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.

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.

Interplay of coordination, co-creation and community building: examining interprofessional collaboration in workplace development efforts in health care

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Laura Seppänen ◽  
Inka Koskela ◽  
Heli Heikkilä ◽  
Helena Leino-Kilpi ◽  
Päivi Rautava ◽  
...  
Keyword(s):  
Health Care ◽  
Workplace Learning ◽  
Health Care Professionals ◽  
Interprofessional Collaboration ◽  
Qualitative Content Analysis ◽  
Community Building ◽  
Content Type ◽  
Sustained Development ◽  
Workplace Development ◽  
Working Hypotheses

Purpose Interprofessional collaboration (IPC) is increasingly important in work and workplace learning. The purpose of this paper is to investigate the characteristics of IPC that are relevant for learning and developing at work. Design/methodology/approach We examine IPC in the discussion data of health care professionals when designing, implementing and evaluating developmental tasks. Qualitative content analysis is carried out on temporally sequential task trajectories, considering IPC from the perspective of the objects and goals of IPC task activity in developmental efforts. Findings The developmentally relevant characteristics of IPC are crystallized in the concepts of coordination, co-creation and community building, which play different, interdependent roles in development efforts. We show their interplay and how they complement each other in practice. Research limitations/implications Our findings regarding IPC characteristics are to be interpreted as working hypotheses and resources for further research. Practical implications Understanding the dynamics of IPC is useful for renewing work practices. Attention to the interplay and complementarity of IPC characteristics may help in the design and implementation of effective and sustained development efforts. Originality/value The dynamics of IPC in developmental settings have not been sufficiently studied. This paper proposes three developmentally relevant and intertwined characteristics of IPC for scholars of workplace learning.

Second-career teachers’ workplace learning and learning at university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Keck Frei ◽  
Mirjam Kocher ◽  
Christine Bieri Buschor
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Life Experience ◽  
Qualitative Content Analysis ◽  
Career Change ◽  
Special Focus ◽  
Content Type ◽  
The University

Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

Organizational learning through informal ties

2019 ◽  
Vol 34 (1) ◽  
pp. 40-42
Keyword(s):  
Informal Learning ◽  
Design Methodology ◽  
Reading Time ◽  
Learning Opportunities ◽  
Social Mechanisms ◽  
Content Type ◽  
External Stakeholders ◽  
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 Informal learning ties posses scope to play a substantial role in the development of professionals. Creating such ties with different key internal and external stakeholders provides a valuable source of learning opportunities. Different social mechanisms can influence network creation and enhance the quality of learning that emerges as a result. 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.

scholarly journals “Tacit pedagogy” and “entanglement”: practice-based learning and innovation

2020 ◽  
Vol 32 (4) ◽  
pp. 273-284
Author(s):  
Jay Derrick
Keyword(s):  
Workplace Learning ◽  
Design Methodology ◽  
Work Processes ◽  
Theoretical Understanding ◽  
Content Type ◽  
High Profile ◽  
Team Working ◽  
New Concepts ◽  
Engineering Company ◽  
Practical Implications

Purpose This paper argues that the informal dimensions of practice are critical for understanding workplace learning and innovation, but have been under-theorised and under-researched. This paper aims to build on the thinking of Ellström (2010), Billett (2012) and Guile (2014) to account for the emergence of innovation through practice, and propose two new concepts for improving our understanding of innovation as process: “tacit pedagogy” and “entanglement”. This argument is evidenced through a recent study of team-working in a high-profile engineering company. Design/methodology/approach Qualitative interview data was collected on the informal features of organisational culture and work processes supporting innovation, and how these features intersect and interrelate with the formal features and procedures of the organisation. Findings Three generic modes of team-working practice are identified which, it is suggested, are likely to be associated with innovatory working, and are observable practices available to future researchers. Practical implications Productive approaches to the organisation of work processes so as to enhance practitioner learning and the potential for innovation are evidenced and evaluated. Originality/value The concepts “tacit pedagogy” and “entanglement”, intended to improve theoretical understanding of learning and innovation through practice, are introduced.

Measures of learning in the workplace

2019 ◽  
Vol 27 (4) ◽  
pp. 15-18
Keyword(s):  
Workplace Learning ◽  
Business Environment ◽  
Learning Opportunities ◽  
Diverse Range ◽  
Empirical Measures ◽  
Content Type ◽  
Factors Affecting ◽  
Pertinent Information ◽  
And Performance ◽  
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 This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Workplace learning is important for both individuals and organizations for sustainable development in a fast-paced and changing competitive business environment. This article looks at 9 empirical measures of workplace learning, looking at individual and contextual factors affecting learning, activities for learning, and the outcomes of learning. The review provides Human Resource departments guidance on supporting a diverse range of job-related learning opportunities to increase employee and organizational knowledge and performance. Originality 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.

Werkplekleren, energie-uitputting en psychische vermoeidheid

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Joris Van Ruysseveldt
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Work Conditions ◽  
Learning Opportunities ◽  
Point Of View ◽  
Energy Depletion ◽  
Work Pressure ◽  
Task Variety ◽  
Reducing Energy ◽  
And Task

Workplace learning, energy-depletion and psychological fatigue Workplace learning, energy-depletion and psychological fatigue A parsimonious, robust and theoretical elaborated model has been developed to predict psychological fatigue; it also discriminates between an energy-depleting and a workplace learning process. It was tested both on three heterogeneous sub-samples taken out of the Flemish Workability Monitor 2007, and on homogeneous samples representing respondents out of three sectors of employment. Work pressure, autonomy, learning opportunities and – foremost – work-to-home interference (WHI) were significantly related to fatigue, explaining more than half of the total variance. Emotional load had an indirect relation with fatigue through WHI, and task variety through learning opportunities. Both WHI and learning opportunities acted as potent mediators. From a policy point of view, more effort was recommended in reducing energy-depleting work conditions such as work pressure and emotional load because of its lowering effects on both WHI and fatigue. At the same time, a practice of job redesign promoting informal learning opportunities and workplace learning should be re-valued.

scholarly journals Recognition of prior learning: opportunities and challenges for higher education

2015 ◽  
Vol 7 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Jonathan Garnett ◽  
Angele Cavaye
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Learning From Experience ◽  
Prior Learning ◽  
Content Type ◽  
Recognition Of Prior Learning ◽  
Academic Recognition ◽  
Business And Management

Purpose Recognition of prior learning (RPL) is a process by which both formal learning for recognised awards, informal learning from experience and non-formal learning for uncertificated but planned learning is given academic recognition. The paper aims to discuss these issues. Design/methodology/approach This paper refers to international developments in RPL and then focuses upon the extensive and innovative use of RPL by Middlesex University and the developing RPL work at the Australian Institute of Business. Findings The Middlesex experience of recognition of learning from experience as part of the development of customised work-based learning programmes demonstrates the potential of RPL for business and management programmes. Originality/value The use of RPL for admission and/or credit in standard programmes enables individuals to have their work-based knowledge acknowledged as relevant, worthwhile and equivalent to learning obtained in the higher education classroom.

Motivating reflection habits and raising employee awareness of learning

2020 ◽  
Vol 8 (2) ◽  
pp. 161-175
Author(s):  
Michele Rigolizzo ◽  
Zhu Zhu
Keyword(s):  
Informal Learning ◽  
Employee Engagement ◽  
Large Scale ◽  
Human Resources Management ◽  
Learning Opportunities ◽  
Content Type ◽  
Working Adults ◽  
Raising Awareness ◽  
Large Scale Field ◽  
Learning And Cognition

PurposeWhile research has shown reflection is a valuable part of individual learning, developing reflection habits has remained notoriously difficult, particularly for working adults. We explore whether an intervention of being able to review previous reflections will affect employee engagement in future reflection activities and raise their awareness of learning opportunities at work.Design/methodology/approachWe conducted a large-scale field experiment, including 136 employees from an international bank in Europe, in which participants were asked to reflect twice a week for eight weeks. Participants were randomly assigned to either a group that was given access to their previous reflections, or a group that was not.FindingsWe found that individuals who were able to see their previous reflections wrote significantly more subsequent reflections than the other group. In addition, those who could see their previous reflections used more words related to learning and cognition.Practical implicationsOften employees may feel they are only learning when they attend formal trainings. However, this paper provides concrete guidance for how human resources management (HRM) managers can boost employees’ informal learning and awareness of the learning opportunities inherent in challenging work.Originality/valueThis study furthers research on using HRM interventions to facilitate informal learning activities, in particular, methods to motivate systematic reflections and raising awareness of learning opportunities. Our findings suggest that developing habits of reflection and improving awareness of learning opportunities encompasses more than simply writing reflections, but should include processing previous writings.

The impact of the Greek economic recession on workplace learning

2019 ◽  
Vol 31 (5) ◽  
pp. 345-358
Author(s):  
Stavros Papakonstantinidis
Keyword(s):  
Competitive Advantage ◽  
Informal Learning ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Economic Recession ◽  
Economic Recovery ◽  
Business Success ◽  
Structured Interviews ◽  
Content Type ◽  
The Impact

Purpose The paper aims to examine the impact of the Greek economic recession on workplace learning. Specifically, it surveys the views of Greek business professionals regarding whether workplace learning could be used as a competitive advantage in achieving business success. Design/methodology/approach The paper follows a qualitative research method and discusses the findings of semi-structured interviews with professionals in various industries in Greece. Findings This study provides evidence of an overall reluctance to adopt formal learning strategies. Although hiring and retaining the best talent at work is seen as a competitive advantage, Greek professionals do not attribute success to formal workplace learning. Instead, digitalization of informal learning becomes essential for acquiring new knowledge. Social implications In the first few years of Greece’s economic recovery, companies aim to keep their budgets low in anything that seems luxurious and ultimately unnecessary. The paper discusses some implications of the implementation of digitalized informal learning in business. Originality/value This study is the first to explore how Greek professionals from various business sectors and managerial levels view workplace learning during the initial years of the country’s economic recovery.

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