scholarly journals Book Review: Informal Learning in Organizations - How to Create a Continuous Learning Culture

2016 ◽  
Vol 1 (1) ◽  
pp. 109-110
Keyword(s):  
Informal Learning ◽  
Learning Culture ◽  
Continuous Learning

scholarly journals ADULT LEARNING: TRENDS AND OPPORTUNITIES IN THE ORGANIZATION

2016 ◽  
Vol 4 ◽  
pp. 35 ◽  
Author(s):  
Janina Čižikienė ◽  
Audronė Urmanavičienė
Keyword(s):  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Market Research ◽  
Professional Training ◽  
New Technologies ◽  
Scientific Literature ◽  
Document Analysis ◽  
Continuous Learning ◽  
Highly Qualified

The European Union's education and lifelong learning policy stresses informal learning within the society. The article aims to review the concept of lifelong learning and to analyze opportunities for continuous learning process in organizations. New technologies, innovations in the workplace and professional training encourage employees to improve constantly and awareness of the importance of lifelong learning can help to secure their future in a changing labor market. Research methods applied were as following:  literature and document analysis, expert interviews, analysis of the results and interpretation. The article presents a review of scientific literature and research data reveals leaders’ approach to employees' willingness to raise their qualification constantly and the organization's opportunities. The survey showed that employers want to have a highly qualified staff meeting the requirements of the organization, but do not always have sufficient funds for professional development. 

Higher educational institutes as learning organizations for employer branding

2015 ◽  
Vol 47 (5) ◽  
pp. 265-276 ◽  
Author(s):  
USHA LENKA ◽  
SANIYA CHAWLA
Keyword(s):  
Knowledge Management ◽  
Conceptual Framework ◽  
Learning Organization ◽  
Learning Organizations ◽  
Learning Culture ◽  
Continuous Learning ◽  
Total Quality ◽  
Open Communication ◽  
Content Type ◽  
Academic Literature

Purpose – Contemporary organizations emphasize upon continuous learning to be able to face the environmental dynamism and further build a learning organization. The purpose of this paper is to reflect the conceptual framework of learning organization, integrating variables at individual, team, and organizational levels. Design/methodology/approach – The framework has been devised through the review of literature from 1950s to 2014 using the databases of EBSCO, Emerald, Proquest, Science Direct, and Scopus to ensure the reliability. Findings – The variables are resonant leadership style, knowledge management, intrapreneurship, total quality management (TQM), and supportive learning culture. Resonant leaders are emotionally intelligent leaders who evoke positive emotions among their subordinates through setting an example, ensuring mindfulness, hope, and compassion. Knowledge management is basically creating, transferring, maintaining, and organizing knowledge in organizational repositories. Intrapreneurship is the initiative and risk taken by the employees. TQM is a management practice that promotes total involvement, continuous improvement, and reflexive decisions taken by team members. Supportive learning culture pushes individuals toward a common goal, which is further facilitated, by open communication, affective and cognitive trust, and organic structure. These factors pose as enablers to foster continuous learning among employees. A learning organization, therefore, can establish a strong employer brand by enhancing employees’ emotional attachment and further aides’ attraction and retention of talent. Originality/value – So far, all these important variables have been ignored in the academic literature especially in the context of educational institutes as learning organizations. Also, there is a void in academic literature with respect to integrated model of learning organization. In this way, the paper tries to fill the gap by developing a conceptual framework of learning organization, followed by discussion and managerial implications.

scholarly journals Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

2021 ◽  
Vol 12 ◽  
Author(s):  
Anne F. D. Kittel ◽  
Rebecca A. C. Kunz ◽  
Tina Seufert
Keyword(s):  
Organizational Learning ◽  
Informal Learning ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Self Efficacy ◽  
Job Characteristics ◽  
Learning Culture ◽  
Formal Learning ◽  
Organizational Learning Culture

The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning (SRL) is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, are all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics (autonomy, task identity, and feedback) on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined.

scholarly journals Informal Learning: Contributions of Technology in a Digital Society

2019 ◽  
pp. 490-498
Author(s):  
Iris Estevez ◽  
Alba Souto-Seijo ◽  
Mercedes Gonzalez-Sanmamed ◽  
Veronica Iglesias
Keyword(s):  
Informal Learning ◽  
Information Society ◽  
Formal Education ◽  
Educational Institutions ◽  
Formal Training ◽  
Continuous Learning ◽  
Expiration Date ◽  
Time Activity ◽  
Digital Revolution ◽  
Training Models

We live in a complex society, with multiple questions and challenges. Since computers and the Internet invaded our lives, our way of communicating and relating has changed drastically. The digital revolution is causing continuous changes in different contexts, and education is one of them. Nowadays, knowledge has expiration date, for this reason citizens have to assume that training is not a one-time activity that takes place at a certain time, but that life consists of a continuous learning. This fact, perhaps, in the case of teachers, has a greater importance, because they not only have the need to learn, but also the responsibility to teach in a changing environment. Different educational institutions must respond to the new challenges posed by the information society, but this formal education is not enough. According to González-Sanmamed, Sangrà, Souto-Seijo, Santos, and Estévez (2018), learning does not take place linearly or in specific spaces; nor can it be limited to the closed parameters of the formal training proposals. Nowadays, there are many possibilities to train and learn. For this reason, informal training models are becoming increasingly important, in addition to the classical formal training models.

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