Workplace Learning and Learning Conditions-A Literature review

2017 ◽  
Vol 4 (6) ◽  
pp. 1-5
Author(s):  
Merin M Abraham ◽  
Keyword(s):  
Literature Review ◽  
Workplace Learning ◽  
Learning Conditions

scholarly journals Conditions for Workplace Learning as a New First-Line Manager in Elderly Care

2021 ◽  
Author(s):  
Karin Wastesson ◽  
Anna Fogelberg Eriksson ◽  
Peter Nilsson ◽  
Maria Gustavsson
Keyword(s):  
Workplace Learning ◽  
Elderly Care ◽  
Qualitative Interviews ◽  
Professional Experience ◽  
Learning Needs ◽  
Work Experiences ◽  
First Line ◽  
Line Managers ◽  
Learning Conditions ◽  
Line Manager

AbstractThe purpose of this article is to explore first-line managers’ experiences of workplace learning in elderly care, with a particular focus on the conditions for learning when entering a new workplace as the new manager. Qualitative interviews were conducted with 35 first-line managers from three organisations in Sweden. Four learning conditions emerged as being particularly significant for first-line managers: the managers’ previous professional experience, job-specific training, social support, and the joint repertoire of organisational arrangements. These conditions shifted in importance during the process of entering the workplace, and the way in which the conditions gave access to learning for different managers varied. The managers’ professional experience and others’ recognition of them had a considerable impact on their admittance to the new workplace. After the initial entry phase, the other three learning conditions became more significant and played a role in enabling or constraining the managers’ learning and becoming the new manager. One conclusion is that contextual and work experiences from elderly care were significant for learning during the initial phase and in order to gain access to workplace learning. Another conclusion is that high expectations and great responsibility were placed on the managers to satisfy their own learning needs. This implies that professional, social and emotional support that is received informally is just as significant for learning as formalised training for entering a new workplace as a new manager.

scholarly journals REGULARITIES AND FORMING FACTORS OF THE CHILDREN’S MORBIDITY RATE AT THE BEGINNING OF THE XXI CENTURY (THE LITERATURE REVIEW)

2019 ◽  
Vol 20 (4) ◽  
pp. 232-237 ◽  
Author(s):  
Darya B. Mirolyubova
Keyword(s):  
Risk Factors ◽  
Literature Review ◽  
The Body ◽  
Preventive Health ◽  
Morbidity Rate ◽  
Standards Of Living ◽  
Learning Conditions ◽  
The Family ◽  
Medical Effectiveness ◽  
High Level

There was shown the significance of leading risk factors for the development of adverse changes in the body, forming the high level of the morbidity rate in children: biological (the character of the course of pregnancy and parturition), social and environmental (diet, living and learning conditions, standards of living of the family, a culture of the healthcare), medical (effectiveness of preventive, health and therapeutic work in children’s groups). There was determined the necessity of a differentiated approach to the evaluation of the role and contribution of factors for groups of the various age.

Developing a neuropsychological measurement to capture workplace learning

2016 ◽  
Vol 11 (3) ◽  
pp. 783-801 ◽  
Author(s):  
Yvonne Lagrosen ◽  
Frederick Travis
Keyword(s):  
Literature Review ◽  
Workplace Learning ◽  
Empirical Studies ◽  
Measurement Instrument ◽  
Measurement Model ◽  
Working Environment ◽  
Brain Functioning ◽  
Content Type ◽  
Work Integrated Learning ◽  
Underlying Mechanisms

Purpose The purpose of the paper is to examine variables to be included in a measurement instrument which measures workplace learning related to recent research into quality management and brain functioning. Design/methodology/approach A literature review was conducted, investigating measures of workplace learning as well as the connections between brain functioning and management. Further studies will use the brain integration scale to compare levels of brain integration with measures of workplace learning. Findings The variables “empathy”, “presence and communication”, “continuity”, “influence”, “development”, “work-integrated learning” and “flow” were found to be relevant from the literature review to be tested for inclusion in the measurement instrument. A measurement model with these variables included has been developed. Research limitations/implications This paper is conceptual in its nature. Empirical studies are needed to validate the propositions. Practical implications The proposed measurement instrument can be used by managers to gain insight into underlying mechanisms in the organizational culture that influence employees’ learning and potential for development. Thus, it can aid managers to achieve profound learning in their organizations, which is necessary for continuously maintaining high quality of products and services. Social implications For society, the implementation of the proposed measurement instrument in companies could lead to better health and higher job satisfaction among employees. Originality/value Traditional ways of measuring working environment are rarely connected to brain functioning of the employees. Only requiring small resources, this approach adds to an understanding of underlying mechanisms.

Learning conditions supporting the management of stressful work

2021 ◽  
Vol 33 (2) ◽  
pp. 81-94
Author(s):  
Maria Gustavsson ◽  
Daniel Lundqvist
Keyword(s):  
Workplace Learning ◽  
Public And Private ◽  
Content Type ◽  
Workplace Conditions ◽  
Managerial Support ◽  
Conditions For Learning ◽  
Learning Conditions ◽  
Effort Reward Imbalance ◽  
Reward Imbalance ◽  
The Relationship

Purpose From a workplace learning perspective, the purpose of this paper is to explore the relationship between conditions for learning and stressful work and, to analyse the learning conditions that support the management of stressful work. The model of effort-reward imbalance (ERI) is adopted as an indicator of stressful work by measuring the relationship between Effort and Rewards in work. Design/methodology/approach The material consists of questionnaire data from 4,420 employees in ten public and private organisations in Sweden. Findings The results provide evidence that suggests that some workplace conditions known to enable learning also indicates a comparatively better chance for employees to manage stressful work. An innovative practice reduces the feelings of effort, whereas managerial support and knowledge sharing serve as rewards contributing to appreciation, while competence and career development create rewards in the form of opportunities for progression. Practical implications Workplaces in which there are enabling learning conditions can provide employees with ample resources for managing stressful work. Originality/value This paper explores the complex relationship between workplace learning conditions and the ERI model seen from a workplace learning perspective which has received relatively sparse attention in the literature.

scholarly journals Conditions for workplace learning: a gender divide?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karin Sjöberg Forssberg ◽  
Karolina Parding ◽  
Annika Vänje
Keyword(s):  
Learning Environment ◽  
Workplace Learning ◽  
Social Constructions ◽  
Work Experiences ◽  
Structured Interviews ◽  
Interactive Approach ◽  
Line Managers ◽  
Content Type ◽  
Learning Conditions ◽  
Gender Divide

Purpose The purpose of this paper is to examine and discuss conditions for workplace learning in gender-segregated workplaces in the public sector, how social constructions of gender contribute to (or constrain) the workplace learning conditions within two workplace contexts. Design/methodology/approach The research was carried out through an interactive approach with data from 12 semi-structured interviews with workers and first-line managers from technical maintenance and home care in a Swedish municipality, validated at an analysis seminar with 27 participations, from both workplace contexts the Swedish Work Environment Authority and us researchers. Findings The results indicate that gender affects conditions for workplace learning and contributes to an enabling learning environment in the male-dominated workplace context and to a constraining learning environment in the female-dominated workplace context. The identified differences are created in both organisational structures and the organisations’ cultures. Research limitations/implications When analysing conditions for workplace learning from a gender perspective, the approach of comparative, cross-case analyses is useful. An interactive approach with women and men describing and analysing their work experiences together with researchers is a fruitful way of making gender visible. Practical implications The theoretical approach in this study illuminates how social constructions of gender operate and affect conditions for workplace learning and contributes to a deeper understanding of underlying causes to unequal conditions in different workplace contexts. Social implications The findings imply a gender divide which, from the theoretical strands, can be seen as an expression of asymmetrical power relations and where these gendered learning conditions probably also affect the quality of the services. Originality/value The findings contribute to existing gender theoretical literature by demonstrating that gender is essential to take into consideration when understanding working conditions in different workplace contexts. This study contributes to workplace learning literature by exploring the different ways in which social constructions of gender contribute to enabling and constraining learning environments.

Learning Analytics for Professional and Workplace Learning: A Literature Review

2017 ◽  
pp. 164-178 ◽  
Author(s):  
Adolfo Ruiz-Calleja ◽  
Luis P. Prieto ◽  
Tobias Ley ◽  
María Jesús Rodríguez-Triana ◽  
Sebastian Dennerlein
Keyword(s):  
Literature Review ◽  
Workplace Learning ◽  
Learning Analytics

Conditions for workplace learning in professional work

2018 ◽  
Vol 30 (2) ◽  
pp. 108-120 ◽  
Author(s):  
Karolina Parding ◽  
Anna Berg-Jansson
Keyword(s):  
Learning Strategies ◽  
Workplace Learning ◽  
Content Type ◽  
Professional Groups ◽  
Conditions For Learning ◽  
Upper Secondary ◽  
Learning Conditions ◽  
Temporal Aspects ◽  
Occupational Values ◽  
Upper Secondary Level

Purpose This paper aims to examine and discuss learning conditions for teachers, in the context of choice and decentralisation reforms. Design/methodology/approach This article is based on analyses of 30 interviews with Swedish upper secondary teachers focusing on their experiences of their conditions for learning. Findings This paper shows how teachers at upper secondary level identify their subjects as the most important to learn more within. Secondly, we also show that spatial and temporal aspects of organisation of work seem to influence the conditions for subject learning, where the interviewees in many ways contrast their own view to how they describe their work being organised. Research limitations/implications Our findings may have currency for other professional groups with similar governance-contexts, and teachers in other similar governance-contexts. Practical implications These findings indicate the need to further develop workplace learning strategies founded upon the understanding of schools as workplaces, taking occupational values into account. Furthermore, these strategies should be seen as a core Human Resource Management issue, as they can potentially enhance the work environment, thus increasing the profession’s attractiveness. Originality/value We show that spatial and temporal aspects of organisation of work seem to influence the conditions for the sought after subject learning, and that the teachers and the school management seem to identify with different and clashing ideals in terms of what, when, how and with whom to learn.

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