How do employees’ individual learning paths differ across occupations?

2018 ◽  
Vol 30 (5) ◽  
pp. 315-334 ◽  
Author(s):  
Rob F. Poell ◽  
Henriette Lundgren ◽  
April Bang ◽  
Sean B. Justice ◽  
Victoria J. Marsick ◽  
...  
Keyword(s):  
Human Resource Development ◽  
Original Learning ◽  
Social Contexts ◽  
Individual Learning ◽  
Specific Work ◽  
Learning Context ◽  
Content Type ◽  
Learning Path ◽  
Logistics Company ◽  
Learning Paths

Purpose Employees are increasingly expected to organize their own human resource development activities. To what extent and how exactly employees in various organizational contexts manage to shape their individual learning paths however remains largely unclear. The purpose of this present study is to explore, leaning on the empirical Learning-Network Theory (LNT) research and its findings, how employees in different occupations create learning paths that are attuned to their specific work context. Design/methodology/approach The paper reviews 23 MSc theses based on 14 distinct data sets collected between 2005 and 2015, containing approximately 1,484 employees from some 45 organizations and across various professions. The teachers, nurses, postal, software, telecom, railway and logistics company employees were mostly based in the Netherlands. The analysis focuses on learning-path types and learning-path strategies found in the 23 studies. Findings Motives, themes, activities, social contexts and facilities were found to be instrumental in explaining differences among individual learning paths. A total of 34 original learning-path types and strategies were found to cluster under 12 higher-order labels. Some of these were based on learning motive, some on learning theme, some on core learning activities, some on social learning context and a few on a combination of these elements. Overall, the socially oriented learning-path strategy was the most prevalent, as it was found among nurses, employees of software/postal/telecom, railway and logistics company employees, as well as teachers in two schools. Originality/value The paper presents the first overview of empirical studies on employee learning path(s) (strategies). In addition, it strengthens the empirical basis of the LNT.

scholarly journals Automated Development of Individual Learning Paths on the Competency Approach

2013 ◽  
Vol 3 (4) ◽  
pp. 27
Author(s):  
Alexander Evgenevich Shukhman ◽  
Maria Vladimirovna Motyleva ◽  
Isabella Davidovna Belonovskaya
Keyword(s):  
Information System ◽  
Petri Net ◽  
Individual Learning ◽  
Educational Institutions ◽  
New Approach ◽  
Learning Path ◽  
Multi Level ◽  
Learning Paths ◽  
The Individual ◽  
Competency Level

This article proposes new approach to the development of student�??s individual learning path (ILP). The result of student�??s learning is defined as a set of competencies levels. The use of the multi-level system of generalized professional competencies allows to model ILP effectively and to automate the development of an optimal ILP. Each competency level in our model introduces some substantial units called subunits. The process of learning is a sequence of transitions from one student�??s state to another through a study of one or more courses. It is possible to present the relation of competency levels and courses in our model as Petri net. Using the Petri net model it is possible to automatically generate the individual learning path including the courses that the student needs to attend according to the set of certain competency levels. For searching of an optimum individual learning path we use algorithm based on tree of reachability for Petri net. The developed model and algorithm were used in the prototype of the information system for automating the construction of individual learning paths. The developed information system may be used for the construction of individual student's learning paths in educational institutions of higher education.

scholarly journals Features of construction of individual learning paths while learning disciplines of the natural scientific cycle at higher education institution (on the example of Computer Science)

2020 ◽  
pp. 68-77
Author(s):  
Irina V. Galygina ◽  
Liliya V. Galygina
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Education Institution ◽  
Individual Learning ◽  
Professional Competencies ◽  
Federal State ◽  
Control Points ◽  
Learning Path ◽  
Learning Paths ◽  
State Educational

The paper discusses the features of constructing individual learning paths for the disciplines of the natural science cycle (on the example of Computer Science) in the context of a ranking system for assessing the knowledge of students in Higher Education in the context of the introduction of Federal State Educational Standards for higher education 3++ in various areas of training. Various options are proposed for constructing learning paths that provide an individual approach to learning, achieving the required level of formation of general professional competencies in the discipline of “Computer Science” and increasing motivation in learning, as well as the formation of an adequate student self-esteem. In particular, options are considered for constructing an individual learning path for differentiated control points (exam or test with “satisfactory”, “good” and “excellent” grades) and undifferentiated control points, implying an assessment of the level of formation of general professional competencies in the form of “pass” and “fail”.

Learning-path types, motives and strategies: an analysis of empirical research in occupations in The Netherlands

2018 ◽  
Vol 32 (5) ◽  
pp. 36-39
Author(s):  
Kelly Dutton
Keyword(s):  
Human Resource ◽  
Design Methodology ◽  
Reading Time ◽  
Human Resource Professionals ◽  
Learning And Development ◽  
Content Type ◽  
Learning Path ◽  
Pertinent Information ◽  
Learning Paths ◽  
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 In today’s workplace, employees are taking responsibility for their own learning and development. The learning paths they take are often strategically motivated and directed, as opposed to simply provided and planned by human resource professionals. Some learning-path types can be found specific to certain occupations, while learning-path strategies and motives can be found in employees regardless of occupation. For successful learning, individual learning paths must be recognized and it is also necessary to consider a specific occupational context. 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.

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.

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.

An empirical typology of hospital nurses' individual learning paths

2014 ◽  
Vol 34 (3) ◽  
pp. 428-433 ◽  
Author(s):  
Rob F. Poell ◽  
Ferd J. Van der Krogt
Keyword(s):  
Individual Learning ◽  
Hospital Nurses ◽  
Empirical Typology ◽  
Learning Paths

scholarly journals Evaluating undergraduate research conferences as vehicles for novice researcher development

2016 ◽  
Vol 7 (2) ◽  
pp. 159-177 ◽  
Author(s):  
Pauline Kneale ◽  
Andrew Edwards-Jones ◽  
Helen Walkington ◽  
Jennifer Hill
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Skills Development ◽  
Learning Context ◽  
Content Type ◽  
Research Conference ◽  
Researcher Development ◽  
Development Framework ◽  
Wide Range ◽  
The Impact

Purpose This paper aims to focus on the undergraduate research conference as its sphere of study and investigate the impact of significance of participation and socialisation in such activities on student attitudes and professional development. Using situated learning to theoretically position the undergraduate research conference as an authentic learning context, connection is also made with the concept of graduate attributes. Design/methodology/approach The Vitae (2014) Researcher Development Framework (RDF) is used to provide a template for charting the experiences and development of undergraduate students as researchers. This can be applied to short-term activities and programmes and to long-term career plans. The insights from 90 undergraduate students participating in three national undergraduate research conferences were obtained through interviews, and thematically analysed to map the students’ skills development against the RDF criteria. Findings Three main aspects of undergraduate research conference participation were considered particularly important by the students: the value of paper presentations, the value of poster presentations and the value of the overall conference experience. Within these themes, participants identified a wide range of skills and attributes they felt they had developed as a result of either preparing for or participating in the conferences. The majority of these skills and attributes could be mapped against the different domains of the RDF, using a public engagement lens for comparing actual with expected developmental areas. Research limitations/implications This research helps undergraduate research conference organisers construct programme content and form it in such a way that students’ skill development can be maximised prior to, and during, the course of an event. Learning developers can also use these findings to help understand the support needs of students preparing to deliver papers at such conferences. So far, little empirical research has examined students’ skills development within the undergraduate research conference arena. Originality/value The outcomes of this study show the diversity of the skills that students developed and the value of the conference format for offering networking practice and enhancing the communication skills which employers value.

Developing human resource for the digitization of logistics operations: readiness index framework

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anchal Gupta ◽  
Rajesh Kr Singh ◽  
Shivam Gupta
Keyword(s):  
Fuzzy Ahp ◽  
Organizational Factors ◽  
Organization Culture ◽  
Management Support ◽  
Analytic Hierarchy ◽  
Content Type ◽  
Top Management Support ◽  
Logistics Company ◽  
The Right ◽  
Hierarchy Process

PurposeThe purpose of this study is to identify factors that are important for logistics organizations from the perspective of manpower readiness for digitization of logistics operations. The study also prioritizes the identified factors and also evaluates the readiness index of manpower for the digitalization of logistics processes.Design/methodology/approachThe factors for manpower readiness are identified through literature review and analysis of a case study. Three major categories of factors are identified. These are organizational, behavioural and technological factors. Under these three major categories of factors, 18 sub-factors are identified. Thereafter, with experts' inputs, the factors are prioritized using Fuzzy analytic hierarchy process (AHP). Further, a case illustration of an Indian logistics company has been taken to understand the current processes, technical capabilities, manpower skills and organization culture. After the case analysis and expert inputs, the manpower readiness index has been evaluated by using graph theory matrix approach (GTMA).FindingsThe prioritization of manpower readiness factors has been done using Fuzzy AHP. Organizational factors are found to be the most important factors which require quick attention. Sub-factors that are most important for building competencies in the logistics sector are providing the right training on functional skill development (0.129), top management support and commitment for digitalization (0.117), and organizational culture for process digitalization (0.114), etc. Finally, framework for evaluation of manpower readiness index for logistics operations in the digital age has been illustrated for a case company.Practical implicationsIndian logistics companies can benchmark their readiness index with respect to the best in the industry. Based on the readiness index, logistics companies can analyse their position, gaps from best and worst and can also identify potential areas for improvement.Originality/valueThe novelty of the study lies in the development of a framework for manpower readiness for digitalization in the logistics sector. In literature, this field is very less researched and provides the scope for developing strategies for improving manpower competencies for Industry 4.0. Logistics companies can improve their performance by making their manpower ready based on results obtained for readiness index.

Career indecision: an integrative review and research agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xinyi Bian
Keyword(s):  
Human Resource Development ◽  
Design Methodology ◽  
Career Indecision ◽  
Integrative Review ◽  
Initial Attempt ◽  
Content Type ◽  
The Past ◽  
Current Review ◽  
Analytical Review ◽  
Hrd Professionals

Purpose The current review sought to bring light to the issue of an underexplored career phenomenon – career indecision. Career indecision is a significant developmental stage in one’s career life and has been a prominent topic in vocational psychology research in the past decades. However, it has received scant scholarly attention in the human resource development (HRD) field. Besides, the career indecision literature, in general, is lacking theoretical refinement and analytical review. The present study aims to stimulate HRD scholars’ interests by providing an introductory context for understanding the richness and potentialities of researching career indecision in the HRD area. Design/methodology/approach To address the gap, the author conducted an integrative review (Torraco, 2005, 2016) of 60 peer-reviewed articles and synthesized the existing knowledge of career indecision. More importantly, antecedent and outcome factors associated with career indecision were identified and analyzed. Findings A nomological network about career indecision was provided. Besides, the results of the integrative review revealed several omissions in the career indecision literature. Building upon that, implications for HRD research and practice are presented and discussed. Originality/value As an initial attempt to synthesize career indecision literature, this study sought to stimulate HRD professionals’ interest in examining this underexplored career phenomenon.

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