scholarly journals From training to learning: Transition of a Workplace for Industry 4.0

2021 ◽  
pp. 1-11
Author(s):  
Bordin Rassameethes ◽  
Kongkiti Phusavat ◽  
Zbigniew Pastuszak ◽  
Achmad Nizar Hidayanto ◽  
Jukka Majava
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Industry 4.0 ◽  
Transformative Change ◽  
Training And Education ◽  
Workplace Engagement ◽  
Recent Developments ◽  
Behavior Motivation ◽  
Workplace Needs ◽  
Capital Development

BACKGROUND: Transition into Industry 4.0 has had many significant impacts. Customization symbolizes leanness, flexibility, adaptability, and agility. A business operator needs to recognize the factors that contribute to better utilization of the talents of its workforce and more effective workplace learning. OBJECTIVE: The study aims to provide a construct which highlights effective workplace learning. In this context, a construct represents a broad view of various interrelated ideas and concepts which can point to academic and practical implications. METHODS: The study applies action research which is suitable when observing a transformative change. The study intends to observe and notice how the environmental factors have changed and try to predict their impacts on human capital development. To help verify the suitability of these impacts, a comparison with similar studies or findings is made. Focuses on literature reviews which look at the impacts from Industry 4.0 (on a need to tackle the waste of the talents in a workplace), recent developments of learning (on an emerging importance of informal learning), and survey’s data (on a shift in a workplace’s expectation on the workers). RESULTS: Workplace learning has gradually replaced training and education. The proposed construct can help tackle the underutilization of the talents in a workplace as the workers are nowadays expected to perform the tasks and learn at the same time. CONCLUSIONS: Sustaining learning in a workplace needs to understand behavior, motivation, emotion, and workplace engagement. Informal learning, which reflects the individualization of learning, can enable an organization to deal with workplace learning.

Psychological empowerment as an antecedent of workplace learning: A study in the context of SMEs in Pakistan

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Syed Tanveer Hussain Shah ◽  
Syed Mohsin Ali Shah ◽  
Junaid Athar Khan
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Structural Equation ◽  
Psychological Empowerment ◽  
Self Determination ◽  
Primary Data ◽  
Equation Modeling ◽  
Formal Learning ◽  
Important Form

A very important aspect of HRD research is Workplace Learning (WPL). WPL is very important considering its role in the development of skills and abilities of employees. Since employees are a crucial asset for organizations to achieve competitive advantage. Therefore, organizations must ensure continuous learning of their employees. This research was aimed at the investigation of the antecedent role of Psychological Empowerment (PE) for WPL. Using a quantitative approach, primary data was collected from 241 employees of 153 SMEs in Pakistan. Data was analyzed through Structural Equation Modeling (SEM) by using PLS-SEM. The results of the study indicated that PE did play the role of an antecedent of WPL. Furthermore, Informal learning appeared as the most important form of WPL, followed by incidental and formal learning in SMEs in Pakistan. Keywords: Psychological empowerment; self-efficacy; workplace learning; self-determination; PLS-SEM.

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.

Artificial Intelligence Applications for Industry 4.0: A Literature-Based Study

2021 ◽  
pp. 1-29
Author(s):  
Mohd Javaid ◽  
Abid Haleem ◽  
Ravi Pratap Singh ◽  
Rajiv Suman
Keyword(s):  
Artificial Intelligence ◽  
Industry 4.0 ◽  
Decisive Role ◽  
Vital Role ◽  
Data Types ◽  
Process Data ◽  
Automation Systems ◽  
Recent Developments ◽  
Iot Devices

Artificial intelligence (AI) contributes to the recent developments in Industry 4.0. Industries are focusing on improving product consistency, productivity and reducing operating costs, and they want to achieve this with the collaborative partnership between robotics and people. In smart industries, hyperconnected manufacturing processes depend on different machines that interact using AI automation systems by capturing and interpreting all data types. Smart platforms of automation can play a decisive role in transforming modern production. AI provides appropriate information to take decision-making and alert people of possible malfunctions. Industries will use AI to process data transmitted from the Internet of things (IoT) devices and connected machines based on their desire to integrate them into their equipment. It provides companies with the ability to track their entire end-to-end activities and processes fully. This literature review-based paper aims to brief the vital role of AI in successfully implementing Industry 4.0. Accordingly, the research objectives are crafted to facilitate researchers, practitioners, students and industry professionals in this paper. First, it discusses the significant technological features and traits of AI, critical for Industry 4.0. Second, this paper identifies the significant advancements and various challenges enabling the implementation of AI for Industry 4.0. Finally, the paper identifies and discusses significant applications of AI for Industry 4.0. With an extensive review-based exploration, we see that the advantages of AI are widespread and the need for stakeholders in understanding the kind of automation platform they require in the new manufacturing order. Furthermore, this technology seeks correlations to avoid errors and eventually to anticipate them. Thus, AI technology is gradually accomplishing various goals of Industry 4.0.

Integrating Formal and Informal Learning Opportunities of Technology in Higher Education

2019 ◽  
pp. 379-400 ◽  
Author(s):  
Emine Şendurur ◽  
Hatice Gökçe Bilgiç ◽  
Polat Şendurur
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Formal And Informal Learning ◽  
Recent Developments ◽  
Roles Of Teacher ◽  
Technology In Higher Education

Along with the recent developments in technology, the paradigm of learning and teaching has changed with the changing demands of society and learners. A new learner-centered paradigm enforces the changes in the roles of teacher, learner, and the environment. Learning is not restricted with a place or time. Especially with the advance of technology-based environments including www, social networks, and online learning environments, people can reach information anytime/anywhere, which brings about various experiences for informal learning. The aim of this chapter is to present a guideline for the integration of formal and informal learning opportunities of technology in higher education. As a result of the study a guideline is presented for higher education. The guideline is focused on eight issues including (1) know your students, (2) update yourself, (3) be online, (4) provide sharing opportunities, (5) provide discussion opportunities, (6) keep information alive, (7) use learning analytics, and (8) support interdisciplinarity.

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.

scholarly journals Influences of the Industry 4.0 Revolution on the Human Capital Development and Consumer Behavior: A Systematic Review

2020 ◽  
Vol 12 (10) ◽  
pp. 4035 ◽  
Author(s):  
Violeta Sima ◽  
Ileana Georgiana Gheorghe ◽  
Jonel Subić ◽  
Dumitru Nancu
Keyword(s):  
Artificial Intelligence ◽  
Human Capital ◽  
Consumer Behavior ◽  
Internet Of Things ◽  
Industry 4.0 ◽  
Internet Technology ◽  
The Internet ◽  
Human Capital Development ◽  
Capital Development ◽  
The Internet Of Things

Automation and digitalization, as long-term evolutionary processes, cause significant effects, such as the transformation of occupations and job profiles, changes to employment forms, and a more significant role for the platform economy, generating challenges for social policy. This systematic literature review aims to provide an overview of the research to date related to influences of the Industry 4.0 Revolution on human capital development and consumer behavior. A search on the Web of Science identified 160 papers that met the inclusion criteria. The major objectives aimed to identify: the main types of influences of the Industry 4.0 Revolution on human capital development and consumer behavior; the main opportunities and challenges for new directions in education associated with shifting the work environment; and the drivers for human capital development and consumer behavior through the lenses of the Industry 4.0 Revolution. The results revealed some key aspects for the development of human capital: information, new jobs, the Internet, technology, training, education, new skills, automation, communication, innovativeness, professionals, productivity, artificial intelligence, digitalization, e-recruitment, and the Internet of Things, as well as the main drivers of consumer behavior: information, e-commerce, digitalization, the Internet of Things, e-distribution, technology, digitalization, automation, personalized, performance, artificial intelligence, behavior intention, e-shopping, and data mining.

scholarly journals DEFINITIONS AND MEASURES OF WORKPLACE LEARNING AND JOB SATISFACTION IN THE CONTEXT OF INDUSTRY 4.0

2021 ◽  
Vol 6 (1) ◽  
pp. 191-203
Author(s):  
Sara Soldo ◽  
Keyword(s):  
Job Satisfaction ◽  
Human Resource Development ◽  
Workplace Learning ◽  
Industry 4.0 ◽  
Empirical Studies ◽  
Subjective Perception ◽  
Rapid Changes ◽  
Learning Measurement ◽  
The Times ◽  
Technological Improvements

People obtain more knowledge, information and skills on the job market. Thus, the management of human resources is being more crucial for every organization. The concept of workplace learning is becoming an essential factor for businesses success, especially in the times of crisis. It helps companies to stay competitive on the market and helps them to respond promptly to the challenges caused by rapid changes due to the fourth industry revolution. The concept of “Industry 4.0” represents the fast gains of developed technologies and applications in industries that help with increasing the productivity, but also require the employees to continuously improve and learn in order to be able to integrate with new technological improvements. However, different authors have different definitions of what job satisfaction really is. It is an extensively researched yet a barely understood phenomenon in organizations. Job satisfaction yields to subjective perception of how one feels about work. Thus, various factors, both external and internal, are associated with it. This paper aims to provide the definitions and reviews of active workplace learning measures used in empirical studies in human resource development and most commonly used measures for job satisfaction. The research paper can provide organizations and practitioners with the information on different approaches that can be used to measure and identify employees’ preferences and to help them find a way to satisfy their workers and keep them at their side in this fast-changing work environment. Keywords: workplace learning measurement, job satisfaction measurement, industry 4.0

scholarly journals Smart Logistics – Conceptualization and Empirical Evidence

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Manuel Woschank ◽  
Helmut Zsifkovits
Keyword(s):  
Industry 4.0 ◽  
Secondary Data ◽  
Future Research ◽  
Practical Applications ◽  
Smart Logistics ◽  
Technological Concepts ◽  
Recent Developments ◽  
Potential Applications ◽  
Research Frameworks ◽  
Holistic Research

Industry 4.0 approaches have gained increasing relevance and impact on logistics research and practical applications. However, logistics research often focuses on the investigation of isolated concepts, which leads to a systematic neglect of more holistic research frameworks. Therefore, this paper conceptualises Smart Logistics as an important element within the context of Industry 4.0 approaches. Furthermore, a set of technological concepts for Smart Logistics is identified and potential applications are outlined and discussed. Moreover, the paper presents recent developments in the area of Smart Logistics based on both primary and secondary data analyses and recommends further directions for future research efforts.

Three Theoretical Perspectives on Informal Learning at Work

2009 ◽  
pp. 695-706
Author(s):  
Mary F. Ziegler
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Workplace Learning ◽  
Learning Approaches ◽  
Learning At Work ◽  
Theoretical Perspectives

The workplace is a key arena for learning in today’s society. The spiraling demand for knowledge in the workplace has increased interest in informal learning. In the field of adult education, informal learning has been recognized as one of the primary ways that adults learn throughout their lives. Although there are numerous informal learning approaches, the goal of this chapter is to explore three theoretical perspectives of informal learning in the workplace: individual, social and integrated. These perspectives raise issues as well as highlight the limitations and benefits of informal workplace learning. The chapter concludes with solutions and recommendations for dealing with the issues and implications for the practice of adult education.

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.

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