A New Adaptive Corporate Learning Model

The article discusses issues related to the main trends in corporate learning and the creation of a model of adaptive learning organizations. As one of the main conditions for their activities, the idea of forming a knowledge management system in adaptive learning organizations, widespread use of corporate knowledge portals, and empowering communities of practice is put forward and substantiated. In this regard, the article focuses on the peculiarities of their construction and functioning. A list of the main problems that arise in the knowledge management system is given, and the ways of their solution are determined. Particularly interesting is the question of modern new functions of the knowledge management system, an overview of the current existing experience of solving this using e-learning and vr-technologies is given.

Designing playful employee experience through serious play–reflections from pre-pandemic corporate learning events in Poland

PurposeIn times of organizational thirst for employee engagement and meaning through designing corporate stories, the aim of this article is to explore and identify key sources (engines) of engagement during LEGO® SERIOUS PLAY® (LSP) corporate learning pre-pandemic events of various types and size in Poland.Design/methodology/approachThis is a conceptual paper. The research was conducted using participant observation from the perspective of a certified facilitator of the method. This position ensures a prime access to the organizational events. Eight training sessions (four LSP and four non-LSP workshops) have been analysed using thematic analysis. The structure of thematic codes has been conceptualized and reflected as the EPIC framework.FindingsThe findings include (1) the importance of the experience of emerging realities as a key generator of engagement, (2) the significance of social collaboration and peer-to-peer interactions (experience of collective intelligence), (3) the observable rise in engagement and willingness to contribute when real business situations, especially labelled as “strategic issues” are discussed and (4) the role of image-capturing (“snapshot experience”) in creation of an engaging learning experience.Research limitations/implicationsThe limitations refer to the potential conflict of interests as the researcher is also the facilitator of the workshop. To ensure the neutral point of view of the researcher, the sessions have been recorded to enable transparency of the observation and non-biased logic of key findings. The “learning experience” research is also culture- and context-sensitive, thus it may be problematic to replicate the research procedure in different countries, however, the EPIC model can be treated as a universal framework to explore and identify the engines of engagement.Practical implicationsThe concept of this paper is designed from the practical point of view. The findings are adaptable to the corporate practices aimed at empowering employees and are compatible with management models such as agile, human enablement and human-centred design in organizations.Social implicationsSerious play methods of learning and experiencing are said to be of the highest importance when finding new ways of organizational learning in the pandemic situation and work from home as a standard learning environment.Originality/valueThe contribution of this paper is visible in the conceptualization of the moments that shape an engaging experience. This is also the first academic paper presenting the perspective of a certified facilitator of LSP from Central and Eastern Europe region.

The Role of Working Memory and Attention in Older Workers’ Learning

<p class="0abstract">Nowadays, the aging workforce constitutes a worldwide reality in developed countries due to the population aging phenomenon. Consequently, it becomes urgent for the older workers’ learning to be enhanced for their personal development first, and then for the general progress of the organization. Working memory and attention play a crucial supporting role in older workers’ learning and contribute significantly to their active work life. This article presents the concepts of working memory and attention and their intertwined relationship highlighting their important role in the aging workforce learning. Alongside, the presented theoretical aspects may give the trigger for the greater interest for further research and study of key factors in working environments, which may affect the working memory and attention functioning in older workers, so that to be integrated into the future planning of corporate learning programs. </p>

Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development

Despite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determining the adoption of MOOCs in corporate workplace learning programs. In this exploratory research, the authors employ empirical data from 36 in-depth interviews with corporate managers directly responsible for learning and development practices. Findings provide potential explanations for the mismatch between a generally positive attitude towards MOOCs and their still low adoption rate by identifying expectations towards MOOCs, as well as major reservations. We find that while corporations recognize the opportunities MOOCs can introduce into workplace learning, elevated expectations, negative first-time experiences and objective barriers inhibit MOOC adoption in corporate learning and development programs. It is among the first to expose the perspective of organizations at an early stage of adopting MOOCs. The findings provide a novel contribution to both workplace learning scholarship as well as practical recommendations which can inform HR managers’ decisions in regard to adopting digital means in workplace learning.

CORPORATE LEARNING SYSTEM

Purpose. The aim of the article is substantiation of theoretical bases of formation of system of corporate training. Methodology of research. In the process of writing the article are used general scientific methods of economics, based on a systematic approach ‒ analysis, synthesis and graphics (reflecting the author’s vision of the process of forming a corporate learning system), as well as methods of generalization and comparison (describing existing methods of corporate learning). Finding It is established that the system of corporate training determines the resources of staff training, to which we include the knowledge, skills and abilities of mentors; training material that must be mastered to get the result; staff training products, which includes the appropriate level of knowledge of skills and abilities of staff; and also provides for the formation of goals and objectives, principles, functions, factors and methods of corporate learning. It is substantiated that the main methods of corporate learning are: lectures, seminars-debates, educational and theoretical conferences, business games, case-methods, colloquia, round tables, trainings, discussions with division into groups, distance learning, self-study, mentoring, shadowing, bading. Originality. The substantiation of theoretical bases of formation of system of corporate training which, in author’s understanding, should be directed on transformation of resources of training (entrance into system) into products of training (exit) by means of various methods of training of the personnel taking into account influence of external factors has received further development. Practical value. The considered methods of corporate personnel training can be used by Ukrainian enterprises in order to build an effective personnel training system or improve the existing one. Key words: enterprise, corporate learning system, knowledge, skills, lecture, seminar-debate, educational-theoretical conference, business games, case method, colloquium, round table, training, discussion with division into groups, distance learning, self-study, mentoring, shadowing, bading.

The Structure of Professional Training of Future HR Managers to Use Corporate Learning Technologies

The article is devoted to the development of the structure of professional training of future personnel managers for the use of corporate training technologies. The author identified the principles that underlie the professional training of future personnel managers for the use of corporate training technologies. The principles of professional development of future HR managers were clarified and a survey of stakeholders was conducted, who ranked and rated the personal qualities of the HR manager. The own vision concerning components of structure of professional training of the future personnel managers is offered. The concept of "corporate learning" is determined as a set of educational activities of the organization, through which there is a qualified retraining of employees, which leads to an increase in overall productivity of the organization. The structure and content of professional training of future personnel managers as the leading and largest direction of modern professional training of future personnel managers are considered. As a result of the theoretical analysis of the essence of training of future personnel managers, we proposed the author's version of the structure of training, which is reflected in the motivational-personal, information-cognitive, perceptual-communicative, interactive-behavioral components of training of future personnel managers. Мotivational-personal component associates with motivation for future professional activities and the formation of certain personal qualities that are necessary for the quality of professional duties. Information and cognitive component denotes the ability to learn, update knowledge and improve professional skills and the ability to use knowledge in practice; ability to search, process and analyze information from various resources and the ability to use information and communication technologies. Perceptual-communicative component reveals the existence of a system of knowledge and skills necessary for professional activities; ability to build constructive relationships with employees based on common interests; mastery of technologies for solving professional problems based on the use of interactive communication, sociability and ability to interact, the ability to make decisions. Interactive-behavioral component is based on the ability to adapt and act in new situations, the ability to take initiative, lead new projects, the ability to use traditional verbal and nonverbal means of communication, the ability to work in a team, the ability to identify and solve problems in the team, ability to motivate employees and guide them to achieve new goals analyzes human resources, predicts and determines the need for staff and specialists.