What are drivers for informal learning?

2016 ◽  
Vol 40 (3) ◽  
pp. 130-154 ◽  
Author(s):  
Eva Schürmann ◽  
Simon Beausaert
Keyword(s):  
Human Resources ◽  
Informal Learning ◽  
Background Characteristics ◽  
Structured Interviews ◽  
Learning And Development ◽  
Content Type ◽  
Learning At Work ◽  
Hrd Professionals ◽  
Comprehensive Framework ◽  
Online Feedback

Purpose – The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees engage and what are the drivers for informal learning. Design/methodology/approach – Semi-structured interviews were taken from ten human resources (HR) and ten marketing employees working at a German machinery manufacturer. Findings – Employees mostly learn informally by talking or collaborating with others, searching information online, feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees’ informal learning. Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors. Research limitations/implications – The design of this exploratory qualitative study brings some limitations. Based on the findings, suggestions for future quantitative and intervention studies are done. Practical implications – The results show how human resources development (HRD) professionals could better support employees’ engagement in informal learning and gives an overview of the determinants that could be influenced and in turn have a positive effect on employees’ informal learning. Originality/value – This study is one of the first studies unraveling informal learning as perceived by employees. It develops a comprehensive framework for categorizing drivers for informal learning.

Expertise – from the mouths of babes

2016 ◽  
Vol 30 (5) ◽  
pp. 22-24
Keyword(s):  
Informal Learning ◽  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Formal Learning ◽  
Background Characteristics ◽  
Learning And Development ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Employees mostly learn informally by talking or collaborating with others, searching information online and feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees’ informal learning. Background characteristics, on the contrary, were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Talent management in government organizations: identification of challenges and ranking the solutions to address them

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohammad-Hadi Sehatpour ◽  
Behnam Abedin ◽  
Aliyeh Kazemi
Keyword(s):  
Human Resources ◽  
Talent Management ◽  
Successful Implementation ◽  
Senior Managers ◽  
Related Factors ◽  
Content Type ◽  
Government Organizations ◽  
Top Managers ◽  
Different Types ◽  
Comprehensive Framework

PurposeThe main aim of this research is to rank and prioritize the solutions to address the challenges for the successful implementation of talent management (TM) in government banks in Iran.Design/methodology/approachThis paper has identified the challenges of TM implementation in government banks and proposed the solutions to address these challenges through a review of the extant literature. The identified challenges and solutions were ranked using two multi-criteria decision-making (MCDM) methods called PROMETHEE and VIKOR based on the insights from 20 senior managers of government banks in Iran.FindingsThe challenges and solutions were categorized into cultural, managerial, human resources and environmental-related factors. “Building culture of TM in organizations”, “making TM as an ongoing process in organizations”, “commitment of senior managers to TM process”, “managing TM pipeline” and “focusing on meritocracy in recruitment and selections” were ranked as the top solutions to address cultural, managerial, human resources and environmental challenges, respectively.Research limitations/implicationsThe findings can provide a comprehensive view of different types of challenges and solutions in the TM process for government organizations and institutions. It also provides helpful insights for top managers to define their organizations' strategies effectively and to implement the TM process by ranking and prioritizing the solutions to address their challenges.Originality/valueThe main contribution of this study is to develop a comprehensive framework in which, identification of different types of challenges in the implementation of TM processes can be addressed and the approaches to remove or mitigate the effects of these challenges are ranked by using two well-established MCDM techniques.

scholarly journals Is pharmacist pre-registration training equitable and robust?

2019 ◽  
Vol 9 (3) ◽  
pp. 347-358
Author(s):  
Samuel David Jee ◽  
Ellen Ingrid Schafheutle ◽  
Peter Raymond Noyce
Keyword(s):  
Well Being ◽  
Research Literature ◽  
Structured Interviews ◽  
Learning And Development ◽  
Over The Counter ◽  
Content Type ◽  
Formal Support ◽  
Template Analysis ◽  
Support Mechanisms ◽  
Trainee Experience

Purpose Against a backdrop of concerns regarding the quality and equity of the final practice-based pre-registration training year, the purpose of this paper is to examine how robust and equitable current education and training arrangements in Great Britain are in preparing newly qualified pharmacists (NQPs) for practice. Design/methodology/approach In addition to considering relevant regulator, policy and research literature, this paper presents findings from a longitudinal qualitative study that tracked 20 pharmacy trainees and their tutors during pre-registration training and early registered practice. Trainees were interviewed four times over a 12-month period; tutors were interviewed twice. Semi-structured interviews explored learning and development, work environment and support received. Interview transcripts were analysed thematically using template analysis. Findings Currently, there are no requirements tor training pre-registration tutors, or for accreditation or quality assurance of training sites. Longitudinal interview findings showed that community trainees developed knowledge of over-the-counter and less complex, medicines whereas hospital trainees learnt about specialist medicines on ward rotations. Hospital trainees received support from a range of pharmacists, overseen by their tutor and other healthcare professionals. Community trainees generally worked within a small pharmacy team, closely supervised by their tutor, who was usually the sole pharmacist. NQPs were challenged by having full responsibility and accountability as independent practitioners, without formal support mechanisms. Originality/value The variability in trainee experience and exposure across settings raises concerns over the robustness and equity of pre-registration training. The lack of formal support mechanisms post-registration may pose risks to patient safety and pharmacists’ well-being.

Building and property management framework for state schools in New Zealand

Facilities ◽  
2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
An Thi Hoai Le ◽  
Niluka Domingo ◽  
Eziaku Onyeizu Rasheed ◽  
Kenneth Sungho Park
Keyword(s):  
New Zealand ◽  
School Boards ◽  
Review Literature ◽  
Property Management ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Content Type ◽  
Top Managers ◽  
Comprehensive Framework ◽  
State Schools

Purpose This paper aims to develop an integrated and comprehensive framework for building and property management (BAPM) for state schools in New Zealand. The results are expected to clarify the complicated process and provide a guide for school boards to manage their property effectively and efficiently. It also seeks to explore the relationship between the key stakeholders and how this impacts the BAPM. Design/methodology/approach In addition, to review literature, qualitative data were obtained through semi-structured interviews with 16 top managers in state schools. The data analysis results were used to develop the framework using the integration definition for process modelling. Findings The findings contribute to understanding the processes in the BAPM in state schools of school board members by adding input, output, control and mechanism elements in each activity of the processes. The systematic models with main activities and people involved are presented as a guide for school boards in state schools in New Zealand. Challenges and issues in the processes are also identified to draw further study for both school boards and the Ministry of Education. Research limitations/implications The research was conducted with the participation of stakeholders who are sampled from top managers in state schools in New Zealand. A larger scale of participants from other schools may generalise the findings further. Practical implications The research findings are based on the needs and requirements of the stakeholders to understand, implement and control the BAPM for their schools and aid them to achieve the best value for money spending on the management. Originality/value The paper highlights the complexity of the BAPM in schools, presents the roles and responsibilities of the school stakeholders and proposes a systematic framework to assist the school managers in this management process.

Learning strategies for competence development in enterprises

2017 ◽  
Vol 49 (1) ◽  
pp. 1-5
Author(s):  
Ulrik Brandi ◽  
Rosa Lisa Iannone
Keyword(s):  
Human Resources ◽  
Learning Strategies ◽  
Design Methodology ◽  
Large Scale ◽  
State Of The Art ◽  
Competence Development ◽  
Abductive Reasoning ◽  
Structured Interviews ◽  
Content Type ◽  
Enterprise Level

Purpose The purpose of this paper is to examine learning strategies for competence development at the enterprise level, and how these can be actualised in practice. The authors focus on three influential aspects, namely: the highest valued employee skills, main triggers for learning and investment in learning, as well as the most successful types of learning. Design/methodology/approach The empirical research was designed according to abductive reasoning. The data draw on research we undertook between 2013 and 2015, including semi-structured interviews with management, human resources and union representatives, as well as questionnaire responses from a total of 31 EU and 163 EU-competitors, across 53 industries and 22 countries. Findings Competence development requires flexible, learner-centred strategies for initiatives that respond to immediate business needs. Additionally, despite soft competences being so highly valued and sought after, investment (financial and other) by enterprises in developing them is low, relative to the investments poured into hard competences. Also, there is a clear employee demand gap for learning that develops soft competences. Originality/value Findings and recommendations are based on a large-scale empirical study, providing state-of-the-art knowledge, upon which we can renew our current learning strategies in workplaces.

Using human resource activities to implement sustainability in SMEs

2016 ◽  
Vol 23 (3) ◽  
pp. 652-670 ◽  
Author(s):  
Christina Langwell ◽  
Dennis Heaton
Keyword(s):  
Qualitative Research ◽  
Human Resources ◽  
Human Resource ◽  
Empirical Research ◽  
Design Methodology ◽  
Research Study ◽  
Structured Interviews ◽  
Content Type ◽  
Qualitative Research Study ◽  
Practical Implications

Purpose – The purpose of this paper is to examine how small- and medium-sized organisations that were already participating in recognised sustainability programmes in Iowa, USA, in how they were utilising activities normally associated with human resources (HRs) to implement sustainability – activities included communication, engagement, incentives and recruitment and retention. Design/methodology/approach – The authors were interested in how small- and medium-sized enterprises (SMEs) were utilising HR functions to implement sustainability. This was an exploratory, qualitative research study utilised semi-structured interviews to obtain data. Findings – Based on the findings, some of the functions are being utilised more than others, with some activities not being implemented at all. Research limitations/implications – This research offers empirical research on how sustainability is achieved in SMEs. Practical implications – This paper outlines some practical methods that any SME could utilise to help implement sustainability within an organisation. Originality/value – This paper adds empirical research on how SMEs are implementing sustainable practices into their operations by using activities normally associated with the HR department.

Pigeonholing or learning instrument?

2019 ◽  
Vol 43 (3/4) ◽  
pp. 354-374
Author(s):  
Henriette Lundgren ◽  
Brigitte Kroon ◽  
Rob F. Poell
Keyword(s):  
Human Resource Development ◽  
Qualitative Comparative Analysis ◽  
Perceived Usefulness ◽  
Personality Testing ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type ◽  
Participatory Workshop ◽  
Emotional Safety ◽  
Hrd Professionals

Purpose While factors that influence test takers’ reactions to personality testing in selection contexts have been well researched, little empirical research evidence exists to determine whether these factors also apply to test takers’ reactions in the context of management development (MD). The purpose of this study is, therefore, to explore what explains different test takers’ reactions in the context of MD programs. Design/methodology/approach A qualitative longitudinal approach with three phases of data collection was used, resulting in participatory workshop observations and 11 semi-structured interviews with participants from two different contexts. Data were analyzed using Qualitative Comparative Analysis (QCA). Findings The findings show that test takers’ reactions vary; some are more accepting, others are more neutral or rejecting, where perceived usefulness, clarity of purpose and perceived respectfulness are identified as distinguishing factors. Individuals also differ in terms of their awareness of assumptions and their perceived emotional safety, two emerging factors that are relevant in the MD context. Research limitations/implications Data were collected during the MD workshops and three months after, but no records of immediate test takers’ reactions were included, which could be an addition for future research. Practical implications The findings of this study suggest that human resource development (HRD) professionals have significant impact on test takers’ reactions when it comes to encouraging self-reflection and learning along personality tests. Originality/value This study adds to existing research by offering insights into factors in MD settings where participants are concerned about aspects of fairness, learning and behavioral change.

scholarly journals Do new ways of working increase informal learning at work?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ruud Gerards ◽  
Andries de Grip ◽  
Arnoud Weustink
Keyword(s):  
Informal Learning ◽  
Bootstrap Method ◽  
Organizational Knowledge ◽  
Mediating Effect ◽  
Content Type ◽  
New Ways Of Working ◽  
Learning At Work ◽  
Using Data ◽  
The Impact ◽  
Demand Control

PurposeThe purpose of this paper is to provide a first investigation of how new ways of working (NWW) and their various facets relate to employee informal learning at work, while accounting for a range of known antecedents of informal learning.Design/methodology/approachThe job demand–control model and the job demands–resources model underpin our hypotheses on how NWW would relate to informal learning. The hypotheses are tested using the Preacher and Hayes (2008) bootstrap method for mediation analysis, accounting for the potential mediating effect of the frequency with which employees receive feedback.FindingsThe analyses show that NWW positively relate to informal learning at work. This relation is mediated by the frequency with which employees receive feedback. Further analysis shows that one particular NWW facet – access to organizational knowledge – is an independent driver of informal learning, hardly mediated by receiving feedback.Practical implicationsThe results suggest that managers who seek new ways to stimulate informal learning can do so by giving their employees more access to organizational knowledge, for instance, by leveraging the potential of modern ICT.Originality/valueThis empirical paper is the first study on the impact of NWW on informal learning at work. Using data on the Dutch working population, it provides novel insights for several strands of literature as well as for practitioners.

Informal learning spaces (ILS) in university libraries and their campuses

2016 ◽  
Vol 117 (1/2) ◽  
pp. 49-62 ◽  
Author(s):  
Matthew Cunningham ◽  
Graham Walton
Keyword(s):  
Informal Learning ◽  
Design Methodology ◽  
Single Case ◽  
Comparative Approach ◽  
University Libraries ◽  
Learning Spaces ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose – This paper aims to explore at Loughborough University (UK) how informal learning spaces (ILS) are used by students in the Library and elsewhere on campus. Focus includes learning activities undertaken by students, reasons why the ILS is chosen, suggestions on how they can be improved and how technologies are used. Comparison will be drawn between how students use Library ILS and other ILS. Design/methodology/approach – Case study based at Loughborough University and its Library. Semi-structured interviews were held with 265 students in various ILS spaces across campus. Findings – Similarities and differences are present in the way students use Library ILS compared with other ILS campus spaces. These include impact of campus geography and individual academic levels of students. Research limitations/implications – This is a single case study and the results can only relate to Loughborough University. There may be some lessons and themes that are relevant to other universities. The number of interviewees is relatively small. Practical implications – Highlights the need for cooperation between various university stakeholders to strategically and operationally manage different ILS on campus. Originality/value – This is one of the very few studies that investigate together the range of ILS including the Library in a comparative approach.

Delivering well-being through the coronavirus pandemic: the role of human resources (HR) in managing a healthy workforce

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kay Lisa Maddox-Daines
Keyword(s):  
Human Resources ◽  
Well Being ◽  
Business Continuity ◽  
Physical And Mental Health ◽  
Structured Interviews ◽  
Effective Response ◽  
Public And Private ◽  
Content Type ◽  
The Public ◽  
The Uk

PurposeThis paper examines how human resources (HR) professionals in the UK have supported employee wellbeing during the coronavirus disease (COVID) pandemic. It considers the extent to which HR professionals were prepared for the crisis and their readiness in supporting the wellbeing of their people.Design/methodology/approachSemi-structured interviews were conducted with 15 senior HR professionals working across the public and private sectors in the UK. Using an in-depth interview structure, the research explored how respondents both reacted to and managed the crisis in their respective organisations. Template analysis was used to analyse the data allowing a certain degree of fluidity in the establishment of ordered relationships between the themes.FindingsThis study finds that business continuity plans turned out to be useless during the pandemic because they focussed on data, not people. It highlights the tension between home-working and burn-out as online presenteeism increased due to staff changing their behaviour in response to self-surveillance. The paper emphasises the importance of soft skills and authentic leadership and the tensions in respect of equity.Research limitations/implicationsThe study was conducted with HR professionals in the UK, not internationally. Although the sample did include HR professionals from across the public, private and third sectors, the experience may not be representative of all those working in HR.Originality/valueThis research found that those organisations that had engaged in business continuity planning prior to the pandemic focussed on the retrieval and accessibility of data rather than people. This prioritises staff as a resource rather than emphasising people as an organisation's most valuable asset. Furthermore, the study found that staff worked harder and for longer periods of time as a consequence of self-imposed surveillance. Organisational responses were contradictory as despite implementing well-being strategies to promote physical and mental health, there was little evidence of an effective response to this online presenteeism.

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