Workplace Learning Environments Research Articles

Workplace Learning Environment and Participation in Work Communities: A Qualitative Comparison of Stayers’ and Leavers’ Perceptions and Experiences

Workplace Learning Environment and Participation in Work Communities: A Qualitative Comparison of Stayers’ and Leavers’ Perceptions and Experiences

To teach is to learn twice, revisited: a qualitative study of how residents learn through teaching in clinical environments

BackgroundTeaching helps the teacher’s own learning as a professional—as the saying goes, ‘to teach is to learn twice’. Near-peer teaching in clinical practice has been shown to contribute to the development of both teaching skills and necessary competencies for doctors. Research on how near-peer teachers learn through their teaching roles has mainly focused on classroom learning. However, understanding how the phenomenon of ‘teaching is learning twice’ occurs in clinical settings and its influencing factors is important for the development of a quality workplace learning environment. Therefore, this study investigated how residents learn through teaching in clinical practice and the factors influencing this process.MethodsThis study’s methodology is based on the constructivist grounded theory from a social constructivist perspective. Several teaching hospitals in Japan were included, and the study participants were post-graduate year 2 residents (PGY2s) from these hospitals. The interviews were recorded, transcribed into text, and analysed by the first author.ResultsFrom January 2016 to July 2022, 13 interviews were conducted with 11 PGY2s from nine educational hospitals. The PGY2s played diverse educational roles in clinical settings and learned competencies as physicians in almost all areas through such roles. We found that knowledge transfer and serving as role models stimulated PGY2s’ intrinsic motivation, encouraged reflection on their own experiences, and promoted self-regulated learning. Further, educating about procedural skills and clinical reasoning prompted reflection on their own procedural skills and thought processes. Supporting post-graduate year 1 residents’ reflections led to the refinement of PGY2s’ knowledge and thought processes through the verbal expression of their learning experiences. Such processes required the formation of a community of practice. Thus, education promoted learning through reflection and clarified the expert images of themselves that PGY2s envisaged.ConclusionsThe study found that residents acquire various physician competencies through multiple processes by teaching as near-peer teachers in clinical settings, that a community of practice must be formed for near-peer teaching to occur in a clinical setting, and that teaching brings learning to those who teach by promoting reflection and helping them envision the professionals they aim to be.

Beyond the Task: Developing a Tool to Measure Workplace Characteristics That Affect Cognitive Load and Learning.

Educators lack tools to measure the workplace characteristics that learners perceive to affect learning. Without a tool that encompasses the social, organizational, and physical components of workplace learning environments (WLEs), it is challenging to identify and improve problematic workplace characteristics. Using echocardiography WLE, this study developed a tool to measure workplace characteristics that cardiology fellows perceive to affect learning. The Workplace-Cognitive Load Tool (W-CLT) was developed, which encompasses 17 items to measure workplace characteristics that could affect perceived cognitive load and learning. Exploratory factor analysis was used to identify the most parsimonious structure. A total of 646 cardiology subspeciality fellows were recruited from 60 cardiology fellowship programs to complete the survey between November 2020 and February 2021. Validity evidence was collected, guided by the unified model of validity. A total of 308 fellows (response rate, 49%) participated in the survey. The most parsimonious structure included 4 factors: (1) workplace-task, (2) workplace-environment, (3) workplace-orientation, and (4) workplace-teaching and feedback. All factors had high reliability (Cronbach α = 0.92, 0.92, 0.96, and 0.94, respectively). Social, organizational, and physical components of WLEs were represented in the items. Workplace-teaching and feedback had moderate negative correlations with workplace-environment (r = -0.41, P < .001) and workplace-orientation (r = -0.36, P < .001). A moderate positive correlation was found between workplace-task and workplace-teaching and feedback (r = 0.42, P < .001). Workplace-task had weak negative correlations with workplace-environment (r = -0.22, P < .001) and workplace-orientation (r = -0.23, P < .001). The W-CLT measures workplace characteristics that cardiology fellows perceive to affect their learning. The presence of social, organizational, and physical components emphasizes how workplace characteristics can enhance or impede learning. The W-CLT provides a foundation to explore how learning can be optimized in other WLEs.

Promoting physician-as-manager identities: The role of the workplace learning environment.

Promoting physician-as-manager identities: The role of the workplace learning environment.

Designing a Workplace-Based Learning Environment for Learning Health Promotion: A Design-Based Research.

The healthcare landscape has a growing emphasis on health promotion (HP), which makes HP important in the training of future physicians. This study employed design-based research to develop a clerkship focused on HP and to outline design principles for shaping workplace learning environments to promote HP learning. We evaluated a nursing-home clerkship designed at Radboud University Medical Center in the Netherlands, and refined it over three rounds. Data collection involved individual and group interviews with students and supervisors, as well as observations during clerkship-related meetings and activities. These interactions also facilitated the exchange of perspectives between participants and generation of new design ideas, fostering co-creation of the clerkship design. Data were analyzed through iterative thematic inquiry to inform new design choices and develop design principles. Evolved clerkship designs included an app for capturing practice experiences to discuss in relation to students' professional roles, loosening the strict assessment structure, and collaborative creation of a practice assignment about 'Positive Health'. We constructed four design principles, including: to question and discuss students' professional identity, provide concrete and meaningful assignments, aim for a peer-learner role for supervisors, and foster co-creation of the workplace learning environment. Our design principles support the design of workplace-based learning for HP, a subject that is novel within healthcare practice. We find that co-creation of workplace-based learning, which requires embracing uncertainty, is pivotal in this context, for students, practitioners, and educational institutions.

Stakeholders’ design preferences for instructional gamification

ABSTRACT There is increasing interest in incorporating game design elements in workplace learning, known as instructional gamification. Despite initial positive indications, there is still a need for a deeper understanding of how organisational stakeholders play a role in implementing instructional gamification. This study employed an explanatory sequential mixed-methods approach to identify and understand stakeholders’ instructional gamification design preferences and how these preferences might impact their endorsement of instructional gamification. A survey of 231 individuals at a software company was conducted to gather data on stakeholders’ preferences for instructional gamification. This was followed by in-depth interviews with eight employees to further enhance the understanding of stakeholders’ instructional gamification design preferences. The quantitative findings revealed four interrelated factors concerning the instructional gamification design preferences of the three stakeholder groups. However, the qualitative findings revealed that the stakeholder groups interpreted the items differently. By integrating the quantitative and qualitative findings, the study provides a comprehensive understanding of the factors that enable or hinder stakeholders’ endorsement of instructional gamification in workplace learning. The study also presents four design propositions that facilitate stakeholder endorsement of gamified learning artifacts. The findings have both theoretical and practical implications for designing and implementing instructional gamification in workplace learning environments.

Trainee selection of tasks in postgraduate medical education: Is there a role for 'cherry-picking' to optimise learning?

Learning is optimised when postgraduate trainees engage in clinical tasks in their zone of proximal development (ZPD). However, workplace learning environments impose additional non-learning goals and additional tasks that may lead to trainees engaging in tasks that do not fall within their ZPD. We do not fully understand how trainees select clinical tasks in the workplace learning environment. If we knew the goals and factors they consider when selecting a task, we could better equip trainees with strategies to select tasks that maximise learning. We explored how postgraduate trainees select clinical tasks using echocardiography interpretation as a model. Canadian General Cardiology residents and Echocardiography fellows were invited to participate in semi-structured interviews. Aligning with a theory-informed study, two independent researchers used a deductive, directed content analysis approach to identify codes and themes. Eleven trainees from seven Canadian universities participated (PGY4 =4, PGY5 =3, PGY6 =1 and echocardiography fellows =3). Goals included learning content, fulfilling assessment criteria and contributing to clinical demands. Trainees switched between goals throughout the day, as it was too effortful for them to engage in tasks within their ZPD at all times. When trainees had sufficient mental effort available, they selected higher complexity tasks that could advance learning content. When available mental effort was low, trainees selected less complex tasks that fulfilled numerically based assessment goals or contributed to clinical demands. Trainees predominantly used perceived complexity of the echocardiogram as a factor to select tasks to achieve their desired goals. Postgraduate trainees select tasks within their ZPD that enable them to maximise learning when they perceive to have sufficient mental effort available and workplace affordances are adequate. These findings can inform individual and systemic strategies to maximise learning when selecting tasks.

A Study on Employee Perception towards HR Practices of Pallava Textiles Pvt., Ltd., to Erode

The research purpose is to determine the study of the perception of employees. The purpose of this study is to contribute to an understanding of how diverse groups of employees perceive their workplaces as learning environments, and to cast light on the learning processes of these diverse groups of employees Design/methodology/approach .This study was designed to examine employee perceptions of the extent to which their managers create conditions in the work environments favorable to learning and enact behaviors in one on one settings that are likely to foster learning; and their sources and methods of learning. Data were gathered from employees in Pallava textiles manufacturing firms through self‐completion questionnaires and analyzed using descriptive statistics and tests. Research limitations/implications the research reveals demographic variables that appear to be important in studies of employee learning in small firms. Future research should examine owner managers' perceptions of the workplace learning environments and employee learning processes. Practical implications Managers may need practical help in managing the learning of diverse groups of employees, and in understanding the potential differences in employee learning processes.

A Study on Employees Welfare Pertaining to Satisfaction of Sakthi Sugars Ltd., to Erode

The purpose of this study is to contribute to an understanding of how diverse groups of employees perceive their workplaces as learning environments, and to cast light on the learning process of these diverse groups of employees Design/methodology/approach. This study was designed to examine employee perceptions of the extent to which their managers create conditions in the work environments favorable to learning and enact behaviors in one on one settings that are likely to foster learning; and their sources and methods of learning. Data were gathered from employees in Sakthi sugars manufacturing firms through self completion questionnaires and analyzed using descriptive statistics and tests. Future research should examine owner managers' perceptions of the workplace learning environments and employee learning processes. Practical implications Managers may need practical help in managing the learning of diverse groups of employees, and in understanding the potential differences in employee learning processes.

Tacit knowledge and the role of the dental educator.

This article seeks to explore tacit knowledge in the context of the practice and the role of a dental educator in a workplace learning environment. The key theoretical ideologies which underpin the definition of tacit knowledge have been outlined and practical examples to enable conceptualisation. The role tacit knowledge plays in procedural knowledge, performance of a skill and diagnosis and decision-making has been explained in further detail. Approaches to maximise the educational output of learning opportunities by using tacit knowledge and how an awareness of tacit knowledge can complement reflection have been considered. It is acknowledged that workplace learning is of mutual benefit to the dental educator, trainee and clinical team and that the development of the educator to make tacit knowledge explicit, can be achieved through peer observation, amongst other methods. Tacit knowledge is a key element underpinning learning in the workplace; the use of this knowledge can be applied in an advantageous manner, from both an educational and a personal developmental perspective.

Measuring the quality of workplace learning environments – a qualitative meta synthesis of employee questionnaires

PurposeThis study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments.Design/methodology/approachEmployees’ success of learning at work is strongly influenced by the quality of the workplace learning environment. In the recent decades growing effort has been given to the development of surveys to measure the quality of workplace learning, resulting in a large number of available survey instruments. This study conceptually draws on a 3-P model and uses a qualitative metasynthesis to collect and categorize n = 94 surveys that intend to measure the quality of workplace learning (WPL).FindingsThe results underline that research on WPL environments is a highly interdisciplinary endeavor, where every discipline enriches the field by a new perspective and own foci. Overall, this study finds a focus on learning culture and working conditions, on social and functional inclusion of the learner and on support and feedback during training. Products of WPL such as professional competences or career aspirations play a minor role.Originality/valueWith the integration of quality measurement instruments from various research studies, this study produces an interactive online instrument map that gives a broad, yet organized overview of available quality measures in the WPL field.

Learning or Leaving? Individual and Environmental Factors Related to Job Satisfaction and Turnover Intention

In addition to well-being, workplace learning has gained increasing interest in supporting employee and organizational development and success. Focusing on specific factors affecting workplace learning and well-being, this study examines the links between individual factors (basic psychological need satisfaction) and environmental factors (expansiveness of the workplace as a learning environment), job satisfaction, and turnover intention. Survey data were collected from the employees (N = 153) of two Finnish engineering companies from 2018 to 2019. The data were analyzed with correlation analysis and structural equation modeling (observed and latent variable path analysis). Results show that a more expansive workplace learning environment is associated with higher satisfaction of basic psychological needs. High levels of autonomy and competence need satisfaction, versatile work, promotion of learning, and acknowledgment of skills are positively associated with job satisfaction. Higher levels of autonomy and non-routine work tasks are associated with lower turnover intention. The results indicate that turnover intention is not necessarily associated with only negative conditions or perceptions, as high levels of competence and participation and understanding of the workplace are positively associated with turnover intention. The findings provide information about workplace factors that are relevant to improving employees’ workplace learning and well-being. The results also highlight the ambiguous nature of turnover intention.

Mobilizing professional identity in multidisciplinary teams: An appreciative inquiry

ABSTRACT Professional identity is how professionals identify themselves in their work role. Practicing clinicians working in multidisciplinary teams soon discover their professional identities must broaden and mobilize so that they can work seamlessly alongside others to maximize health and social care outcomes. Methods to mobilize professional identity are not well understood: our study aimed to identify opportunities for facilitating flexibility of professional identity within the context of multidisciplinary teams. We undertook an appreciative inquiry, with eight health and social care professions, to (i) assess how the mobilization of professional identity can be translated into the workplace, (ii) outline a mechanism that will support the mobilization of professional identity for health and social care practitioners working within a multidisciplinary team, and (iii) identify the implications of this research for managers of multidisciplinary teams. We found that developing role models and shared workplace learning environments were important approaches to facilitate understanding of other professions. Participants suggested developing a work-based intervention to mobilize professional identity. This study offers a unique insight into the mobilization of professional identity within multidisciplinary teams; development of a programme for a work-based education resource, centering on the ‘role of others’, power and trust; and identification of the implications for managers of multidisciplinary teams.

Learning Echocardiography in the Workplace: A Cognitive Load Perspective.

Although workplace learning environments provide authentic tasks to promote learning, elements of clinical settings may distract trainees and impede learning. The characteristics of workplace learning environments that require optimization are ill-defined. Applying principles of cognitive load theory (CLT) to optimize learning environments by managing intrinsic load (complexity of the task matched to learner knowledge and skill), minimizing extraneous load (any aspect that is not part of task completion), and increasing germane load (processing for storage in long-term memory) could be advantageous. The authors explored trainee perceptions of characteristics that helped or impaired learning from a cognitive load perspective. Echocardiography interpretation was used as a model. The authors conducted semistructured interviews between December 2018 and March 2019 with a purposeful sample of 10 cardiology trainees at the University of California, San Francisco, School of Medicine until thematic sufficiency was achieved. Participants represented a range of training levels (3 fourth-year trainees, 2 fifth-year trainees, 3 sixth-year trainees, and 2 advanced echocardiography fellows) and career aspirations (4 desired careers in imaging). Two independent coders analyzed interview transcripts using template analysis. Codes were mapped to CLT subcomponents. Trainees selected their own echocardiograms to interpret; if trainees' skill levels and the complexity of the selected echocardiograms were mismatched, excess intrinsic load could result. Needing to look up information essential for task completion, interruptions, reporting software, and time pressures were characteristics that contributed to extraneous load. Characteristics that related to increasing germane load included the shared physical space (facilitating reading echocardiograms with attendings and just-in-time guidance from near peers) and the availability of final reports to obtain feedback independent of teachers. As interpreted from a cognitive load perspective, findings highlight characteristics of workplace learning environments that could be optimized to improve learning. The findings have direct application to redesigning these learning environments.

Well-being Content in Nurse Practitioner Curricula: Facilitators and Barriers

The challenges and stressors of primary care require nurse practitioners to balance patient demands with their own health and well-being. Academic institutions have a responsibility to promote health and well-being among all students, with the goal of their continuing these activities after graduation. Results of this project describe the current state of well-being content integration in the curriculum of a hybrid family nurse practitioner program and identify potential barriers and facilitators of curriculum refinement. Findings provide direction regarding the next steps required to implement well-being content into didactic and workplace learning environments of primary care programs.

Creating conditions for sustainable degree apprenticeships in England

PurposeThe purpose of this paper is to report on a study funded by the Edge Foundation, an independent educational charity, to investigate what is needed in order for English higher education to operate degree apprenticeships (DAs) on a sustainable basis.Design/methodology/approachThe study, conducted in 2019–2020, took the form of a literature review, semi-structured interviews with employers, institutional staff members and apprentices in three fields, and an open online survey.FindingsThis study illustrates a high level of support for DAs amongst those who are involved in them, whether as educators, employers or apprentices. Degree Apprenticeships aid public-sector recruitment, support progression routes and social mobility within the existing workforce, and contribute to recruitment and productivity in public services and economically critical industries. Practices in the organisation and delivery of apprenticeships are variable, but a clear need is illustrated for strong institution–employer partnerships, integration between on- and off-the-job learning, expansive workplace learning environments, and co-ordination of assessment and quality assurance. There is also a need for external bodies to provide a consistent policy and funding environment.Practical implicationsThe findings illustrate the need for strong partnerships, for programmes that are designed from the ground up as apprenticeships, and for effective integration of apprentices into the organisation's working environment.Originality/valueThis study updates and adds to the literature on DAs and work-integrated higher education. It emphasises three aspects that have hitherto been given little attention: the value of DAs for public-sector recruitment and for creating social mobility within the existing workforce, and the importance of ensuring apprenticeships are aligned with organisational objectives.

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

PurposeThe 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/approachThe 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.FindingsAs 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/implicationsFuture 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 implicationsThere 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/valueThe paper extends current understanding of how the workplace learning environment – beyond a narrow focus on “training” – changes as firm size increases.

The current state of the TVET teachers’ workplace learning in China

Workplace learning emphasizes a learning paradigm that considers learners to be active and self-directed rather than passive learning in the traditional training paradigm. The aim of this article is to try to synthesize the existing literature and studies as well as summarize the relevant information and available evidence to find the current state of teachers’ Workplace Learning in TVET (Technical and Vocational Education and Training) institute. In practice, this study will help vocational schools understand the current situation of vocational education teachers’ workplace learning and provide evidence for vocational colleges to take reformation and transformation. For the future, researchers could explore the relationships among workplace learning environment, learning strategies, and learning outcomes in the TVET context.

Beyond the self: The role of co-regulation in medical students' self-regulated learning.

ContextMedical students are expected to self‐regulate their learning within complex and unpredictable clinical learning environments. Research increasingly focuses on the effects of social interactions on the development of self‐regulation in workplace settings, a notion embodied within the concept of co‐regulated learning (CRL). Creating workplace learning environments that effectively foster lifelong self‐regulated learning (SRL) requires a deeper understanding of the relationship between CRL and SRL. The aim of this study was therefore to explore medical students’ perceptions of CRL in clinical clerkships and its perceived impact on the development of their SRL.MethodsWe conducted semi‐structured interviews with 11 purposively sampled medical students enrolled in clinical clerkships at one undergraduate competency‐based medical school. Data collection and analysis were conducted iteratively, informed by principles of constructivist grounded theory. Data analysis followed stages of open, axial and selective coding, which enabled us to conceptualise how co‐regulation influences the development of students’ self‐regulation.ResultsData revealed three interrelated shifts in CRL and SRL as students progressed through clerkships. First, students’ CRL shifted from a focus on peers to co‐regulation with clinician role models. Second, self‐regulated behaviour shifted from being externally driven to being internally driven. Last, self‐regulation shifted from a task‐oriented approach towards a more comprehensive approach focusing on professional competence and identity formation. Students indicated that if they felt able to confidently and proactively self‐regulate their learning, the threshold for engaging others in meaningful CRL seemed to be lowered, enhancing further development of SRL skills.ConclusionsFindings from the current study emphasise the notion that SRL and its development are grounded in CRL in clinical settings. To optimally support the development of students’ SRL, we need to focus on facilitating and organising learners’ engagement in CRL from the start of the medical curriculum.

Preparing work-ready graduates – skills development lessons learnt from internal audit practice

This study focuses on soft skills development as part of continuing professional education (CPE) for early-career internal auditors. Prior research identifies the soft skills that accounting graduates need in the workplace. However, tension between the roles of educators and practitioners in developing these skills exists and requires a better understanding of the interrelationship between academic and professional education to achieve resolution. Using a qualitative approach and drawing on social learning perspectives, this South African study expands on the current understanding of soft skills development in the workplace by presenting perceptions of various stakeholders in relation to CPE challenges experienced by them. Views of internal audit employers, early-career internal auditors and representatives of the profession with a direct interest in CPE are considered. The study uses three challenges experienced in the workplace (learning environment complexities, resource limitations and different management styles) to contextualise soft skill requirements for early-career internal auditors. The study shows that adaptability, communication, critical thinking, time management, self-management and teamwork skills are needed to alleviate pressures relating to these challenges. These insights cast light on the context in which roles and tasks are performed and could increase educators’ appreciation of soft skills development as part of their teaching practices. Also, by coordinating their efforts in developing soft skills, the tension between educators and employers is unwound and educators are better able to deliver work-ready graduates.