scholarly journals Utilizing Reflective Practice to Develop Agency in Goal Setting and Achievement in Workplace Learning Environments

2020 ◽  
Author(s):  
Andrea Goncher
Keyword(s):  
Reflective Practice ◽  
Learning Environments ◽  
Goal Setting ◽  
Workplace Learning

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.

Reflective practice and workplace learning: the experience of MSW students

2007 ◽  
Vol 8 (1) ◽  
pp. 1-15 ◽  
Author(s):  
George Wilson ◽  
Trish Walsh ◽  
Margaret Kirby
Keyword(s):  
Reflective Practice ◽  
Workplace Learning ◽  
Msw Students

scholarly journals Creating and using knowledge: an analysis of the differentiated nature of workplace learning environments

2007 ◽  
Vol 33 (5) ◽  
pp. 743-759 ◽  
Author(s):  
Alison Fuller ◽  
Lorna Unwin ◽  
Alan Felstead ◽  
Nick Jewson ◽  
Konstantinos Kakavelakis
Keyword(s):  
Learning Environments ◽  
Workplace Learning

scholarly journals Interdisciplinary teaching practices: Reflections from a teaching triangle

2021 ◽  
Vol 11 (5) ◽  
pp. 10
Author(s):  
Melba Sheila D’Souza ◽  
Bala Raju Nikku ◽  
Cael Field
Keyword(s):  
Reflective Practice ◽  
Learning Environments ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Pedagogy ◽  
Interdisciplinary Teaching ◽  
Self Study ◽  
Study Methodology ◽  
Interdisciplinary Relationships ◽  
Professional Teaching

Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.

Overview: Why and How Does Reflection Matter in Workplace Learning?

2020 ◽  
Vol 22 (3) ◽  
pp. 248-263
Author(s):  
Pierre Faller ◽  
Henriette Lundgren ◽  
Victoria Marsick
Keyword(s):  
Adult Learning ◽  
Reflective Practice ◽  
Human Resource Development ◽  
Human Resource ◽  
Workplace Learning ◽  
Critical Reflection ◽  
Meaning Making ◽  
Learning Processes ◽  
Reflective Practices ◽  
Learning From Experience

The Problem While reflection is central to adult learning processes and theories, its meaning and definitions vary. Authors approach reflection from different perspectives and assumptions. The Solution This article is a conceptual map to guide the reader through key definitions and perspectives discussed in upcoming articles. We provide a compass for reflection, critical reflection, reflective practice, and how these terms apply to learning from experience, meaning-making, and action in the workplace. We also show how different perspectives or lenses can impact a human resource development (HRD) practitioner’s approach to reflection and present several studies looking at reflection and reflective practices. The Stakeholders This article should help HRD practitioners and others engaged in supporting workplace learning to gain clarity about how to conceptualize reflection and reflective practices and become familiar with the different ways reflection is understood by authors of upcoming articles.

scholarly journals Postscript: How We Learn Is How We SEE

2020 ◽  
Vol 22 (3) ◽  
pp. 333-343
Author(s):  
Emily A. Morrison ◽  
Rita Kowalski
Keyword(s):  
Reflective Practice ◽  
Workplace Learning ◽  
Face Complex ◽  
Collective Capacity

The Problem Workplace learning is even more important today as organizations face complex, rapid, and unprecedented change. Reflection is critical to learning; yet, it is too often rote, haphazard, or assumed to happen, limiting an organization’s ability to adapt. The Solution HRD scholar-practitioners need to (re)examine how they and their organizations reflect. By engaging in an ongoing practice of reflexivity, they can become more aware of how their perspectives affect not only what they see, but also what they learn and vice versa. The Stakeholders HRD scholar-practitioners, including researchers, faculty, consultants, managers, students, and all who care about workplace learning and reflective practice, will benefit by reflecting on how they can develop individual and collective capacity.

Workplace Learning Environments Measure

2014 ◽  
Author(s):  
Min Kyu Kim ◽  
So Mi Kim ◽  
Mustafa Kuzey Bilir
Keyword(s):  
Learning Environments ◽  
Workplace Learning

scholarly journals A Framework to Leverage and Mature Learning Ecosystems

2020 ◽  
Vol 15 (05) ◽  
pp. 75
Author(s):  
William Derek Redmond ◽  
Leah P. Macfadyen
Keyword(s):  
Learning Environments ◽  
Workplace Learning ◽  
Technology Development ◽  
Learning Management Systems ◽  
Management Systems ◽  
New Developments ◽  
New Learning ◽  
Data Architecture ◽  
Extrinsic Motivators ◽  
Learning Ecosystem

With the average shelf life of an employee’s skills at less than five years, it is im-perative that organizations support their employees in staying current in new and emerging skills and in learning how to learn. Learning management systems, once seen as a one-size-fits all learning solution, have not effectively kept pace with wider technology development, and the needs and expectations of workplace learning. Moreover, organizations tend to have too narrow a view when consider-ing the elements that affect learning at their organization. An ecological and holis-tic approach is needed to improve learning environments and to future-proof these environments for new developments in education and technology. This pa-per explores the existing literature and frameworks for learning ecosystems and proposes a new learning ecosystem framework that consists of seven key ele-ments: (1) technology and data architecture, (2) governance, (3) analytics, (4) se-mantic ePortfolios, (5) intrinsic and extrinsic motivators, (6) social learning and engagement, and (7) personalization.

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