Dimensions of learning organization: Implications for human resources effectiveness in commercial banks

This study examines the dimensions of learning organization essential in enhancing Human Resources (HR) effectiveness towards the attainment of the strategic objectives of commercial banks operating in Nigeria. This study adopted a survey research design following a quantitative approach for data collection and analysis procedure. The respondents (professional bankers) were selected using a convenience sampling technique. A structured questionnaire was designed and administered to 305 respondents in the participating commercial banks. The data was analysed using a variance-based structural equation modelling via SmartPLS, version 3.2.9. The results showcased specific learning dimensions to consider in designing learning and development interventions for HR effectiveness in commercial banks. There is a dearth of literature on the specific learning dimensions that play a prominent role in ensuring HR effectiveness in the banking industry in developing countries, particularly in Nigeria. The outcomes of this study contribute to the extant literature and assist HR business partners in adding value to commercial banks through HR effectiveness.

Psychological Distress And Smoking Behaviors of Chinese College Students: Mediating Effects of The Dimensions of Learning Burnout

Objectives: Smokers or never smokers exposed to environmental tobacco use (ETS) are usually associated with various diseases and cancers. In order to better help college students prevent the tobacco use and thus preclude the incidences of avoidable diseases, this study explored the predictive power of different variables including demographic and psychological variables in relation to smoking behaviors. Methods: Maslach Burnout Inventory-Student Survey (MBI-SS) and Kessler Psychological Distress Scale (K10) were used in this study. Results: The multivariate logistic regression indicated that college students who were male (versus female, OR = 9.55), majoring in medicine and sports (versus nursing, ORmedicine = 2.19, ORsports=2.81), born in the non-singleton family (versus singleton family, OR= 0.63) with higher family income (versus lower family income, OR = 0.45), surrounded with smoking friends (versus without smoking friends, OR= 0.18), were more vulnerable to smoke. In addition, combined with the theory of planned behavior (TPB), the dimensions of learning burnout had full mediation effects between psychological distress and smoking behavior. Conclusions: Psychological distress can only indirectly affect smoking behavior via learning efficacy, cynicism and emotional exhaustion. Adjustment from different dimensions of learning burnout will help college students better prevent the tobacco use.

A Review of Learning Strategies towards Learning Outcome

Education is the backbone of a country and it contributes towards economic development by enhancing individual’s market value. Therefore, learners’ achievement in learning and the factor influencing it such as application of learning strategies must be focused on in order to develop high market value among learners. The focus of this study is to review learning strategies that influence learning outcomes. This paper explores the meaning of learning strategies by various researchers. At the same time, it also explores the relationship between dimensions of learning strategies towards learning outcomes and the dimensions are believed to be capable of affecting academic performance. It is concluded that suitable and good learning strategies can lead towards successfulness in learning and academic performance. The findings of previous researchers are also included to support the arguments used in this study.

Informal learning as mediating mechanism for the relationship between learning climate and organizational citizenship behavior (OCB)

PurposeThe goal of this study was to examine the mediating mechanism of informal learning between dimensions of learning climate and organizational citizenship behavior (OCB). In addition, the study also aimed to investigate the learning climate, in the dimensions of learning facilitation, learning appreciation and error avoidance as antecedents of informal learning.Design/methodology/approachThe data were gathered from sports items manufacturing small and medium enterprises (SMEs) in Sialkot, Pakistan. Sialkot is home to manufacturing businesses that export their products worldwide. Survey data of 318 middle managers collected at 2 different times were used for testing the research model using structural equation modeling (SEM).FindingsThe results demonstrate that facilitation and appreciation learning climate have a positive relationship with informal learning and error-avoidance has a negative relationship with informal learning. The analysis also revealed that informal learning mediated the linkage between learning climate dimensions and OCB. Moreover, informal learning is significantly related to OCB.Practical implicationsHR practitioners and organizational leaders of SMEs can use, encourage and promote informal learning to improve the skills and knowledge of employees at low cost. For instance, management should strategically implement informal learning at the workplace by providing a supportive learning climate.Originality/valuePrevious studies have overlooked the impact of informal learning on OCB and its mediating effect. The present study addresses this gap by examining the mediating mechanism of informal learning between learning climate and OCB.

Learning Processes and Agency in the Decarbonization Context: A Systematic Review through a Cultural Psychology Point of View

In the scientific literature on energy transition toward decarbonization, the learning process is often described as a preferred way to achieve change. However, despite a large number of theoretical and empirical endeavors, a systematic understanding of the process is still lacking due to the diversity of disciplines and approaches and to the multi-layered nature of the phenomenon. The aim of this systematic review is to highlight the dimensions of learning processes from a cultural psychological point of view in order to understand and assess different planes of the relation between humans and technology. We thus explore the literature following the PRISMA protocol. Through a narrative synthesis, we critically assess the theoretical and methodological advancement, the presence of cultural determinants, the value ascribed to agency, and the depoliticization risk. We found that: theories and methodologies still lack systematicity and concordance in their application; learning processes are studied with little focus on the context and are mostly treated as facilitators; agency mostly lacks a psychosocial focus, despite the exploration of multi-level problems; and the depoliticization of learning is a matter of fact. Nevertheless, positive examples are present, although they are few. Epistemological and political implications are discussed, and a psychosocial conception of agency is proposed, together with a reflective stance for researchers.

An Integrative Multi-Dimensional Model of Culturally Relevant Academic Evaluation for the 21st Century

Due to Covid-19, the world has encountered new challenges regarding pedagogy, learning, assessment, and evaluation. In meeting these challenges, there have been rapid changes in learning, and the gap between pedagogy and evaluation has grown. The purpose of this paper is to develop a new evaluative model suitable for the technologically enhanced, multicultural environment of the 21st century. In this article, we develop a unique multidimensional model of Culturally Relevant Academic Evaluation (CRAE) that fills a gap in the scientific literature on evaluation in higher education. The model depicts evaluation as an integrated process of four dimensions: two of them based on the well-established dimensions of learning and curriculum, and two based on the novel dimensions of inclusive multiculturalism and technology. We consider evaluation in its broad context in higher education, and we analyze the interrelations between the four dimensions of the evaluation process, discussing their contribution to the enhancement of evaluation in higher education.

The Relationship of Learning Motivation, Reward and Achievement in Science of Secondary Students in The District of Botolan

ABSTRACT The study aimed to determine the effect of learning motivation and reward to the achievement in Science among junior high school students of Botolan District, Division of Zambales during SY 2018-2019. The study revealed that the respondent is a typical female. The respondents “strongly agree” on extrinsic, intrinsic and task value while “agree” on views about learning, self-efficacy and belief of achievement as dimensions of learning motivation. The respondents “agree” on tangible and intangible as dimensions on rewards system. The respondents “strongly agree” on indicators towards reward system. The students obtain a “passed” rating in their academic performance. There is no significant difference on the dimensions of learning motivation. There is no significant difference on the dimensions of reward system. There is no significant difference on the dimensions of reward system when grouped according to sex profile variable. There is no significant relationship between the academic performance and the dimensions on learning motivation. The summary of the researches conducted and the assumptions arrived at, the researcher have to give tangible or intangible rewards to deserving students who are exerting efforts to excel in the science class that there is a necessity to train teachers in how to impart students so that they develop intrinsically motivated, as a substitute of just driven along by the idea of the next external reward; that the teachers are to exercise extreme fairness and equality to give rewards and recognition to deserving students.

Fostering learning capacities for meaningful, healthy and efficient studying in undergraduate medical education: evaluation of a longitudinal learning workshop

Background Academic studies place high demands on the development of learning capacities. Beyond learning techniques, knowledge about the effect of the learning environment, as well as the ability for self-regulation, self-determination and self-care play a major role in the development of learning skills. A longitudinal learning workshop was developed aiming to support academic learning life. The study at hand describes and evaluates this intervention. Methods Students participated in a seven-week program fostering reflection and training on physical, physiological, psychological and mental dimensions of learning. Fifty evaluations of medical students reflecting the workshop underwent qualitative analysis of open-ended questions concerning changes students experienced in their learning life. In addition, general satisfaction was measured quantitatively. Results Qualitative results revealed an impact on five core dimensions of students´ learning life: knowledge gained about the process of learning, enhanced awareness of intrapersonal learning processes, getting easier into action, experience of change and raised skills of regulating one´s learning behavior. Students evaluate the workshop as helpful, supportive and as a source of guidance. Quantitative results demonstrated good overall satisfaction with the intervention. Conclusions Educating knowledge about learning how to learn and providing skill training of how to regulate physiology, psychology and mentality should be taken into account in order to support the multidimensional learning life of students. Using a holistic, anthropologically grounded approach could be considered to enhance healthy, meaningful and efficient ways of learning. This learning workshop seems to be a useful and transferable tool to support students’ development of learning capacities.