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

2020 ◽  
Vol 44 (2/3) ◽  
pp. 305-320
Author(s):  
Daniel Bishop
Keyword(s):  
Informal Learning ◽  
Human Resource Development ◽  
Learning Environments ◽  
Workplace Learning ◽  
Firm Size ◽  
Learning Processes ◽  
Future Research ◽  
Structured Learning ◽  
Individual Choice ◽  
Content Type

Purpose The 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/approach The 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. Findings As 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/implications Future 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 implications There 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/value The paper extends current understanding of how the workplace learning environment – beyond a narrow focus on “training” – changes as firm size increases.

Neuroscientism, the neuroscience of learning

2019 ◽  
Vol 43 (7/8) ◽  
pp. 619-642 ◽  
Author(s):  
Doo Hun Lim ◽  
Dae Seok Chai ◽  
Sunyoung Park ◽  
Min Young Doo
Keyword(s):  
Learning Styles ◽  
Human Resource Development ◽  
Workplace Learning ◽  
Learning Theories ◽  
Future Research ◽  
Traditional Learning ◽  
Content Type ◽  
Brain Based Learning ◽  
Learning Principles ◽  
The Impact

Purpose Although the field of neuroscience has evolved dramatically, little research has attempted to conceptualize the impact of neuroscience on the field of human resource development (HRD). The purpose of this study is an integrative review of the influential relationship between neuroscience and workplace learning including applicable implications for HRD research and practice. Design/methodology/approach By reviewing 93 studies on neuroscience and brain-based learning published between 1995 and 2017, the authors synthesized their findings. Findings This study discusses the basic concepts of neuroscience such as the structure and functions of the brain, neuroscientific findings about memory and cognition, the effect of neural transmitters on memory and cognition and the neuroscience of learning. This study also illustrates brain-based learning styles affecting learning and describes various neuroscientific learning principles and models that can be applied to practical planning and the delivery of workplace learning and HRD activities. Originality/value This study concludes with brain-based learning principles called neuroscientism compared with traditional learning theories. It also includes several brain-based learning cases from workplace settings and implications for future research and further HRD practices.

The effect of actual workplace learning on job satisfaction and organizational commitment

2019 ◽  
Vol 31 (8) ◽  
pp. 481-497 ◽  
Author(s):  
Geunpil Ryu ◽  
Seong-Gin Moon
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Human Resource Development ◽  
Workplace Learning ◽  
Learning Experience ◽  
Work Attitudes ◽  
Moderating Effect ◽  
Data Set ◽  
Content Type ◽  
Learning Programs

Purpose This study aims to examine the effect of workplace learning experience and intrinsic learning motive on job satisfaction and organizational commitment. In addition, the study examined the moderating effect of intrinsic learning motives on the relationship between learning experience and job satisfaction and organizational commitment. Design/methodology/approach The current research used the Human Capital Corporate Panel survey data set, which aimed to explore how human resource development practices influence corporate performance. In all, 10,003 samples from 441 companies were used for data analysis. Findings Results indicate that taking part in workplace learning programs positively affects job satisfaction and organizational commitment. Likewise, intrinsic learning motives are also positively related to work attitudes. However, no interaction effect between the intrinsic learning motive and the learning experience was found, which may imply that an autonomous extrinsic learning motive is a better predictor for explaining job satisfaction than is a purely intrinsic learning motive within an organizational context. Originality/value Little research has examined the actual effect of workplace learning programs on employees’ attitudes regarding job satisfaction and organizational commitment. Furthermore, to the authors’ knowledge, no research has examined the moderating effect of intrinsic learning motive with workplace learning experience on employees’ positive work attitudes.

The roles of emerging multinational companies’ technology-driven FDIs in their learning processes for innovation

2019 ◽  
Vol 14 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Ju Liu
Keyword(s):  
Learning Process ◽  
Explanatory Power ◽  
Analytical Framework ◽  
Multinational Companies ◽  
Learning Processes ◽  
Comparative Case Study ◽  
Future Research ◽  
Global Knowledge ◽  
Content Type ◽  
Capability Building

Purpose The purpose of this paper is to contextually theorise the different patterns of emerging multinational companies’ (EMNCs’) learning processes for innovation and the different influences of their technology-driven FDIs (TFDIs) on the processes. Design/methodology/approach A comparative case study method and process tracing technique are employed to investigate how and why firms’ learning processes for innovation took place, how and why the TFDIs emerged and influenced the firms’ learning processes in different ways. Findings The paper identifies two different patterns of learning process for innovation (Glider model vs Helicopter model) and two different roles of the case firms’ TFDIs (accelerator vs starter) in the different contexts of their learning processes. It is found that the capability building of the domestic wind energy industry has an important influence on the case of EMNCs’ learning processes and thus on the roles of their TFDIs. Research limitations/implications The limitation of the paper lies in its small number of cases in a specific industry of a specific country. The two contextually identified learning models and roles of TFDIs may not be applied to other industries or other countries. Future research should investigate more cases in broader sectoral and geographic scope to test the models and also to identify new models. Practical implications For EMNCs, who wants to use the Helicopter model to rapidly gain production and innovation capability, cross-cultural management and integration management are crucial to practitioners. For emerging countries with ambitions to explore the global knowledge and technology pool, besides of the EMNC’s capability building, the capability building in the domestic industries should not be overlooked by policy makers. Originality/value The paper develops a dynamic and contextual analytical framework which helps to answer the important questions about how and under what context a TFDI emerges and influences firm’s learning process for innovation. It theorises the EMNCs’ learning process and TFDIs in the context of the development of the domestic industry. It strengthens the explanatory power of the learning-based view and adds new knowledge to the current FSA/CSA discourse in the international business literature.

Learning in multi-team systems: a qualitative study of learning triggers, readiness to learn and learning processes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Valerie I. Sessa ◽  
Jessica L. Francavilla ◽  
Manuel London ◽  
Marlee Wanamaker
Keyword(s):  
Case Studies ◽  
Learning Process ◽  
Adaptive Learning ◽  
Quantitative Research ◽  
Participant Observation ◽  
Learning Processes ◽  
Future Research ◽  
Content Type ◽  
First Case ◽  
Readiness To Learn

Purpose Multi-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research. Design/methodology/approach The authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources. Findings As suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team learning. Strong and clear triggers, occurring during performance episodes, led to adaptive learning. When RtL was high and triggers occurred during hiatus periods, the associated learning process was generative. Originality/value Using an available theoretical model and case studies, the research describes how MTS readiness to learn and triggers for learning affect MTS learning processes and how learning outcomes became codified in the knowledge base or structure of the MTS. This provides a framework for subsequent qualitative and quantitative research.

Augmented Reality in Informal Learning Settings

2018 ◽  
pp. 804-825
Author(s):  
Eric G. Poitras ◽  
Jason M. Harley ◽  
Timothy Compeau ◽  
Kevin Kee ◽  
Susanne P. Lajoie
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Informal Learning ◽  
Case Studies ◽  
Learning Environments ◽  
Role Playing ◽  
Design Guidelines ◽  
Future Research ◽  
Heritage Sites ◽  
Important Challenge

Cultural heritage sites and museums are faced with an important challenge – how best to balance the needs of engaging visitors in meaningful and entertaining experiences, while at the same time exploiting the affordances of exhibits for instructional purposes. In this chapter, we examine the use of augmented reality in the context of informal learning environments, and how this type of technology can be used as a means to enhance learning about history. The research case studies are reviewed in terms of the use of historical locations, experience mechanics, narrative/plot, and role-playing (the later two representing game-based elements) in the design guidelines of instructional activities and applications (Dunleavy & Dede, 2014). In doing so, we critique the theoretical, methodological, and instructional underpinnings of studies that evaluate augmented reality applications and draw several recommendations for future research in this field.

Augmented Reality in Informal Learning Settings

2017 ◽  
pp. 272-293 ◽  
Author(s):  
Eric G. Poitras ◽  
Jason M. Harley ◽  
Timothy Compeau ◽  
Kevin Kee ◽  
Susanne P. Lajoie
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Informal Learning ◽  
Case Studies ◽  
Learning Environments ◽  
Role Playing ◽  
Design Guidelines ◽  
Future Research ◽  
Heritage Sites ◽  
Important Challenge

Cultural heritage sites and museums are faced with an important challenge – how best to balance the needs of engaging visitors in meaningful and entertaining experiences, while at the same time exploiting the affordances of exhibits for instructional purposes. In this chapter, we examine the use of augmented reality in the context of informal learning environments, and how this type of technology can be used as a means to enhance learning about history. The research case studies are reviewed in terms of the use of historical locations, experience mechanics, narrative/plot, and role-playing (the later two representing game-based elements) in the design guidelines of instructional activities and applications (Dunleavy & Dede, 2014). In doing so, we critique the theoretical, methodological, and instructional underpinnings of studies that evaluate augmented reality applications and draw several recommendations for future research in this field.

The impact of psychological safety on transformative learning in the workplace: a quantitative study

2020 ◽  
Vol 32 (7) ◽  
pp. 533-547
Author(s):  
Chang-kyu Kwon ◽  
Seung-hyun Han ◽  
Aliki Nicolaides
Keyword(s):  
Social Support ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Human Resource Development ◽  
Psychological Safety ◽  
Learning Processes ◽  
Content Type ◽  
Specific Practice ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this study is to examine the impact of psychological safety on transformative learning in the workplace. This study focused on psychological safety as a specific practice that may or may not independently contribute to transformative learning outcomes. Design/methodology/approach Data was gathered from 132 employees in one US manufacturing company through a survey asking about the perception of psychological safety and the experience of transformative learning. A mediation analysis was conducted to test the effects of transformative learning processes – social support, attitude toward uncertainty and criticality – on the relationship between psychological safety and transformative learning outcomes. Findings The results of this study showed that psychological safety led to transformative learning outcomes mediated by transformative learning processes including social support, attitude toward uncertainty and criticality. Originality/value Existing literature reveals little about the mechanism of how transformative learning occurs in the workplace. This study contributes to the field of human resource development by explaining the relationship between psychological safety and transformative learning, as well as first attempting to use transformative learning as a viable construct in workplace research.

scholarly journals Learning opportunities in rheumatology practice: a qualitative study

2015 ◽  
Vol 27 (4) ◽  
pp. 282-297 ◽  
Author(s):  
Margit Saskia Neher ◽  
Christian Ståhl ◽  
Per Nilsen
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Professional Education ◽  
Qualitative Content Analysis ◽  
Daily Practice ◽  
Learning Opportunities ◽  
Study Data ◽  
Work Processes ◽  
Content Type ◽  
Rheumatology Practice

Purpose – This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities. Design/methodology/approach – Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using conventional qualitative content analysis with a directed approach, and were categorized according to a typology of formal and informal learning. Findings – The typology was adjusted to fit the categories resulting from the analysis. Further analysis showed that work processes with learning as a by-product in general, and relationships with other people in the workplace in particular, were perceived as important for learning in the workplace. The use of many recognized learning opportunities was lower. Barriers for learning were a perceived low leadership awareness of learning opportunities and factors relating to workload and the organization of work. Research limitations/implications – The generalizability of results from all qualitative inquiries is limited by nature, and the issue of transferability to other contexts is for the reader to decide. Further studies will need to confirm the results of the study, as well as the proposed enhancement of the typology with which the results were categorized. Practical implications – The study highlights the importance of relationships in the workplace for informal learning in rheumatology practice. In the clinical context, locally adapted strategies at organizational and individual levels are needed to maximize opportunities for both professional and interprofessional informal learning, taking the importance of personal relationships into account. The findings also suggest a need for increased continuing professional education in the specialty. Originality/value – The workplace learning typology that was used in the study showed good applicability to empirical health-care study data, but may need further development. The study confirmed that informal workplace learning is an important part of learning in rheumatology. Further studies are needed to clarify how informal and formal learning in the rheumatology clinic may be supported in workplaces with different characteristics.

Women's career interruptions: an integrative review

2019 ◽  
Vol 43 (9) ◽  
pp. 801-820
Author(s):  
Xinyi Bian ◽  
Jia Wang
Keyword(s):  
Literature Review ◽  
Human Resource Development ◽  
Career Decisions ◽  
Future Research ◽  
Tree Model ◽  
Content Type ◽  
Context Sensitive ◽  
Career Interruptions ◽  
Development Professionals ◽  
Human Resource Development Professionals

Purpose The purpose of this integrative literature review was three-fold: to explore the phenomenon of women’s career interruptions as revealed by publications in the past two decades, to propose a new career decision tree model (CDTM) and to outline an agenda for future research. Design/methodology/approach The authors adopted the integrative literature review approach proposed by Torraco (2005, 2016) and used a mind mapping application called MindMeister to synthesize 64 identified articles. Findings The proposed CDTM can assist those who are interested in exploring individuals’ career decisions to think systematically about career influencers at different levels. Originality/value The CDTM is significantly different from existing career models and theories in that it explains women’s career interruptions in a context-sensitive manner. This model can assist human resource development professionals in analyzing the influencers of women’s career decisions and tackling individual problems level by level.

Orientation, attitude, and competency as predictors of manager’s role of CSR-implementing companies in Malaysia

2014 ◽  
Vol 38 (5) ◽  
pp. 415-435 ◽  
Author(s):  
Maimunah Ismail ◽  
Muhammad Ibnu Kassim ◽  
Mohd Rozi Mohd Amit ◽  
Roziah Mohd Rasdi
Keyword(s):  
Human Resource Development ◽  
Explanatory Power ◽  
Sampling Technique ◽  
Corporate Image ◽  
Future Research ◽  
Cross Sectional ◽  
Content Type ◽  
Personal Qualities ◽  
Corporate Social

Purpose – This exploratory study aims to investigate how the role of the CSR manager is influenced by his orientation to corporate social responsibility (CSR) responsibilities, his attitude and competency. Design/methodology/approach – The study involved 112 managers of CSR-implementing companies in the Klang Valley, a highly industrialized region in Malaysia. They were chosen based on a systematic random sampling technique. Findings – The study found that the level of role, orientation and competency of CSR managers was high, whereas that for attitude was moderate. Further, regression analysis results showed that the managers’ orientation to economic and ethical responsibilities as well as competency significantly influenced their role in CSR with an explanatory power of 20.1 per cent. Research limitations/implications – The study was cross-sectional in nature. Nevertheless, it involved a sample of company managers from a selected location in the country. The predictor variables were limited to orientation to economic, legal, ethical and philanthropic responsibilities; attitude; and competency. Practical implications – The study highlights the importance of personal qualities of the manager and also the manager’s role in promoting community development CSR. These findings should be capitalized on by managers and other practitioners in CSR. Originality/value – The study findings contribute to research on CSR that is viewed from the perspective of corporate image being projected by the role of CSR managers, as influenced by their CSR orientation, attitude and competency. Recommendations for CSR and human resource development practice and future research on the predictors of the role of CSR managers are proposed.

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