning activities. The evidence suggests that accountants who face these two constraints at the workplace, would be less likely to engage in informal learning activities.
 Implications/Originality/Value: This study adds to previous literature by testing the relationship between situational inhibitors and the accountants' informal learning activities. Practically, the research findings are critical for accounting profession in developing appropriate strategies to overcome the identified problems.

Charting a Key Competency Domain: Understanding Resident Physician Interprofessional Collaboration (IPC) Skills.

Interprofessional collaboration (IPC) is essential for quality care. Understanding residents' level of competence is a critical first step to designing targeted curricula and workplace learning activities. In this needs assessment, we measured residents' IPC competence using specifically designed Objective Structured Clinical Exam (OSCE) cases and surveyed residents regarding training needs. We developed three cases to capture IPC competence in the context of physician-nurse collaboration. A trained actor played the role of the nurse (Standardized Nurse - SN). The Interprofessional Education Collaborative (IPEC) framework was used to create a ten-item behaviorally anchored IPC performance checklist (scored on a three-point scale: done, partially done, well done) measuring four generic domains: values/ethics; roles/responsibilities; interprofessional communication; and teamwork. Specific skills required for each scenario were also assessed, including teamwork communication (SBAR and CUS) and patient-care-focused tasks. In addition to evaluating IPC skills, the SN assessed communication, history-taking and physical exam skills. IPC scores were computed as percent of items rated well done in each domain (Cronbach's alpha > 0.77). Analyses include item frequencies, comparison of mean domain scores, correlation between IPC and other skills, and content analysis of SN comments and resident training needs. One hundred and seventy-eight residents (of 199 total) completed an IPC case and results are reported for the 162 who participated in our medical education research registry. IPC domain scores were: Roles/responsibilities mean = 37% well done (SD 37%); Values/ethics mean = 49% (SD 40%); Interprofessional communication mean = 27% (SD 36%); Teamwork mean = 47% (SD 29%). IPC was not significantly correlated with other core clinical skills. SNs' comments focused on respect and IPC as a distinct skill set. Residents described needs for greater clarification of roles and more workplace-based opportunities structured to support interprofessional education/learning. The IPC cases and competence checklist are a practical method for conducting needs assessments and evaluating IPC training/curriculum that provides rich and actionable data at both the individual and program levels.

Development of Content Specific Information Display to Induce Informal Communication Leading to Informal Learning

Interactive displays are widely utilised as a mean to cascade information to the public. In this study, a content specific information display has been proposed to encourage workplace informal learning and a field study was conducted where the effectiveness of the display was compared with that of conventional method in triggering informal communication between colleagues in an engineering project office. The increase in informal communications is expected to foster an open and friendly workplace environment which is conducive to learning, enhancing better collaborations and knowledge sharing. The content specific topics are expected to encourage workplace learning activities, be it via self-reading or discussion with colleagues. Our results indicate that that both CSID and infographic poster positively affect workplace informal learning activities. High initial CSID interactions were recorded which then reduces to a consistent level after workers gained familiarity with the system. With this study, we realised that users need to be aware of the availability of new contents to maintain the feeling of \ ewness" and invite continuous interactions. Our findings support the possibility that constant usage of CSID would foster positive workplace discussions, increasing workers competency and help to reduce the numbers of workplace accidents caused by communication failure and lack of knowledge.

Learn to Lead: Mapping Workplace Learning of School Leaders

In recent years policy makers’ interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders’ incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities school leaders value most, what work-related questions incite them to learn, what outcomes they achieve through workplace learning and what conditions support workplace learning of school leaders. In order to generate answers to the research questions, we conducted semi-structured interviews with 20 Dutch school leaders in secondary education, which also served as a form of reflection for the respondents. Results show that school leaders mostly value workplace learning through working on improvement and innovation and through reflection. In addition to outcomes for the school leader, working on improvement and innovation also leads to learning outcomes for teachers, and seems to provide opportunities for teachers to influence changes in the school. On the other hand, teachers take little or no part in reflection. Here, school leaders find peace and stability to reflect with fellow school leaders. If adjusted to a specific context, the methods used in this study might be transferred to other contexts, to study workplace learning of all kinds of leaders.

A Survey of Work Environment Inhibitors to Informal Workplace Learning Activities Amongst Malaysian Accountants

A survey was conducted to examine informal workplace learning activities and work environment inhibitors to such learning activities of accountants in public accounting firms across Malaysia. The findings indicated that the accountants use a variety of informal learning activities, although meeting predominates. The accountants reported that lack of time due to heavy workload, lack of meaningful rewards, lack of fund, limited influence on firm's operation and lack of support from others as the inhibitors to the learning activities. Theoretical and practical implications of the study as well as suggestions for future research were also discussed.

Proximal and distal outcomes of organizational socialization among new teachers: a mediation analysis

This study was designed to examine the relationship between socialization experience and the task performance of new teachers. It proposed to do this by testing a structural model. In explicating the relationship between the two constructs, teacher engagement in workplace learning activities and wellbeing were included in the structural model as plausible mediators. The study used a survey research method to gather data from a sample of 182 beginning teachers in northern peninsular Malaysia. Data were analyzed using SPSS version 16.0 and AMOS 16.0. The findings indicate that the structural model adequately fits the data. There is a significant indirect influence of socialization factors on the task performance of new teachers, with 81% of the variance explained.

Designing and evaluating an effective theory-based continuing interprofessional education program to improve sepsis care by enhancing healthcare team collaboration

Continuing interprofessional education (CIPE) differs from traditional continuing education (CE) in both the learning process and content, especially when it occurs in the workplace. Applying theories to underpin the development, implementation, and evaluation of CIPE activities informs educational design, encourages reflection, and enhances our understanding of CIPE and collaborative practice. The purpose of this article is to describe a process of design, implementation, and evaluation of CIPE through the application of explicit theories related to CIPE and workplace learning. A description of an effective theory-based program delivered to faculty and clinicians to enhance healthcare team collaboration is provided. Results demonstrated that positive changes in provider perceptions of and commitment to team-based care were achieved using this theory-based approach. Following this program, participants demonstrated a greater appreciation for the roles of other team members by indicating that more responsibility for implementing the Surviving Sepsis guideline should be given to nurses and respiratory therapists and less to physicians. Furthermore, a majority (86%) of the participants made commitments to demonstrate specific collaborative behaviors in their own practice. The article concludes with a discussion of our enhanced understanding of CIPE and a reinterpretation of the learning process which has implications for future CIPE workplace learning activities.