Sample records for supported workplace learning

  1. The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

    ERIC Educational Resources Information Center

    Park, Yoonhee; Jacobs, Ronald L.

    2011-01-01

    Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

  2. A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

    ERIC Educational Resources Information Center

    Sykes, Christopher; Dean, Bonnie Amelia

    2013-01-01

    In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

  3. Exploring informal workplace learning in primary healthcare for continuous professional development.

    PubMed

    Joynes, Viktoria; Kerr, Micky; Treasure-Jones, Tamsin

    2017-07-01

    All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities. Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures. Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

  4. Effects of Age, Gender and Occupation on Perceived Workplace Learning Support

    ERIC Educational Resources Information Center

    Harteis, Christian; Billett, Stephen; Goller, Michael; Rausch, Andreas; Seifried, Jürgen

    2015-01-01

    The provision of workplace support is central to how and what is and can be learnt at work. Hence, the distribution of those experiences is an important factor in the quality of workplace learning experiences. The study reported and discussed here aims to identify differences in levels of support and opportunities for applying knowledge in…

  5. Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    ERIC Educational Resources Information Center

    Cseh, Maria; Manikoth, Nisha N.

    2011-01-01

    As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

  6. Examining Beginning Teachers' Perceptions of Workplace Support

    ERIC Educational Resources Information Center

    Fox, Alison; Deaney, Rosemary; Wilson, Elaine

    2010-01-01

    Purpose: This paper, taking a participatory perspective of learning, seeks to look at the interaction between individuals and their workplace, focusing on the perceptions of workplaces and self by beginning teachers in terms of support for their learning. Design/methodology/approach: The study presents an analysis of 37 interviews from 17…

  7. Thinking Beyond Numbers: Learning Numeracy for the Future Workplace. Support Document

    ERIC Educational Resources Information Center

    Marr, Beth; Hagston, Jan

    2007-01-01

    The use, learning and transfer of workplace numeracy skills, as well as current understandings of the term numeracy, are examined in this study. It also highlights the importance of numeracy as an essential workplace skill. "Thinking Beyond Numbers: Learning Numeracy for the Future Workplace" challenges the training system and training…

  8. The Influence of Job Characteristics and Self-Directed Learning Orientation on Workplace Learning

    ERIC Educational Resources Information Center

    Raemdonck, Isabel; Gijbels, David; van Groen, Willemijn

    2014-01-01

    Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total…

  9. Retracted: Nurses learning in the workplace: a comparison of workplace attributes in acute care settings in Australia and Singapore.

    PubMed

    Chan, S W; Chan, M F; Lee, S-Y; Henderson, A

    2014-03-01

    Workplaces need to foster teaching and learning interactions so staff collaborate and learn from each other. Internationally, many countries provide support to graduates and experienced staff to foster engagement necessary for learning and quality care. Workplace attributes can differ across countries depending on managerial, contextual, social and policy issues. This study compared workplace attributes of two Australian hospitals with a Singaporean hospital. A representative sample of nurses in two acute care facilities in Australia (n = 203) and a comparable facility in Singapore (n = 154) during 2010 and 2011 responded to a survey requesting demographic data and responses about workplace attributes. Attributes were determined through validated tools that measure staff perception of support when facilitating others learning (Support Instrument for Nurses Facilitating the Learning of Others) and the clinical learning organizational culture (Clinical Learning Organizational Culture Survey). Results indicated Singaporean nurses rated perception of acknowledgement, workload management and teamwork support in facilitating learners in their hospital as significantly better than the Australian cohort despite similar provisions for support and development. There were no significant differences across the two sites in the clinical learning culture. Analysis across three health facilities only provides a snapshot. Targeting more facilities would assist in confirming the extent of reported trends. Findings indicate differences in nurses' perceptions of support when facilitating learners. Further exploration of Singaporean nurses' increased perceptions of support is worthy. Clinical learning organizational culture findings across Australian and Singaporean acute care facilities suggest common attributes within the nursing profession that transcend contextual factors, for example, a strong sense of task accomplishment. Nurses across both countries demonstrate strengths in accomplishing tasks but less so in recognizing nurses' contributions that may also impact nurses' influence in the practice context. As these attributes are common, nursing can collectively lobby and develop policy, thereby strengthening their cause to be recognized. © 2014 International Council of Nurses.

  10. Exploring the Relation between Teachers' Perceptions of Workplace Conditions and Their Professional Learning Goals

    ERIC Educational Resources Information Center

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    2017-01-01

    Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way…

  11. Social support in the workplace for physicians in specialization training

    PubMed Central

    Mikkola, Leena; Suutala, Elina; Parviainen, Heli

    2018-01-01

    ABSTRACT When becoming a specialist, learning-through-service plays a significant role. The workplace affords good opportunities for learning, but the service-learning period may also impose stress on phycisians in specialization training. In medical work, social support has proved to be a very important factor in managing stress. Social support may afford advantages also for learning and professional identity building. However, little was known about how social support is perceived by doctors in specialization training. This study aimed to understand the perceptions of physicians in specialization training regarding social support communication in their workplace during their learning-through-service period. The study was conducted qualitatively by inductively analyzing the physicians’ descriptions of workplace communication. The dataset included 120 essays, 60 each from hospitals and primary healthcare centres. Physicians in specialization training explained the need of social support with the responsibilities and demands of their clinical work and the inability to control and manage their workloads. They perceived that social support works well for managing stress, but also for strengthening relational ties and one’s professional identity. A leader’s support was perceived as being effective, and both senior and junior colleagues were described as an important source of social support. Also co-workers, such as the individual nurse partner with whom one works, was mentioned as an important source of social support. The results of this study indicate that social support works at the relational and identity levels, which is due to the multi-functional nature of workplace communication. For example, consultation functions as situational problem-solving, but also the tone of social interaction is meaningful. Thus, strengthening one’s professional identity or collegial relationships requires further attention to workplace communication. Abbreviations PiST: Physician in specialization training PMID:29464988

  12. Social support in the workplace for physicians in specialization training.

    PubMed

    Mikkola, Leena; Suutala, Elina; Parviainen, Heli

    2018-12-01

    When becoming a specialist, learning-through-service plays a significant role. The workplace affords good opportunities for learning, but the service-learning period may also impose stress on phycisians in specialization training. In medical work, social support has proved to be a very important factor in managing stress. Social support may afford advantages also for learning and professional identity building. However, little was known about how social support is perceived by doctors in specialization training. This study aimed to understand the perceptions of physicians in specialization training regarding social support communication in their workplace during their learning-through-service period. The study was conducted qualitatively by inductively analyzing the physicians' descriptions of workplace communication. The dataset included 120 essays, 60 each from hospitals and primary healthcare centres. Physicians in specialization training explained the need of social support with the responsibilities and demands of their clinical work and the inability to control and manage their workloads. They perceived that social support works well for managing stress, but also for strengthening relational ties and one's professional identity. A leader's support was perceived as being effective, and both senior and junior colleagues were described as an important source of social support. Also co-workers, such as the individual nurse partner with whom one works, was mentioned as an important source of social support. The results of this study indicate that social support works at the relational and identity levels, which is due to the multi-functional nature of workplace communication. For example, consultation functions as situational problem-solving, but also the tone of social interaction is meaningful. Thus, strengthening one's professional identity or collegial relationships requires further attention to workplace communication. Abbreviations PiST: Physician in specialization training.

  13. The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace.

    PubMed

    Lloyd, Bradley; Pfeiffer, Daniella; Dominish, Jacqueline; Heading, Gaynor; Schmidt, David; McCluskey, Annie

    2014-03-25

    Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. A qualitative study was conducted with a purposively selected maximum variation sample (n =46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The 'framework approach' was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Key enablers of workplace learning included having access to peers, expertise and 'learning networks', protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes.

  14. The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace

    PubMed Central

    2014-01-01

    Background Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. Methods A qualitative study was conducted with a purposively selected maximum variation sample (n = 46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The ‘framework approach’ was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Results Key enablers of workplace learning included having access to peers, expertise and ‘learning networks’, protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Conclusion Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes. PMID:24661614

  15. The Effects of Organizational Learning Environment Factors on E-Learning Acceptance

    ERIC Educational Resources Information Center

    Cheng, Bo; Wang, Minhong; Moormann, Jurgen; Olaniran, Bolanle A.; Chen, Nian-Shing

    2012-01-01

    Workplace learning is an important means of employees' continuous learning and professional development. E-learning is being recognized as an important supportive practice for learning at work. Current research on the success factors of e-learning in the workplace has emphasized on employees' characteristics, technological attributes, and training…

  16. Self-Entrustment: How Trainees' Self-Regulated Learning Supports Participation in the Workplace

    ERIC Educational Resources Information Center

    Sagasser, Margaretha H.; Kramer, Anneke W. M.; Fluit, Cornelia R. M. G.; van Weel, Chris; van der Vleuten, Cees P. M.

    2017-01-01

    Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to…

  17. Developing Skilled Doctor-Patient Communication in the Workplace: A Qualitative Study of the Experiences of Trainees and Clinical Supervisors

    ERIC Educational Resources Information Center

    Giroldi, Esther; Veldhuijzen, Wemke; Geelen, Kristel; Muris, Jean; Bareman, Frits; Bueving, Herman; van der Weijden, Trudy; van der Vleuten, Cees

    2017-01-01

    To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a…

  18. From Community to Community of Practice: Exploring the Connection of Online Learners to Informal Learning in the Workplace

    ERIC Educational Resources Information Center

    Conrad, Dianne L.

    2008-01-01

    The study that informs this article investigated how online learners' participation in and perception of their sense of learning community contributed to or affected their relationship to their workplace environment and their workplace colleagues. The findings support contentions that, in the workplace, the work itself constitutes the most…

  19. Examining Informal Learning in Commercial Airline Pilots' Communities of Practice

    ERIC Educational Resources Information Center

    Corns, Kevin M.

    2014-01-01

    A pragmatic sequential mixed methods research methodology was used to examine commercial airline pilots' (N =156) types and frequencies of informal learning activities, perceptions of workplace informal learning, and opinions on how organizations should support workplace informal learning outside of the formal learning environment. This study…

  20. How to use coaching and action learning to support mentors in the workplace.

    PubMed

    Nash, Sue; Scammell, Janet

    Using the example of mentoring preregistration student nurses, this article explores facilitation of learning in the workplace and examines the use of coaching and action learning to support mentors and the wider clinical team. A case study, where a mentor has difficulties with an underperforming student, is considered. Action learning and coaching are then explored, with the aim of maximising personal and team learning. These strategies can be easily transferred to other work based learning situations.

  1. Physiotherapists' perceptions of workplace competency: a mixed-methods observational study.

    PubMed

    Sturt, Rodney; Burge, Angela T; Harding, Paula; Sayer, James

    2017-06-22

    Objectives Workplace-based competency is increasingly considered fundamental to patient safety and quality healthcare. The aim of the present study was to identify and describe physiotherapists' perceptions of workplace competency. Methods The present study was a mixed-methods cross-sectional observational study. Thematic and descriptive analysis of qualitative and survey data were undertaken. Forty-six physiotherapists employed at a metropolitan acute public hospital participated in interviews or focus groups; a subgroup of 31 participants also completed an online survey. Results Five main themes were identified: (1) despite the availability of workplace learning opportunities and supports, less-experienced staff reported limited confidence; (2) assessment and feedback around workplace competency was limited, predominantly informal and unstructured, with less than half of the cohort (42%) agreeing feedback received was useful for improving their workplace skills; (3) practicing within individual scope is an important aspect of workplace competency as a physiotherapist; (4) most (81%) agreed it was important for them to self-determine their learning and development goals, and they relied primarily on informal discussion to achieve these goals; and, (5) physiotherapists felt motivated regarding workplace learning, with 97% interested in developing their workplace skills however, nearly half (45%) did not feel they had sufficient time to do so. Conclusions The perceptions of physiotherapists working in a metropolitan acute public hospital are reflected in five themes. These themes elucidate how workplace competency is supported, maintained and developed among physiotherapists in this setting. These themes also highlight key challenges of workplace learning faced by this cohort of physiotherapists and allude to methods that may assist with improving feedback mechanisms and knowledge acquisition. What is known about this topic? Studies investigating employee perceptions around workplace competency, knowledge, skills and learning are found across a range of industries. Workplace-based competency is increasingly considered fundamental to patient safety and quality health care. There is little known about physiotherapists' perceptions of workplace competency. What does this paper add? This study has identified and described themes around physiotherapists' perceptions of their workplace knowledge and skills. What are the implications for practitioners? The themes identified provide support for the development, implementation and evaluation of a workplace-based competency framework for physiotherapists.

  2. How an Orientation to Learning Influences the Expansive-Restrictive Nature of Teacher Learning and Change

    ERIC Educational Resources Information Center

    Feeney, Eric J.

    2016-01-01

    This study examined teachers' learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers' orientation to learning, examining beliefs, practices, and experiences about teachers' learning in relation to change in the workplace. A hypothesis is that teacher learning and…

  3. Informal Workplace Learning. Practice Application Brief No. 10.

    ERIC Educational Resources Information Center

    Cofer, David A.

    Research on informal learning in the workplace suggests several definitions, including that informal learning is a process of learning that takes place in everyday experience, often at subconscious levels, and that it is unique to, and rests in the hands of, the learner. Research supports introducing informal learning not as a replacement for…

  4. A Mobile Informal Learning Solution for Workplace Learners

    ERIC Educational Resources Information Center

    Gu, Jia

    2014-01-01

    This paper reports on the development of the "MobLearn@Work" App, which emerged from a study of informal learning among five employees at different companies in China. The purpose of the study was to develop a strategy for the design of mobile learning support tools that would enhance informal learning in the workplace. The App was…

  5. Survey on Intelligent Assistance for Workplace Learning in Software Engineering

    NASA Astrophysics Data System (ADS)

    Ras, Eric; Rech, Jörg

    Technology-enhanced learning (TEL) systems and intelligent assistance systems aim at supporting software engineers during learning and work. A questionnaire-based survey with 89 responses from industry was conducted to find out what kinds of services should be provided and how, as well as to determine which software engineering phases they should focus on. In this paper, we present the survey results regarding intelligent assistance for workplace learning in software engineering. We analyzed whether specific types of assistance depend on the organization's size, the respondent's role, and the experience level. The results show a demand for TEL that supports short-term problem solving and long-term competence development at the workplace.

  6. Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

    ERIC Educational Resources Information Center

    Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

    2011-01-01

    Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

  7. Understanding the Construction of Personal Learning Networks to Support Non-Formal Workplace Learning of Training Professionals

    ERIC Educational Resources Information Center

    Manning, Christin

    2013-01-01

    Workers in the 21st century workplace are faced with rapid and constant developments that place a heavy demand on them to continually learn beyond what the Human Resources and Training groups can meet. As a consequence, professionals must rely on non-formal learning approaches through the development of a personal learning network to keep…

  8. Factors Which Facilitate Workplace Learning: Confidence, Challenge and Support.

    ERIC Educational Resources Information Center

    Alderton, Jane

    The midcareeer learning of 120 professionals in 12 contrasting business, engineering, and health care organizations was examined to identify factors facilitating workplace learning. Individuals were interviewed regarding their current work and ways they acquired the necessary know-how and knowledge for their jobs and improved or extended their…

  9. The Supervisor's Influence on Workplace Learning

    ERIC Educational Resources Information Center

    Hughes, Chris

    2004-01-01

    Supervisors are often urged by the workplace learning literature to take active roles as facilitators of the learning of their staff. The role that is envisaged is similar to the facilitative role developed in the humanistic traditions of adult education, in which facilitation is supportive but also proactive, challenging and interventionist.…

  10. Charting Collective Knowledge: Supporting Self-Regulated Learning in the Workplace

    ERIC Educational Resources Information Center

    Littlejohn, Allison; Milligan, Colin; Margaryan, Anoush

    2012-01-01

    Purpose: This study aims to outline an approach to improving the effectiveness of work-based learning through knowledge creation and enhancing self-regulated learning. The paper presents a case example of a novel approach to learning through knowledge creation in the workplace. This case example is based on empirical data collected through a study…

  11. Mediated learning in the workplace: student perspectives on knowledge resources.

    PubMed

    Shanahan, Madeleine

    2015-01-01

    In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice. Integrating practice-based learning with learning mediated by information sources provides a more complete paradigm of learning during clinical placement.

  12. Personalized Workplace Learning: An Exploratory Study on Digital Badging within a Teacher Professional Development Program

    ERIC Educational Resources Information Center

    Gamrat, Christopher; Zimmerman, Heather Toomey; Dudek, Jaclyn; Peck, Kyle

    2014-01-01

    To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (PD). Teacher Learning Journeys (TLJ) is an approach that allows for teachers to customize their PD experience to…

  13. The influence of workplace culture on nurses' learning experiences: a systematic review of qualitative evidence.

    PubMed

    Davis, Kate; White, Sarahlouise; Stephenson, Matthew

    2016-06-01

    A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence-based and continuously improving safe patient care, which is central to achieving good patient outcomes. Therefore, nurses need to learn within a workplace that supports the implementation of evidence-based, professional practice and enables the best patient outcomes; the influence of workplace culture may play a role in this. The purpose of this review was to critically appraise and synthesize the best available qualitative evidence to understand both the nurses' learning experiences within the workplace and the factors within the workplace culture that influence those learning experiences. Registered and enrolled nurses regulated by a nursing and midwifery board and/or recognized health practitioner regulation agency (or their international equivalent). This review considered studies that described two phenomena of interest: the nurses' learning experience, either within an acute healthcare workplace or a workplace-related learning environment and the influence of workplace culture on the nurses' learning experience (within the workplace or workplace-related learning environment). This review considered studies that included nurses working in an acute healthcare organization within a Western culture. This review considered studies that focused on qualitative evidence and included the following research designs: phenomenological, grounded theory and critical theory. Published and unpublished studies in English from 1980 to 2013 were identified using a three-step search strategy, searching various databases, and included hand searching of the reference lists within articles selected for appraisal. For studies meeting the inclusion criteria, methodological quality was assessed using a standardized checklist from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). Qualitative data were extracted from articles included in the review using the standardized data extraction tool from the JBI-QARI. Qualitative research findings were pooled using the Joanna Briggs Institute Qualitative Appraisal and Review Instrument (JBI-QARI). This involved the aggregation and synthesis of findings to generate a set of categories, which were then subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings that could be used as a basis for evidence-based practice. Fourteen articles were identified following appraisal and a total of 105 findings (85 unequivocal and 20 credible) were extracted from included studies and grouped into eight categories based on similarity of meaning. Subsequently, categories were grouped into two synthesized findings. The two synthesized findings were as follows: ORGANIZATIONAL INFLUENCES: Enabling nurses to demonstrate accountability for their own learning, along with clear organizational systems that provide resources, time, adequate staffing and support, demonstrates encouragement for and the value of nurses' learning and education. Nurses value their peers, expert nurses, preceptors, mentors and educators facilitating and encouraging their learning and professional development. An optimal workplace culture is central for nurses to experience valuable and relevant learning in the workplace. To emphasize the importance of nurses' learning in the workplace, working and learning is understood as an integrated experience. Consequently, a dual system that enables nurses to demonstrate accountability for their own learning, along with clear organizational and educational systems, is required to demonstrate the value in nurses' learning and education.

  14. Teachers--The Professionals in Formal Learning as Practitioners of Informal Workplace Learning

    ERIC Educational Resources Information Center

    Tikkanen, Tarja

    2006-01-01

    Schools have been targets for plenty of research, but working life researchers have showed only limited interest in schools as workplaces and as arenas for learning among teachers and other staff. The purpose of this paper is to introduce a new study, "Research-supported development work in the schools" by describing its background and…

  15. Not Learning in the Workplace: Austerity and the Shattering of "Illusio" in Public Service

    ERIC Educational Resources Information Center

    Colley, Helen

    2012-01-01

    Purpose: This paper seeks to discuss the impact of UK government austerity policies on learning in public service work, specifically youth support work. It also aims to argue that austerity policies intensify "ethics work", create emotional suffering, and obstruct workplace learning in a variety of ways. Design/methodology/approach: The…

  16. Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    ERIC Educational Resources Information Center

    Choi, Woojae; Jacobs, Ronald L.

    2011-01-01

    While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

  17. Rethinking the learning space at work and beyond: The achievement of agency across the boundaries of work-related spaces and environments

    NASA Astrophysics Data System (ADS)

    Kersh, Natasha

    2015-12-01

    This paper focuses on the notion of the learning space at work and discusses the extent to which its different configurations allow employees to exercise personal agency within a range of learning spaces. Although the learning space at work is already the subject of extensive research, the continuous development of the learning society and the development of new types of working spaces calls for further research to advance our knowledge and understanding of the ways that individuals exercise agency and learn in the workplace. Research findings suggest that the current perception of workplace learning is strongly related to the notion of the learning space, in which individuals and teams work, learn and develop their skills. The perception of the workplace as a site only for work-specific training is gradually changing, as workplaces are now acknowledged as sites for learning in various configurations, and as contributing to the personal development and social engagement of employees. This paper argues that personal agency is constructed in the workplace, and this process involves active interrelations between agency and three dimensions of the workplace (individual, spatial and organisational), identified through both empirical and theoretical research. The discussion is supported by data from two research projects on workplace learning in the United Kingdom. This paper thus considers how different configurations of the learning space and the boundaries between a range of work-related spaces facilitate the achievement of personal agency.

  18. A work-based educational intervention to support the development of personal resilience in nurses and midwives.

    PubMed

    McDonald, Glenda; Jackson, Debra; Wilkes, Lesley; Vickers, Margaret H

    2012-05-01

    A work-based educational programme was the intervention used in a collective case study aiming to develop, strengthen and maintain personal resilience amongst fourteen nurses and midwives. The participants attended six, monthly workshops and formed a participatory learning group. Post-intervention, participants reported positive personal and professional outcomes, including enhanced self-confidence, self-awareness, communication and conflict resolution skills. They strengthened relationships with their colleagues, enabling them to build helpful support networks in the workplace. The intervention used new and innovative ways of engaging nurses and midwives exhibiting the effects of workplace adversity - fatigue, pressure, stress and emotional labour. Participants were removed from their usual workplace environment and brought together to engage in critical reflection, experiential learning and creativity whilst also learning about the key characteristics and strategies of personal resilience. Participants' experiences and skills were valued and respected; honest airing of the differences within the group regarding common workplace issues and concerns was encouraged. The new contribution of this intervention for nursing and midwifery education was supporting the learning experience with complementary therapies to improve participants' wellbeing and reduce stress. Copyright © 2011. Published by Elsevier Ltd.

  19. Evaluating Academic Workplaces: The Hyper-Expansive Environment Experienced by University Lecturers in Professional Fields

    ERIC Educational Resources Information Center

    Boyd, Pete; Smith, Caroline; Ilhan Beyaztas, Dilek

    2015-01-01

    Academic developers need to understand the situated workplaces of the academic tribes they are supporting. This study proposes the use of the expansive--restrictive workplace learning environment continuum as a tool for evaluation of academic workplaces. The tool is critically appraised through its application to the analysis of workplace…

  20. The Interplay between Change and Learning at the Workplace: A Qualitative Study from Retail Banking

    ERIC Educational Resources Information Center

    Hetzner, Stefanie; Gartmeier, Martin; Heid, Helmut; Gruber, Hans

    2009-01-01

    Purpose: The purpose of this paper is to analyse employees' perception of a change at their workplaces and the requirements for learning, and factors supporting or inhibiting learning in the context of this change. Design/methodology/approach: Data collection included personal face-to-face semi-structured interviews with ten client advisors in the…

  1. Making Judgments on the Basis for Workplace Learning: Towards an Epistemology of Practice.

    ERIC Educational Resources Information Center

    Beckett, David; Hager, Paul

    2000-01-01

    Interviews illustrating professional judgment support characteristics of informal workplace learning: contingent, practical, process, particular, and affective-social. Growth in the capacity to make judgments occurs in three ways (1) ability to separate initial need from actualization of judgment; (2) ability to interpret conative-emotive and…

  2. Workplace learning through peer groups in medical school clerkships.

    PubMed

    Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

    2014-01-01

    Purpose When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. Method We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. Results In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Conclusions Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

  3. Workplace learning through peer groups in medical school clerkships.

    PubMed

    Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

    2014-01-01

    When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

  4. Using a Smartphone App and Coaching Group Sessions to Promote Residents' Reflection in the Workplace.

    PubMed

    Könings, Karen D; van Berlo, Jean; Koopmans, Richard; Hoogland, Henk; Spanjers, Ingrid A E; ten Haaf, Jeroen A; van der Vleuten, Cees P M; van Merriënboer, Jeroen J G

    2016-03-01

    Reflecting on workplace-based experiences is necessary for professional development. However, residents need support to raise their awareness of valuable moments for learning and to thoughtfully analyze those learning moments afterwards. From October to December 2012, the authors held a multidisciplinary six-week postgraduate training module focused on general competencies. Residents were randomly assigned to one of four conditions with varying degrees of reflection support; they were offered (1) a smartphone app, (2) coaching group sessions, (3) a combination of both, or (4) neither type of support. The app allowed participants to capture in real time learning moments as a text note, audio recording, picture, or video. Coaching sessions held every two weeks aimed to deepen participants' reflection on captured learning moments. Questionnaire responses and reflection data were compared between conditions to assess the effects of the app and coaching sessions on intensity and frequency of reflection. Sixty-four residents participated. App users reflected more often, captured more learning moments, and reported greater learning progress than nonapp users. Participants who attended coaching sessions were more alert to learning moments and pursued more follow-up learning activities to improve on the general competencies. Those who received both types of support were most alert to these learning moments. A simple mobile app for capturing learning moments shows promise as a tool to support workplace-based learning, especially when combined with coaching sessions. Future research should evaluate these tools on a broader scale and in conjunction with residents' and students' personal digital portfolios.

  5. Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers

    NASA Astrophysics Data System (ADS)

    Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan

    2018-05-01

    Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.

  6. Researching Learning at Work: Exploring an Academic-Workplace Partnership

    ERIC Educational Resources Information Center

    Phelan, Anne M.; Harrington, Aleisha D.; Mercer, Eileen

    2004-01-01

    This article examines how a research partnership between a university-based research centre and a regional health authority operated as a context for promoting and examining continuous learning in the workplace. The article identifies and explores the issues and questions that emerged in the effort to establish a stable and supportive research…

  7. Designing Social Media for Informal Learning and Knowledge Maturing in the Digital Workplace

    ERIC Educational Resources Information Center

    Ravenscroft, A.; Schmidt, A.; Cook, J.; Bradley, C.

    2012-01-01

    This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software…

  8. Using vignettes to explore work-based learning: Part 1.

    PubMed

    Wareing, Mark

    This is the first of two articles exploring the use of vignettes as an alternative method of presenting the data arising from interviews. The interviews were carried out as part of research into work-based learning: both articles are based on findings from a hermeneutic phenomenological study into the lived experience of foundation degree mentors and their students-healthcare assistants undertaking a foundation degree in health and social care in order to become assistant practitioners. Part 1 presents a vignette of a notional workplace mentor (Staff Nurse Sophie) that describes her lived experience supporting two equally notional foundation degree students. Sophie's perspective will be a distillation of data arising from interviews with eight workplace mentors, all employed on acute wards within a large NHS hospital trust. The vignette attempts to demonstrate the role of the workplace mentor in the support of work-based learning, and the interprofessional factors that determine the landscape of workplace learning for foundation degree students. The potential of a vignette to assist in a deeper hermeneutic understanding of meanings arising from data will be explored, and the limitations of the approach considered.

  9. Developing Literacy for the Workplace.

    ERIC Educational Resources Information Center

    Keeley, Meg

    This paper presents a case and some ideas for integrating basic skills development with occupational training. Explaining why traditional instructional methods do not work in the workplace, the paper summarizes learning theories that support work force literacy programs. It explains how to identify the skills needed in the workplace, provides…

  10. Supporting those who work and learn: A phenomenological research study.

    PubMed

    Thurgate, Claire

    2018-02-01

    With a shift in the United Kingdom's National Health Service to organisational learning and the local introduction of the Assistant Practitioner role to support the nursing workforce there was a broad need to understand the lived experiences of those who work and learn. Hermeneutic phenomenology was the chosen methodology. A purposive sample of eight trainee assistant practitioners, four matrons, seven mentors and the practice development nurse participated in conversational interviews at intermittent points in the journey. A stepped process of analysis produced three over-arching super-ordinate themes which indicated that the transition to assistant practitioner is non-linear and complex necessitating a change in knowledge and behaviour and the workplace culture must enable learning and role development. This paper focuses on supporting the journey which encompassed learning at university and learning in the workplace. Participants' stories demonstrated the presence of knowledgeable mentors and a learning culture enabled new roles to be supported. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  11. Mobile and Online Learning Journal: Effects on Apprentices' Reflection in Vocational Education and Training

    ERIC Educational Resources Information Center

    Mauroux, Laetitia; Könings, Karen D.; Zufferey, Jessica Dehler; Gurtner, Jean-Luc

    2014-01-01

    While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of…

  12. The Formal and Situated Learning of Beginning Teacher Educators in England: Identifying Characteristics for Successful Induction in the Transition from Workplace in Schools to Workplace in Higher Education

    ERIC Educational Resources Information Center

    Harrison, Jennifer; McKeon, Frankie

    2008-01-01

    We present interview data from the early stages of a longitudinal study on the emerging professional, academic identities of five beginning teacher educators. We identify the main facilitators and barriers which support different types of professional learning. Barriers in the early stages include: a reliance on trial and error learning,…

  13. Beginning Teachers' Workplace Experiences: Perceptions of and Use of Support

    ERIC Educational Resources Information Center

    Fox, Alison; Wilson, Elaine; Deaney, Rosemary

    2011-01-01

    This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some of these teachers' perceptions. We place the "subject" of workplace learning research centrally in understanding the relatedness between workplaces and novice employees/trainees. This paper builds on previous work…

  14. Organisational Culture: Electronic Support for Occupational Learning.

    ERIC Educational Resources Information Center

    Saunders, Murray

    1998-01-01

    Outlines the interrelationship between telematic learning support and organizational culture of the workplace, defines occupational learning and types of organizationally generated knowledge, identifies concepts of organizational culture, and assesses the argument that telematics can effect changes in culture. Contextualizes these issues in new…

  15. Workplace Responses and Psychologists' Needs Following Client Suicide.

    PubMed

    Finlayson, Melissa; Simmonds, Janette

    2017-01-01

    This research aimed to explore the role of workplace responses in psychologists' adaptation to client suicides. Participants were 178 psychologists who completed an online self-report questionnaire which included both open and closed questions yielding qualitative and quantitative data. Fifty-six (31.5%) participants reported one or more client suicides. Mixed results were found in terms of perceived support from the workplace following a client suicide. Psychologists reported a need for more open communication in the workplace, peer supports, space to grieve, as well as opportunities to engage in a learning process. The findings have important implications for research and for understanding the role of the workplace postvention. It also raises the need for external support to be accessible for psychologists working in private practice.

  16. Learner Support Requirements for Online Workplace Training in the South African Furniture Industry

    ERIC Educational Resources Information Center

    MacDonald, Iain S.; Bullen, Mark; Kozak, Robert A.

    2010-01-01

    A qualitative research project was conducted to evaluate the suitability of e-learning as a means of delivering training to workplace learners in the South African furniture manufacturing sector. Twenty learners participated in a three-month pilot e-learning course and were monitored throughout. While the study was designed primarily to…

  17. Learning Disabilities in the Workplace: A Professional Development Packet. Session 1 & 2.

    ERIC Educational Resources Information Center

    Corley, Mary Ann; Tibbetts, John

    This field-tested training packet, which was designed for adult literacy providers, contains preparation materials, facilitator's notes, handout masters, and transparency masters for two 3-hour sessions on learning disabilities (LD) in the workplace. (At the end of the first session supported by the packet, participants will be able to do the…

  18. Workplace Climate and Peer Support as Determinants of Training Transfer

    ERIC Educational Resources Information Center

    Martin, Harry J.

    2010-01-01

    Although billions of dollars are spent annually on training and development, much about the transfer processes is not well understood. This study investigated the interaction of workplace climate and peer support on the transfer of learning in a corporate field setting. Supervisor ratings of performance on several skill dimensions were obtained…

  19. Transfer of Training: The Role of Feedback in Supportive Social Networks

    ERIC Educational Resources Information Center

    Van den Bossche, Piet; Segers, Mien; Jansen, Niekie

    2010-01-01

    The transfer of training to the workplace often fails to occur. The authors argue that feedback generated within the work environment about the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during training. This study takes a…

  20. Designing Computer-Supported Collaborative Learning at Work for Rural It Workers: Learning Ensembles and Geographic Isolation

    ERIC Educational Resources Information Center

    Goggins, Sean P.

    2014-01-01

    This paper presents the results of a 9-month ethnographic and action research study of rural technology workers where computer support for collaborative learning through workplace technologies was introduced to a US-based technology firm. Throughout the implementation of this support and participation, issues related to geographic isolation are…

  1. Do fourth year pharmacy students use Facebook to form workplace-based learning peer groups during rotations?

    PubMed

    Phillips, Jennifer; Gettig, Jacob; Goliak, Kristen; Allen, Sheila; Fjortoft, Nancy

    2017-11-01

    The objective of this study was to gain an understanding of whether pharmacy students are using Facebook ® to create formal or informal workplace-based peer groups to learn from each other and share information while completing their advanced pharmacy practice experiences (APPEs). Fourth-year pharmacy students from two colleges of pharmacy in the same geographical area were recruited by email to participate. Inclusion criteria were: completion of two or more APPEs, current assignment to an APPE rotation in the local area, and a Facebook ® profile. Two focus groups, of eight students each were conducted on each of the two colleges' campuses. An incentive to participate was provided. Thematic analysis was used to analyze responses. Students reported using Facebook ® to learn about rotation expectations, roles/responsibilities, and preceptors. However, frequency and depth of interactions varied among the participants. Most participants noted that they prefer more private methods of communication to learn about APPE experiences. Students found Facebook ® to be a good source of motivation and support during experiential learning. The use of social media sites like Facebook ® may help students form "virtual" workplace-based peer groups during APPEs. Pharmacy schools interested in providing support for formal workplace-based learning groups should consider using social media sites as one component of this program. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Moving from Student to Professional: Industry Mentors and Academic Internship Coordinators Supporting Intern Learning in the Workplace

    ERIC Educational Resources Information Center

    Kramer-Simpson, Elisabeth

    2018-01-01

    This article offers empirical data to explore ways that both industry mentors and academic internship coordinators support student interns in ways that optimize the workplace experience. Rich description of qualitative data from case studies and interviews shows that to optimize the internship, both the industry mentor and the academic internship…

  3. Adolescent Workers' Experiences of and Training for Workplace Violence.

    PubMed

    Smith, Carolyn R; Gillespie, Gordon L; Beery, Theresa A

    2015-07-01

    Adolescent workers may not be aware that violence is a safety concern in the workplace. As part of a larger mixed-methods pilot study, investigators used a self-administered survey and individual interviews with 30 adolescent workers from a chain of food service stores in a Midwestern metropolitan area to explore experiences of workplace violence (WPV) and ways of learning WPV-specific information. Participants reported experiencing verbal and sexual harassment and robberies. Most participants reported awareness of WPV-specific policies and procedures at their workplace; the ways participants reported learning WPV-specific information varied. Findings support the need for occupational safety training to assist adolescent workers prevent and mitigate potential WPV. © 2015 The Author(s).

  4. Impact of interpersonal relations on learning and development of professional identity: A study of residents' perceptions.

    PubMed

    Blouin, Danielle

    2018-06-01

    Informal learning includes all occurrences during one's life when learning is not deliberate. Prior research on informal learning in healthcare contexts examined learning happening outside of the formal curriculum, yet still in the workplace. This study explores residents' perceptions about extracurricular factors outside of the workplace that contribute to their learning and development of professional identity, whether interpersonal relations are recognised as such factors, and positive and negative impacts of interpersonal relations. In this qualitative study, all 21 residents in our Emergency Medicine programme were asked, in a web-based survey with open-ended questions, to identify extracurricular sources outside of the workplace perceived as contributing to their learning and professional identity development, and list positive and negative impacts of interpersonal relations outside of work on learning and identity development. Themes were extracted through content analysis of the narrative responses. Two reviewers coded all data. Thirteen (62%) residents identified 37 factors grouped under five themes: learning activity, role modelling, support, non-clinical academic roles, and social interactions. Interpersonal relations were perceived as having positive and negative impacts, including creating support, positive role modelling and mentoring, increasing concrete learning, as well as lapses in teaching skills, deficits in professional role training, and loss of personal time. Several extracurricular factors outside of the workplace contribute to resident learning and identity development, including interpersonal relations, which have positive and negative impacts. The most often noted negative impact of interpersonal relations outside of work between residents and faculty related to perceived lapses in teaching skills. © 2018 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

  5. Technology in postgraduate medical education: a dynamic influence on learning?

    PubMed Central

    Bullock, Alison; Webb, Katie

    2015-01-01

    The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors’ decision-making. Simulations can help develop technical skills and team interactions, and ‘in situ’ simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. PMID:26341127

  6. Exploring Factors That Influence Adoption of e-Learning within Higher Education

    ERIC Educational Resources Information Center

    King, Emma; Boyatt, Russell

    2015-01-01

    E-learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e-learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the…

  7. Promoting Teachers' Learning and Knowledge Building in a Socio-Technical System

    ERIC Educational Resources Information Center

    Tammets, Kairit; Pata, Kai; Laanpere, Mart

    2013-01-01

    The study proposes a way in which the learning and knowledge building (LKB) framework, which is consistent with the knowledge conversion phases proposed by Nonaka and Takeuchi, supports teachers' informal and self-directed workplace learning. An LKB framework in a socio-technical system was developed to support professional development in an…

  8. Workplace culture and the practice experience of midwifery students: A meta-synthesis.

    PubMed

    Arundell, Fiona; Mannix, Judy; Sheehan, Athena; Peters, Kath

    2018-04-01

    To describe midwifery students' practice experience and to explore facilitators and barriers to positive clinical learning experiences. Practice experience is a vital component of every midwifery course. Course dissatisfaction and attrition of midwifery students has been attributed to sub-optimal practice experiences. Events or actions experienced by midwifery students that trigger dissatisfaction and attrition need to be identified. A meta-synthesis was based on that developed by Noblit and Hare. Students perceive workplaces as poorly prepared for their arrival and subsequent support. Students' experience in the practice setting is influenced by the existing workplace culture. Workplace culture influences institutional functioning and individuals within the culture. Enculturation of students into the midwifery culture and subsequent learning is affected by the support received. The practice experience of midwifery students was profoundly influenced by workplace culture. Students tended to have polarized accounts of their experience that were predominantly negative. To provide an optimal environment for midwifery students; midwifery managers and individual midwives need to be aware of the facilitators and barriers to midwifery student development in the practice setting. © 2017 John Wiley & Sons Ltd.

  9. Assessing engineering students' demonstration of workplace competencies in experiential learning environments through internships and cooperative work experiences

    NASA Astrophysics Data System (ADS)

    Laingen, Mark A.

    This study investigates the relationships between supervisor assessments and internship students' self-assessments for 15 workplace competencies, demonstrated in an internship or cooperative work environment. The 15 workplace competencies were developed by Iowa State University in collaboration with over 200 constituents comprised of Iowa State University COE alumni, engineering employers, COE faculty, partnering international faculty, and COE students, to provide clear, independent, and assessable measures for the eleven learning outcomes identified in the ABET Criterion 3 (a-k) outcomes. The study investigated workplace competency assessment data collected over ten years, commencing with the fall 2001 internship assessment term and concluding with the fall 2011 assessment term. The study used three separate methodologies to analyze workplace competency assessments in the COE. Part 1 analyzed data across the fifteen workplace competencies, and across ten programs in the College of Engineering, that have been involved with the workplace competency assessment of internship and cooperative students from the beginning of data collection in 2001. Supervisor assessment ratings were compared to internship student self-assessment ratings across the ten-year span from 2001-11using the non-parametric equivalent of the paired t-test; the Wilcoxon singed rank test for paired data. Part 2 of the study investigated the relationship between supervisor and student self-assessment data across assessment terms related to the 2001-05 and 2006-11 ABET accreditation cycles. The third part investigated how data tracking workplace competency strengths and weaknesses and ABET outcomes achievement percentages have changed between the assessment terms across accreditation cycles. Part 3 included an on-line survey sent to program curriculum committee members involved with workplace competency assessment data that investigated how the engineering programs are utilizing this data in support of continuous improvement of the program curricula. Results of the analysis demonstrate how paired supervisor assessment and student self-assessment ratings for assessment of the internship students' demonstration of workplace competencies can be useful in evaluating student demonstration of competency in COE learning outcomes through the experiential learning environment, and support continuous improvement practices for program curriculum development.

  10. Enhancing clinical learning in the workplace: a qualitative study.

    PubMed

    Magnier, K; Wang, R; Dale, V H M; Murphy, R; Hammond, R A; Mossop, L; Freeman, S L; Anderson, C; Pead, M J

    Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.

  11. Enhancing clinical learning in the workplace: a qualitative study

    PubMed Central

    Magnier, K.; Wang, R.; Dale, V. H. M.; Murphy, R.; Hammond, R. A.; Mossop, L.; Freeman, S. L.; Anderson, C.; Pead, M. J.

    2011-01-01

    Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students. PMID:22090156

  12. An educational conference in a general hospital.

    PubMed

    Caldwell, Gordon

    2011-12-01

    Western Sussex Hospitals National Health Service (NHS) Trust comprises the District General Hospitals of Worthing and Chichester. Both hospitals have successful postgraduate medical education centres, providing training for junior doctors and continuing professional development for senior doctors. Until now, there have been limited multi-professional teaching and learning activities available. The two hospitals have recently merged. The education executive felt that workplace learning had become undervalued since the implementation of Modernising Medical Careers in the UK. The executive wanted to provide a multi-professional conference on Workplace Learning, both to support the merger and to promote the value of workplace and multi-professional learning. The conference topic covering the 'how' of workplace learning was innovative. Many educational conferences concentrate on the organisation and evaluation of classroom learning, rather than on how learning can be facilitated in the workplace during ordinary working practice. It was also innovative to ensure that the presenters were representative of the multi-professional workforce. The presentations were limited to 8 minutes each to promote high-impact short presentations. The talks were recorded for publishing on the trust's intranet and the internet. A committed team in a district general hospital can provide a high-quality educational conference with wide appeal. Local health care professionals can produce short high-impact presentations. The use of modern information technology and audio-visual systems can make the presentations available to both local and worldwide audiences. © Blackwell Publishing Ltd 2011.

  13. Evaluating Workplace English Language Programs

    ERIC Educational Resources Information Center

    Ekkens, Kristin; Winke, Paula

    2009-01-01

    Companies across the United States provide workplace English classes to non-native-English-speaking employees to increase productivity, retention, and on-the-job safety. Institutions that financially support the programs often require evidence of learning through standardized tests as a prerequisite for continued funding. However, the tests…

  14. Supporting Professional Learning in a Massive Open Online Course

    ERIC Educational Resources Information Center

    Milligan, Colin; Littlejohn, Allison

    2014-01-01

    Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs),…

  15. Learning at work: competence development or competence-stress.

    PubMed

    Paulsson, Katarina; Ivergård, Toni; Hunt, Brian

    2005-03-01

    Changes in work and the ways in which it is carried out bring a need for upgrading workplace knowledge, skills and competencies. In today's workplaces, and for a number of reasons, workloads are higher than ever and stress is a growing concern (Health Risk Soc. 2(2) (2000) 173; Educat. Psychol. Meas. 61(5) (2001) 866). Increased demand for learning brings a risk that this will be an additional stress factor and thus a risk to health. Our research study is based on the control-demand-support model of Karasek and Theorell (Health Work: Stress, Productivity and the Reconstruction of Working Life, Basic Books/Harper, New York, 1990). We have used this model for our own empirical research with the aim to evaluate the model in the modern workplace. Our research enables us to expand the model in the light of current workplace conditions-especially those relating to learning. We report empirical data from a questionnaire survey of working conditions in two different branches of industry. We are able to define differences between companies in terms of working conditions and competence development. We describe and discuss the effects these conditions have on workplace competence development. Our research results show that increased workers' control of the learning process makes competence development more stimulating, is likely to simplify the work and reduces (learning-related) stress. It is therefore important that learning at work allows employees to control their learning and also allows time for the process of learning and reflection.

  16. Technology in postgraduate medical education: a dynamic influence on learning?

    PubMed

    Bullock, Alison; Webb, Katie

    2015-11-01

    The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors' decision-making. Simulations can help develop technical skills and team interactions, and 'in situ' simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  17. Information Technologies and Workplace Learning.

    ERIC Educational Resources Information Center

    Roth, Gene L.

    1995-01-01

    Information technologies are important tools for individual, team, and organizational learning. Developments in virtual reality and the Internet, performance support systems that increase the efficiency of individuals and groups, and other innovations have the potential to enhance the relationship between work and learning. (SK)

  18. Mixing Face-to-Face and Online Interactions in a Leadership Development Programme: A Blended Action Learning Approach

    ERIC Educational Resources Information Center

    Thornton, Kate; Yoong, Pak

    2011-01-01

    The purpose of this research was to explore the use of ICT to support leadership learning within an education context. Leadership development opportunities that encourage reflection, the development of self-awareness, the sharing of practice, and that support the transfer of learning back to the workplace are challenging to fit into the life of…

  19. Learning in the Workplace. Review of Research.

    ERIC Educational Resources Information Center

    Hager, Paul

    Research on changes and issues in workplace learning in Australia over the past 6 years was reviewed. Special attention was paid to four topics: importance of learning in the workplace; nature of workplace learning; factors affecting the quality of workplace learning; and recognition of workplace learning. Selected findings were as follows: (1)…

  20. Contextual Antecedents of Informal Feedback in the Workplace

    ERIC Educational Resources Information Center

    van der Rijt, Janine; van de Wiel, Margje W. J.; Van den Bossche, Piet; Segers, Mien S. R.; Gijselaers, Wim H.

    2012-01-01

    This study brings together findings from different research angles on informal feedback in the workplace. We explore the individual and joint influences of three contextual antecedents of seeking feedback: support for learning, psychological safety, and work pressure. Based on our survey of 138 employees from various organizations, hierarchical…

  1. Workplace Wisdom: What Educators Can Learn from the Business World

    ERIC Educational Resources Information Center

    Williams, Sheri S.; Williams, John W.

    2014-01-01

    In many schools and businesses today, the pressure to produce results is far greater than attention to employee learning. If continued learning impacts service for business customers and their communities, then what lessons can be learned from business to support and advocate for educator learning? This article is a collection of lessons learned…

  2. Global Trends in Workplace Learning

    ERIC Educational Resources Information Center

    Lee, Lung-Sheng; Lai, Chun-Chin

    2012-01-01

    The paradigm of human resource development has shifted to workplace learning and performance. Workplace can be an organization, an office, a kitchen, a shop, a farm, a website, even a home. Workplace learning is a dynamic process to solve workplace problems through learning. An identification of global trends of workplace learning can help us to…

  3. Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

    ERIC Educational Resources Information Center

    Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

    2014-01-01

    In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…

  4. Supporting Adults to Address Their Literacy Needs Using E-Learning

    ERIC Educational Resources Information Center

    Fletcher, Jo; Nicholas, Karen; Davis, Niki

    2011-01-01

    Many adults need help with literacy learning. This is extremely challenging for the tertiary education sector and workplace-situated learning organisations. E-learning may be an effective and efficient way to improve the delivery of teaching of basic skills to learners. Our research study included five embedded case studies within one tertiary…

  5. In-Time On-Place Learning

    ERIC Educational Resources Information Center

    Bauters, Merja; Purma, Jukka; Leinonen, Teemu

    2014-01-01

    The aim of this short paper is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. This paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper…

  6. Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM).

    PubMed

    Strand, Pia; Sjöborg, Karolina; Stalmeijer, Renée; Wichmann-Hansen, Gitte; Jakobsson, Ulf; Edgren, Gudrun

    2013-12-01

    There is a paucity of instruments designed to evaluate the multiple dimensions of the workplace as an educational environment for undergraduate medical students. The aim was to develop and psychometrically evaluate an instrument to measure how undergraduate medical students perceive the clinical workplace environment, based on workplace learning theories and empirical findings. Development of the instrument relied on established standards including theoretical and empirical grounding, systematic item development and expert review at various stages to ensure content validity. Qualitative and quantitative methods were employed using a series of steps from conceptualization through psychometric analysis of scores in a Swedish medical student population. The final result was a 25-item instrument with two overarching dimensions, experiential learning and social participation, and four subscales that coincided well with theory and empirical findings: Opportunities to learn in and through work & quality of supervision; Preparedness for student entry; Workplace interaction patterns & student inclusion; and Equal treatment. Evidence from various sources supported content validity, construct validity and reliability of the instrument. The Undergraduate Clinical Education Environment Measure represents a valid, reliable and feasible multidimensional instrument for evaluation of the clinical workplace as a learning environment for undergraduate medical students. Further validation in different populations using various psychometric methods is needed.

  7. Developing skilled doctor-patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors.

    PubMed

    Giroldi, Esther; Veldhuijzen, Wemke; Geelen, Kristel; Muris, Jean; Bareman, Frits; Bueving, Herman; van der Weijden, Trudy; van der Vleuten, Cees

    2017-12-01

    To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a general practice training setting, triangulating various sources of data to obtain a rich understanding of trainees and supervisors' experiences: three focus group discussions, five discussions during training sessions and five individual interviews. Thematic network analysis was performed during an iterative process of data collection and analysis. We identified a communication learning cycle consisting of six phases: impactful experience, change in frame of reference, identification of communication strategies, experimentation with strategies, evaluation of strategies and incorporation into personal repertoire. Supervisors supported trainees throughout this process by creating challenges, confronting trainees with their behaviour and helping them reflect on its underlying mechanisms, exploring and demonstrating communication strategies, giving concrete practice assignments, creating safety, exploring the effect of strategies and facilitating repeated practice and reflection. Based on the experiences of trainees and supervisors, we conclude that skilled communication involves the development of a personal communication repertoire from which learners are able to apply strategies that fit the context and their personal style. After further validation of our findings, it may be recommended to give learners concrete examples, opportunities for repeated practise and reflection on personal frames of reference and the effect of strategies, as well as space for authenticity and flexibility. In the workplace, the clinical supervisor is able to facilitate all these essential conditions to support his/her trainee in becoming a skilled communicator.

  8. Tools and Strategies for Engaging the Supervisor in Technology-Supported Work-Based Learning, Evaluation Research

    ERIC Educational Resources Information Center

    Bianco, Manuela; Collis, Betty

    2004-01-01

    This study reports the results of the formative evaluations of two computer-supported tools and the associated strategies for their use. Tools and strategies embedded in web-based courses can increase a supervisor's involvement in helping employees transfer learning onto the workplace. Issues relating to characteristics of the tools and strategies…

  9. The Informal Workplace Learning Experiences of Virtual Team Members: A Look at the Role of Collaborative Technologies

    ERIC Educational Resources Information Center

    Jones, Frankie S.

    2007-01-01

    This qualitative study explored how collaborative technologies influence the informal learning experiences of virtual team members. Inputs revealed as critical to virtual informal learning were integrated, collaborative technological systems; positive relationships and trust; and organizational support and virtual team management. These inputs…

  10. Transformational Learning and Role of Self-Authorship in Developing Women Leaders

    ERIC Educational Resources Information Center

    Collay, Michelle; Cooper, Joanne

    2008-01-01

    Given the challenges of the workplace and the historic exclusion of women and people of color from positional leadership, this dual case study explores women's experiences in two graduate programs designed to support transformational learning of educational leaders. Data included participants' structured reflections on learning about leadership,…

  11. Computer-Supported Peer Commenting: A Promising Instructional Method to Promote Skill Development in Vocational Education

    ERIC Educational Resources Information Center

    Gavota, Monica Cristiana; Cattaneo, Alberto; Arn, Christoph; Boldrini, Elena; Motta, Elisa; Schneider, Daniel; Betrancourt, Mireille

    2010-01-01

    In vocational education, a challenging issue is to help apprentices build integrated knowledge from workplace training and school teaching. The present research proposes a learning design in which apprentices are required to write with a reciprocal peer-tutoring approach about situations they encountered in the workplace in order to help in…

  12. Between Two Advisors: Interconnecting Academic and Workplace Settings in an Emerging Field

    ERIC Educational Resources Information Center

    Hytönen, Kaisa; Palonen, Tuire; Lehtinen, Erno; Hakkarainen, Kai

    2016-01-01

    This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic…

  13. Virtual Speed Mentoring in the Workplace--Current Approaches to Personal Informal Learning in the Workplace: A Case Study

    ERIC Educational Resources Information Center

    Hamilton, Chuck; Langlois, Kristen; Watson, Henry

    2010-01-01

    Informal learning is the biggest undiscovered treasure in today's workplace. Marcia Conner, author and often-cited voice for workplace learning, suggests that "Informal learning accounts for over 75% of the learning taking place in organizations today" (1997). IBM understands the value of the hyper-connected informal workplace and…

  14. Understanding Work-Related Learning: The Case of ICT Workers

    ERIC Educational Resources Information Center

    Gijbels, David; Raemdonck, Isabel; Vervecken, Dries; Van Herck, Jonas

    2012-01-01

    Purpose: A central issue in the field of workplace learning is how work-related learning can be stimulated so that a powerful learning work environment is created. This paper seeks to further enlarge understanding on this issue. Based on the demand-control-support the aim is to investigate the influence of job-characteristics on the work-related…

  15. Peer learning partnerships: exploring the experience of pre-registration nursing students.

    PubMed

    Christiansen, Angela; Bell, Amelia

    2010-03-01

    This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning partnerships can enhance the student experience in the practice setting and can help maximise opportunities for learning and support. This suggests that peer assisted learning is a legitimate area for innovation and further research.

  16. Informal interprofessional learning: an untapped opportunity for learning and change within the workplace.

    PubMed

    Nisbet, Gillian; Lincoln, Michelle; Dunn, Stewart

    2013-11-01

    In this paper, we explore the educational and workplace learning literature to identify the potential and significance for informal interprofessional learning within the workplace. We also examine theoretical perspectives informing informal workplace interprofessional learning. Despite numerous studies focusing on formal interprofessional education programs, we suggest that informal interprofessional learning opportunities are currently unrealized. We highlight reasons for a focus on learning within the workplace and the potential benefits within an interprofessional context.

  17. Supporting University Learning through Mobile Technologies: A Global Perspective

    ERIC Educational Resources Information Center

    Mugo, David Gitumu; Njagi, Kageni; Chemwei, Bernard; Gakuru, Paul Maina

    2015-01-01

    The workplace in the modern world continues to demand higher qualifications and refined competencies. In the recent past, workers would respond to such demands through learning by correspondence. When the Internet and e-Learning emerged, it received widespread accolade as a solution to the challenges experienced by distant learners. The technology…

  18. Principles for Public Funding of Workplace Learning. A Review To Identify Models of Workplace Learning & Funding Principles.

    ERIC Educational Resources Information Center

    Hawke, Geof; Mawer, Giselle; Connole, Helen; Solomon, Nicky

    Models of workplace learning and principles for funding workplace learning in Australia were identified through case studies and a literature review. A diverse array of workplace-based approaches to delivering nationally recognized qualifications were identified. The following were among the nine funding proposals formulated: (1) funding…

  19. Integrating research, clinical care, and education in academic health science centers.

    PubMed

    King, Gillian; Thomson, Nicole; Rothstein, Mitchell; Kingsnorth, Shauna; Parker, Kathryn

    2016-10-10

    Purpose One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue. Design/methodology/approach This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs. Findings An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge. Practical implications The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs. Originality/value The model's potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.

  20. Conceptions of How a Learning or Teaching Curriculum, Workplace Culture and Agency of Individuals Shape Medical Student Learning and Supervisory Practices in the Clinical Workplace

    ERIC Educational Resources Information Center

    Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E.

    2015-01-01

    The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the…

  1. Developing support for remote nursing education through workplace culture that values learning.

    PubMed

    Gibb, Heather; Anderson, Judith; Forsyth, Katreena

    2004-10-01

    The present study presents the cultural challenges of introducing workplace learning associated with a nursing educational pathway into small rural hospitals. Focus groups were conducted before and after an action research intervention to determine whether changes in understanding and values on learning had occurred. Eight multipurpose services or small rural hospitals across rural New South Wales were involved in the intervention. Nursing staff from eight rural health facilities participated voluntarily in the present study. Two outcomes were achieved: The development of mentoring, locally tailored to the needs and expectations of nursing participants; Values and understanding of learning were enhanced, with advanced levels of learning being identified and demonstrated by staff in the practice setting. Small rural hospitals can provide opportunities for advanced clinical learning. Forms of major mentoring are, however, critical to this process.

  2. Spirit-ness at Work: Connections between Workplace Spirituality, Transformative Learning, and Social Justice

    ERIC Educational Resources Information Center

    Tolliver, Derise E.

    2016-01-01

    The workplace is a place where we show up as human beings, subject to human experience. People are no longer willing to leave their spirit-ness at the door. In reality, spirit-ness shows up "without permission" as a revolutionary, powerful, and transformative way of being in a world that too often supports status quo activities that are…

  3. Workplace Learning in Pakistani Schools: A Myth or Reality?

    ERIC Educational Resources Information Center

    Nawab, Ali

    2011-01-01

    Purpose: Literature on workplace learning emphasizes that learning should be continually generated and negotiated in the workplace. How does this concept unfold in the developing context? This paper aims at understanding teachers' workplace learning and the conditions which influence such learning in a private school of Pakistani context.…

  4. Workplace Learning in Malaysia: The Learner's Perspective

    ERIC Educational Resources Information Center

    Muhamad, Mazanah; Idris, Khairuddin

    2005-01-01

    This paper offers a scenario of workplace learning as practiced in Malaysia. Based on survey research, the article describes learner profiles, learning provision and pattern. The analysis shows that Malaysians participate in formal workplace learning as part of their employment activities. Workplace learning in Malaysia is contextual, promoted by…

  5. Worksite Training. ERIC Digest No. 109.

    ERIC Educational Resources Information Center

    Lankard, Bettina A.

    Economic, social, and technological changes highlight the value of human resources and employee training. Acquiring the knowledge and skills demanded of today's workers represents a lifelong learning experience that must be nurtured through work-related learning activities and workplace training. For the employer, training supports organizational…

  6. Management and Leadership: A Dual Role in Nursing Education.

    ERIC Educational Resources Information Center

    Calpin-Davies, Philomena J.

    2003-01-01

    Caring is the end purpose of nursing. The management and leadership of education for empowered caring requires teaching and learning that develop creative, flexible, interdependent nurses. Key issues are investing in technology, supporting lifelong learning, and creating a community workplace. (Contains 68 references.) (SK)

  7. Employer Engagement in Education

    ERIC Educational Resources Information Center

    Mann, Anthony; Dawkins, James

    2014-01-01

    The subject of this paper is employer engagement in education as it supports the learning and progression of young people through activities including work experience, job shadowing, workplace visits, career talks, mock interviews, CV workshops, business mentoring, enterprise competitions and the provision of learning resources. Interest has grown…

  8. Firefighter Workplace Learning: An Exploratory Case Study

    ERIC Educational Resources Information Center

    Tracey, Edward A.

    2014-01-01

    Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters…

  9. Workplace Learning as a Cultural Technology.

    ERIC Educational Resources Information Center

    Solomon, Nicky

    2001-01-01

    Despite the raised status of learning in workplace culture, workplace learning may be experienced as oppressive or disempowering when it must conform to cultural norms or learner differences are made invisible. Workplace educators should understand culture as an evolving entity and challenge oppressive workplace practices. (Contains 16…

  10. Context Becomes Content: Sensor Data for Computer-Supported Reflective Learning

    ERIC Educational Resources Information Center

    Muller, Lars; Divitini, Monica; Mora, Simone; Rivera-Pelayo, Veronica; Stork, Wilhelm

    2015-01-01

    Wearable devices and ambient sensors can monitor a growing number of aspects of daily life and work. We propose to use this context data as content for learning applications in workplace settings to enable employees to reflect on experiences from their work. Learning by reflection is essential for today's dynamic work environments, as employees…

  11. Learning in the workplace: Fostering resilience in disengaged youth.

    PubMed

    Deluca, Christopher; Hutchinson, Nancy L; Delugt, Jennifer S; Beyer, Wanda; Thornton, Antoinette; Versnel, Joan; Chin, Peter; Munby, Hugh

    2010-01-01

    International reports on school-to-work transition make it clear that worldwide youth are at-risk for educational disengagement and are three times as likely to be unemployed as their adult counterparts. Work-based education (WBE) is one of the most frequently recommended solutions for youth disengagement which suggests that WBE serves as a protective factor and encourages resilience in at-risk youth. The objective of this study was to describe and compare the experiences of two at-risk youth enrolled in WBE. Two 18-year old at-risk youth enrolled in WBE were chosen for study because they were learning in workplaces judged likely to promote resilience. Both had been disengaged from school prior to enrolling in WBE. Each multiple-perspective case study includes the perspective of the youth, the workplace employer, and the work-based educator. Data consisted of ethnographic observations and interviews conducted at the workplace, and with the teacher in the school. Each case study highlights how supportive adults and an at-risk youth engage in interactions that facilitate the emergence of resilience in the workplace. In these two cases, risk and resilience are context specific, suggesting that at-risk youth may require tailored workplace programs to meet their career development needs.

  12. Preparing palliative home care nurses to act as facilitators for physicians' learning: Evaluation of a training programme.

    PubMed

    Pype, Peter; Mertens, Fien; Wens, Johan; Stes, Ann; Van den Eynden, Bart; Deveugele, Myriam

    2015-05-01

    Palliative care requires a multidisciplinary care team. General practitioners often ask specialised palliative home care teams for support. Working with specialised nurses offers learning opportunities, also called workplace learning. This can be enhanced by the presence of a learning facilitator. To describe the development and evaluation of a training programme for nurses in primary care. The programme aimed to prepare palliative home care team nurses to act as facilitators for general practitioners' workplace learning. A one-group post-test only design (quantitative) and semi-structured interviews (qualitative) were used. A multifaceted train-the-trainer programme was designed. Evaluation was done through assignments with individual feedback, summative assessment through videotaped encounters with simulation-physicians and individual interviews after a period of practice implementation. A total of 35 nurses followed the programme. The overall satisfaction was high. Homework assignments interfered with the practice workload but showed to be fundamental in translating theory into practice. Median score on the summative assessment was 7 out of 14 with range 1-13. Interviews revealed some aspects of the training (e.g. incident analysis) to be too difficult for implementation or to be in conflict with personal preferences (focus on patient care instead of facilitating general practitioners' learning). Training palliative home care team nurses as facilitator of general practitioners' workplace learning is a feasible but complex intervention. Personal characteristics, interpersonal relationships and contextual variables have to be taken into account. Training expert palliative care nurses to facilitate general practitioners' workplace learning requires careful and individualised mentoring. © The Author(s) 2014.

  13. Mobile technology supporting trainee doctors' workplace learning and patient care: an evaluation.

    PubMed

    Hardyman, Wendy; Bullock, Alison; Brown, Alice; Carter-Ingram, Sophie; Stacey, Mark

    2013-01-21

    The amount of information needed by doctors has exploded. The nature of knowledge (explicit and tacit) and processes of knowledge acquisition and participation are complex. Aiming to assist workplace learning, Wales Deanery funded "iDoc", a project offering trainee doctors a Smartphone library of medical textbooks. Data on trainee doctors' (Foundation Year 2) workplace information seeking practice was collected by questionnaire in 2011 (n = 260). iDoc baseline questionnaires (n = 193) collected data on Smartphone usage alongside other workplace information sources. Case reports (n = 117) detail specific instances of Smartphone use. Most frequently (daily) used information sources in the workplace: senior medical staff (80% F2 survey; 79% iDoc baseline); peers (70%; 58%); and other medical/nursing team staff (53% both datasets). Smartphones were used more frequently by males (p < 0.01). Foundation Year 1 (newly qualified) was judged the most useful time to have a Smartphone library because of increased responsibility and lack of knowledge/experience.Preferred information source varied by question type: hard copy texts for information-based questions; varied resources for skills queries; and seniors for more complex problems. Case reports showed mobile technology used for simple (information-based), complex (problem-based) clinical questions and clinical procedures (skills-based scenarios). From thematic analysis, the Smartphone library assisted: teaching and learning from observation; transition from medical student to new doctor; trainee doctors' discussions with seniors; independent practice; patient care; and this 'just-in-time' access to reliable information supported confident and efficient decision-making. A variety of information sources are used regularly in the workplace. Colleagues are used daily but seniors are not always available. During transitions, constant access to the electronic library was valued. It helped prepare trainee doctors for discussions with their seniors, assisting the interchange between explicit and tacit knowledge.By supporting accurate prescribing and treatment planning, the electronic library contributed to enhanced patient care. Trainees were more rapidly able to medicate patients to reduce pain and more quickly call for specific assessments. However, clinical decision-making often requires dialogue: what Smartphone technology can do is augment, not replace, discussion with their colleagues in the community of practice.

  14. How IT Workers Learn in the Workplace

    ERIC Educational Resources Information Center

    Ha, Tak S.

    2008-01-01

    This paper describes a research project investigating the workplace learning experience of information technology (IT) workers in Hong Kong. The research project explored in depth the workplace learning experiences of 65 IT workers from three different work sites. It went beyond the identification of workplace learning methods and resources…

  15. Characteristics of Workplace Learning among Finnish Vocational Students

    ERIC Educational Resources Information Center

    Virtanen, Anne; Tynjälä, Päivi; Collin, Kaija

    2009-01-01

    In Finnish VET, students' work experience is explicitly defined as workplace learning, instead of the practice of already learnt skills. Therefore, vocational students' learning periods in the workplace are goal-oriented, guided and assessed. This paper examines the characteristics of students' workplace learning and compares them with the…

  16. Learning Unlimited: Transforming Learning in the Workplace. 2nd Edition.

    ERIC Educational Resources Information Center

    Rylatt, Alastair

    This book is intended to provide managers, trainers, and others responsible for improving learning within their workplace with the tools, perspectives, and strategies to transform their workplace into a learning organization. Throughout the book, key principles underpinning recent thinking on positive workplace transformation are combined with…

  17. Understanding students’ and clinicians’ experiences of informal interprofessional workplace learning: an Australian qualitative study

    PubMed Central

    Rees, Charlotte E; Kent, Fiona; Brown, Ted; Hood, Kerry; Leech, Michelle; Newton, Jennifer; Storr, Michael; Williams, Brett

    2018-01-01

    Objectives While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students’ informal interprofessional workplace learning by exploring students’ and clinicians’ experiences of interprofessional student-clinician (IPSC) interactions. Design A qualitative interview study using narrative techniques was conducted. Setting Student placements across multiple clinical sites in Victoria, Australia. Participants Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). Methods We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. Results Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. Conclusions Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace. PMID:29666140

  18. Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.

    PubMed

    Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E

    2015-05-01

    The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.

  19. Investigation of students' experiences of gendered cultures in engineering workplaces

    NASA Astrophysics Data System (ADS)

    Male, Sally A.; Gardner, Anne; Figueroa, Eugenia; Bennett, Dawn

    2018-05-01

    Women remain severely under-represented in engineering in Australia as in all Western countries. This limits the pool of talent, standpoints and approaches within the profession. Furthermore, this under-representation equates to restriction of the benefits of being an engineer mainly to men. Gendered workplace experiences have been found to contribute to women leaving the profession. In this study we explore students' experiences of gendered cultures in engineering workplaces, using interviews with a purposive sample of 13 students (4 male) recruited following a previous survey. Although the overall experience of workplace learning is positive for many students, male and female engineering students reported experiences consistent with masculine cultures. Educators and employers must proactively lead improvements to the culture in engineering workplaces, prepare students for gendered workplaces and support students to reflect during and after workplace experiences. The experiences presented here could be adapted to enhance inclusivity training.

  20. How task characteristics and social support relate to managerial learning: empirical evidence from Dutch home care.

    PubMed

    Ouweneel, A P Else; Taris, Toon W; Van Zolingen, Simone J; Schreurs, Paul J G

    2009-01-01

    Researchers have revealed that managers profit most from informal and on-the-job learning. Moreover, research has shown that task characteristics and social support affect informal learning. On the basis of these insights, the authors examined the effects of task characteristics (psychological job demands, job control) and social support from the supervisor and colleagues on informal on-the-job learning among 1588 managers in the Dutch home-care sector. A regression analysis revealed that high demands, high control, and high colleague and supervisor support were each associated with high levels of informal learning. The authors found no evidence for statistical interactions among the effects of these concepts. They concluded that to promote managers' informal workplace learning, employers should especially increase job control.

  1. Supported Workplace Learning: A Knowledge Transfer Paradigm

    ERIC Educational Resources Information Center

    Burns, George R.; Paton, Robert R.

    2005-01-01

    The importance of knowledge to the effective development of economic growth in the twenty-first century has led to a number of initiatives such as lifelong learning, skills development and knowledge transfer. Of these, knowledge transfer has predominantly been concerned with the commercial exploitation of research knowledge. This article suggests…

  2. Exploring Blended Learning for Science Teacher Professional Development in an African Context

    ERIC Educational Resources Information Center

    Boitshwarelo, Bopelo

    2009-01-01

    This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning…

  3. What Makes for Good Workplace Learning? At a Glance.

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research, Leabrook (Australia).

    Workplace learning, both formal and informal, is taking on an increasingly important role in the education and training of the workforce. Based on an analysis of recent research on workplace learning in Australia, in an 'ideal' workplace learning situation enterprises would have in place the elements outlined in the following key findings: (1)…

  4. Organisation of Workplace Learning: A Case Study of Paediatric Residents' and Consultants' Beliefs and Practices

    ERIC Educational Resources Information Center

    Skipper, Mads; Nøhr, Susanne Backman; Jacobsen, Tine Klitgaard; Musaeus, Peter

    2016-01-01

    Several studies have examined how doctors learn in the workplace, but research is needed linking workplace learning with the organisation of doctors' daily work. This study examined residents' and consultants' attitudes and beliefs regarding workplace learning and contextual and organisational factors influencing the organisation and planning of…

  5. Helping Hands: Using Augmented Reality to Provide Remote Guidance to Health Professionals.

    PubMed

    Mather, Carey; Barnett, Tony; Broucek, Vlasti; Saunders, Annette; Grattidge, Darren; Huang, Weidong

    2017-01-01

    Access to expert practitioners or geographic distance can compound the capacity for appropriate supervision of health professionals in the workplace. Guidance and support of clinicians and students to undertake new or infrequent procedures can be resource intensive. The Helping Hands remote augmented reality system is an innovation to support the development of, and oversee the acquisition of procedural skills through remote learning and teaching supervision while in clinical practice. Helping Hands is a wearable, portable, hands-free, low cost system comprised of two networked laptops, a head-mounted display worn by the recipient and a display screen used remotely by the instructor. Hand hygiene was used as the test procedure as it is a foundation skill learned by all health profession students. The technology supports unmediated remote gesture guidance by augmenting the object with the Helping Hands of a health professional. A laboratory-based study and field trial tested usability and feasibility of the remote guidance system. The study found the Helping Hands system did not compromise learning outcomes. This innovation has the potential to transform remote learning and teaching supervision by enabling health professionals and students opportunities to develop and improve their procedural performance at the workplace.

  6. Exploring Individual, Social and Organisational Effects on Web 2.0-Based Workplace Learning: A Research Agenda for a Systematic Approach

    ERIC Educational Resources Information Center

    Zhao, Fang; Kemp, Linzi

    2013-01-01

    Web 2.0-based workplace learning is defined in this article as informal learning that takes place in the workplace through connections and collaborations mediated by Web 2.0 technology. Web 2.0-based workplace learning has the potential to enhance organisational learning and development. However, little systematic research has been published that…

  7. The Education and Training of Learning Technologists: A Competences Approach (Report to IEEE Technical Committee on Learning Technologies)

    ERIC Educational Resources Information Center

    Hartley, Roger; Kinshuk; Koper, Rob; Okamoto, Toshio; Spector, J. Michael

    2010-01-01

    The educational and training requirements of Advanced Learning Technology (ALT) need to engage with curricula that reflect the varied requirements of the workplace and of society. Students have a range of interests and ambitions in ALT which the instructional process has to accommodate and support. With these considerations in mind the IEEE…

  8. Workplace learning and career progression: qualitative perspectives of UK dietitians.

    PubMed

    Boocock, R C; O'Rourke, R K

    2018-06-10

    Post-graduate education and continuous professional development (CPD) within dietetics lack clearly defined pathways. The current literature primarily focuses on new graduate perceptions of workplace learning (WPL). The present study raises issues of how CPD is sustained throughout a National Health Service (NHS) career, how informal learning might be made more visible and whether the workplace withholds learning opportunities. Qualified dietitians participated in focus groups (n = 32) and a nominal group technique (n = 24). Data from audio recordings were transcribed and triangulated. Thematic analysis took an interpretative approach. One size for WPL for dietetics and, likely, other allied health professionals (AHPs) did not meet the learning needs of everyone. The informal implicit learning affordances often went unrecognised. A greater emphasis on teaching, picking up on the strong preference for discussion with others voiced in the present study, may improve recognition of all WPL opportunities. Better scaffolding or guided support of entry level dietitians may ease the transition from study to workplace and challenge any perception of 'clipped wings'. Where development and career progression proves difficult for experienced dietitians, mentoring or stepping outside the NHS may revitalise by providing new communities of practice. WPL cannot be understood as a unitary concept. Dietitians engage with WPL differently across their careers. Future visions of WPL, especially explicit post-graduate career and education frameworks, must accommodate these differences to retain the highest calibre dietitians. The implications of a period of learning 'maintenance' rather than CPD among experienced dietitians offers a topic for further research, particularly as the workforce ages. © 2018 The British Dietetic Association Ltd.

  9. Acceptability of an e-learning program to help nursing assistants manage relationship conflict in nursing homes.

    PubMed

    Marziali, Elsa; Mackenzie, Corey Scott; Tchernikov, Illia

    2015-02-01

    Management of nursing assistants' (NAs) emotional stress from relationship conflicts with residents, families, and coworkers is rarely the focus of educational programs. Our objective was to gather feedback from NAs and their nursing supervisors (NSs) about the utility of our e-learning program for managing relationship stress. A total of 147 NAs and their NSs from 17 long-term care homes viewed the educational modules (DVD slides with voice-over), either individually or in small groups, and provided feedback using conference call focus groups. Qualitative analysis of NA feedback showed that workplace relationship conflict stress was associated with workload and the absence of a forum for discussing relationship conflicts that was not acknowledged by NSs. This accessible e-learning program provides NAs with strategies for managing stressful emotions arising from workplace relationship conflict situations and underscores the importance of supervisory support and team collaboration in coping with emotionally evoked workplace stress. © The Author(s) 2014.

  10. Integrating Web 2.0-Based Informal Learning with Workplace Training

    ERIC Educational Resources Information Center

    Zhao, Fang; Kemp, Linzi J.

    2012-01-01

    Informal learning takes place in the workplace through connection and collaboration mediated by Web 2.0 applications. However, little research has yet been published that explores informal learning and how to integrate it with workplace training. We aim to address this research gap by developing a conceptual Web 2.0-based workplace learning and…

  11. Examining Informal Learning Using Mobile Devices in the Healthcare Workplace

    ERIC Educational Resources Information Center

    Fahlman, Dorothy

    2013-01-01

    The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this paper explores informal learning of registered nurses…

  12. Learning "While" Working: Success Stories on Workplace Learning in Europe

    ERIC Educational Resources Information Center

    Lardinois, Rocio

    2011-01-01

    Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…

  13. The Relationship between Learning Conditions in the Workplace and Informal Learning Outcomes: A Study among Police Inspectors

    ERIC Educational Resources Information Center

    Janssens, Liezelot; Smet, Kelly; Onghena, Patrick; Kyndt, Eva

    2017-01-01

    Informal workplace learning has become a prominent reality in the knowledge society of today. For this reason, developing appropriate learning conditions in order to enhance workplace learning is dominating organizational agendas. However, research that investigates the relationship between important learning conditions and learning outcomes…

  14. Learning in the workplace: the role of Nurse Managers.

    PubMed

    Yen, Margaret; Trede, Franziska; Patterson, Carmel

    2016-06-01

    Objective This research explores Nurse Managers' (NMs') influence on workplace learning. The facilitation of staff learning has implications for the role of NMs, who are responsible for the quality and safety of patient care. However, this aspect of their work is implicit and there is limited research in the area. Methods This paper discusses the findings from one hospital as part of a broader philosophical hermeneutic study conducted in two public hospitals over a 20-month timeframe. NMs participated in interviews, a period of observation, follow-up interviews and a focus group. Transcribed data was thematically analysed. Eraut's 'Two triangle theory of workplace learning' was used to interpret participants' accounts of how they facilitated workplace learning. Findings The analysis found that NMs worked to positively influence staff performance through learning in three domains: orientating new staff, assessing staff performance and managing underperformance. Conclusions This study purports that NMs influence workplace learning in ways that are seldom recognised. A more conscious understanding of the impact of their role can enable NMs to more purposefully influence workplace learning. Such understanding also has implications for the professional preparation of NMs for their role in the context of workplace learning, facilitating learning for change and enabling the advancement of quality and safety in healthcare. What is known about the topic? Studies exploring the influence of Nurse Managers in workplace learning have been limited to their role in the facilitation of formal learning. There is a paucity of research that examines their role in influencing informal learning. What does this paper add? The findings of this study draw on Eraut's 'Two triangle theory of workplace learning' to further define the interdependent relationship between management and educational practices. What are the implications for practitioners? NMs' awareness and deliberate use of their management role to enhance workplace learning will not only strengthen their role, but will also foster good learning environments and quality nursing services.

  15. Preferred strategies for workforce development: feedback from aged care workers.

    PubMed

    Choy, Sarojni; Henderson, Amanda

    2016-11-01

    Objective The aim of the present study was to investigate how aged care workers prefer to learn and be supported in continuing education and training activities. Methods Fifty-one workers in aged care facilities from metropolitan and rural settings across two states of Australia participated in a survey and interviews. Survey responses were analysed for frequencies and interview data provided explanations to the survey findings. Results The three most common ways workers were currently learning and prefer to continue to learn are: (1) everyday learning through work individually; (2) everyday learning through work individually assisted by other workers; and (3) everyday learning plus group training courses at work from the employer. The three most common types of provisions that supported workers in their learning were: (1) working and sharing with another person on the job; (2) direct teaching in a group (e.g. a trainer in a classroom at work); and (3) direct teaching by a workplace expert. Conclusions A wholly practice-based continuing education and training model is best suited for aged care workers. Two variations of this model could be considered: (1) a wholly practice-based model for individual learning; and (2) a wholly practice-based model with guidance from coworkers or other experts. Although the model is preferred by workers and convenient for employers, it needs to be well resourced. What is known about the topic? Learning needs for aged care workers are increasing significantly because of an aging population that demands more care workers. Workforce development is largely 'episodic', based on organisational requirements rather than systematic life-long learning. This study is part of a larger 3-year Australian research to investigate models of continuing education training. What does this paper add? Based on an analysis of survey and interview data from 51 workers, the present study suggests effective models of workforce development for aged care workers. What are the implications for practitioners? The effectiveness of the suggested models necessitates a culture where aged care workers' advancement in the workplace is valued and supported. Those responsible for the development of these workers need to be adequately prepared for mentoring and coaching in the workplace.

  16. Informal Learning. Symposium 27. [AHRD Conference, 2001].

    ERIC Educational Resources Information Center

    2001

    This document contains three papers on informal learning and human resource development. "Workplace Learning Reviewed: Confronting the Rhetoric with Empirical Research" (Rob F. Poell, Ferd J. Van der Krogt) discusses the considerable discrepancy between theory on workplace learning and actual workplace learning-related developments in…

  17. Expanding Learning in the Workplace: Making More of Individual and Organisational Potential. A NIACE Policy Discussion Paper.

    ERIC Educational Resources Information Center

    Unwin, Lorna; Fuller, Alison

    Ways of expanding workplace learning in the United Kingdom by making better use of individual and organizational potential were examined. The analysis focused on the following issues: ways of fostering, improving, and increasing learning in the workplace; ways of enhancing access to and participation in workplace learning; ways of making workplace…

  18. The Workplace Learning Cycle: A Problem-Based Curriculum Model for the Preparation of Workplace Learning Professionals

    ERIC Educational Resources Information Center

    O'Connor, Bridget N.

    2004-01-01

    Building on the conceptual foundations suggested in the previous two papers in this issue, this article describes the application of a workplace learning cycle theory to the construction of a curriculum for a graduate-level course of study in workplace education. As a way to prepare chief learning officers and heads of corporate universities, the…

  19. Work-Based Learning: Learning To Work; Working To Learn; Learning To Learn.

    ERIC Educational Resources Information Center

    Strumpf, Lori; Mains, Kristine

    This document describes a work-based learning approach designed to integrate work and learning at the workplace and thereby help young people develop the skills required for changing workplaces. The following considerations in designing work-based programs are discussed: the trend toward high performance workplaces and changes in the way work is…

  20. Dealing with the tension: how residents seek autonomy and participation in the workplace.

    PubMed

    Olmos-Vega, Francisco M; Dolmans, Diana H J M; Vargas-Castro, Nicolas; Stalmeijer, Renée E

    2017-07-01

    The workplace can be a strenuous setting for residents: although it offers a wealth of learning opportunities, residents find themselves juggling their responsibilities. Even though supervisors regulate what is afforded to residents, the former find it difficult to strike the proper balance between residents' independence and support, which could create tensions. But what tensions do residents experience during clinical supervision and how do they cope with them to maximise their learning opportunities? Understanding how residents act on different affordances in the workplace is of paramount importance, as it influences their learning. Residents from different levels of training and disciplines participated in three focus groups (n = 19) and 10 semi-structured interviews (n = 10). The authors recruited these trainees using purposive and convenience sampling. Audio-recordings were transcribed verbatim and the ensuing scripts were analysed using a constructivist grounded theory methodology. Residents reported that the autonomy and practice opportunities given by their supervisors were either excessive or too limited, and both were perceived as tensions. When in excess, trainees enlisted the help of their supervisor or peers, depending on how safe they recognised the learning environment to be. When practice opportunities were curtailed, trainees tried to negotiate more if they felt the learning environment was safe. When they did not, trainees became passive observers. Learning from each engagement was subject to the extent of intersubjectivity achieved between the actors involved. Tensions arose when supervisors did not give trainees the desired degree of autonomy and opportunities to participate. Trainees responded in various ways to maximise their learning opportunities. For these different engagement-related responses to enhance workplace learning in specialty training, achieving intersubjectivity between trainee and supervisor seems foundational. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  1. Issues in Evaluation. Symposium 11. [AHRD Conference, 2001].

    ERIC Educational Resources Information Center

    2001

    This document contains three papers on issues in evaluation. "Evaluation of the Method of Modeling: A Case Study of the Finnish Steel Industry" (Ville Nurmi) describes the method of modeling as an educational strategy to support both specific goal-directed transformative learning focused on work process and learning in workplaces, and it…

  2. Implementation of a tobacco-free workplace program at a local mental health authority.

    PubMed

    Correa-Fernández, Virmarie; Wilson, William T; Shedrick, Deborah A; Kyburz, Bryce; L Samaha, Hannah; Stacey, Timothy; Williams, Teresa; Lam, Cho Y; Reitzel, Lorraine R

    2017-06-01

    Tobacco-free workplace policies that incorporate evidence-based practices can increase the reach and effectiveness of tobacco dependence treatment among underserved populations but may be underutilized due to limited knowledge about implementation processes. This paper describes the implementation of a comprehensive tobacco-free workplace program at a behavioral healthcare community center in Texas. The center participated in a tobacco-free workplace program implementation project that provided guidance and resources and allowed center autonomy in implementation. Six employee-based subcommittees guided implementation of program components including consumer and staff surveys, policy development, signage, tobacco use assessments, communication, and nicotine replacement distribution. Timeline development, successes, challenges, lessons learned, and sustainability initiatives are delineated. Concerns about the tobacco-free workplace policy from the center's staff and consumers were gradually replaced by strong support for the initiative. Program success was enabled by consistent support from the center's leadership, publicity of program efforts, and educational campaigns. The center surpassed the program expectations when it adopted a tobacco-free hiring policy, which was not an initial program goal. This center's path to a tobacco-free workplace provides an implementation and sustainability model for other behavioral health community centers and other organizations to become tobacco free.

  3. Workplace Learning: Emerging Trends and New Perspectives

    ERIC Educational Resources Information Center

    Fenwick, Tara

    2008-01-01

    This chapter focuses on "learning processes" in the workplace from concepts emerging in the field of adult education, without straying into pedagogies and programs that can enhance learning. It discusses four topics on learning processes that seem to be particularly important for addressing key purposes and issues of workplace learning from an…

  4. Vocational Students Experiences with Assessment in Workplace Learning

    ERIC Educational Resources Information Center

    Sandal, Ann Karin; Smith, Kari; Wangensteen, Ragne

    2014-01-01

    Vocational education, as part of the Norwegian upper secondary education, includes both school-based learning and workplace learning. While school-based learning is characterized by formal structures and guided by aims in the curricula, workplace learning is often informal, incidental and directed by the daily work-tasks. Assessment in workplace…

  5. The Moderating Role of Self-Regulated Learning in Job Characteristics and Attitudes towards Web-Based Continuing Learning in the Airlines Workplace

    ERIC Educational Resources Information Center

    Lin, Xiao-fan; Liang, Jyh-Chong; Tsai, Chin-Chung; Hu, Qintai

    2018-01-01

    With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.'s (1998) job demand-control-support model and the self-regulated…

  6. Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study.

    PubMed

    Rees, Charlotte E; Crampton, Paul; Kent, Fiona; Brown, Ted; Hood, Kerry; Leech, Michelle; Newton, Jennifer; Storr, Michael; Williams, Brett

    2018-04-17

    While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions. A qualitative interview study using narrative techniques was conducted. Student placements across multiple clinical sites in Victoria, Australia. Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  7. Theories of Learning for the Workplace: Building Blocks for Training and Professional Development Programs. Routledge Psychology in Education

    ERIC Educational Resources Information Center

    Dochy, Filip; Gijbels, David; Segers, Mien; Van den Bossche, Piet

    2011-01-01

    Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about "storing and recall" but "development and flow". "Theories of Learning in the Workplace" offers fascinating overviews into some…

  8. Task Characteristics and Learning Potentials--Empirical Results of Three Diary Studies on Workplace Learning

    ERIC Educational Resources Information Center

    Rausch, Andreas

    2013-01-01

    Most learning in the workplace occurs while pursuing working rather than learning goals. The studies at hand aimed to identify task characteristics that foster learning in the workplace. Task characteristics are supposed to exert a major effect on the learning potential. However, the fact that learning is more often than not a rather unconscious…

  9. Achieving success in intervention studies: an analysis of variable staff engagement across three midwifery settings.

    PubMed

    Henderson, Amanda; Schoonbeek, Sue; Ossenberg, Christine; Caddick, Alison; Wing, Diane; Capell, Lorna; Gould, Karen

    2014-06-01

    To critically analyse the success of staff's behaviour changes in the practice setting. Facilitators were employed to initiate and facilitate a four-step process (optimism, overcoming obstacles, oversight and reinforcing outcomes) that fostered development of behaviours consistent with learning in everyday practice. Many studies seek to engage staff in workplace behaviour improvement. The success of such studies is highly variable. Little is known about the work of the facilitator in ensuring success. Understanding the contextual factors that contribute to effective facilitation of workplace improvement is essential to ensure best use of resources. Mixed methods Facilitators employed a four-step process - optimism, overcoming obstacles, oversight and reinforcing outcomes - to stage behaviour change implementation. The analysis of staff engagement in behaviour changes was assessed through weekly observation of workplaces, informal discussions with staff and facilitator diaries. The impact of behaviour change was informed through pre- and postsurveys on staff's perception across three midwifery sites. Surveys measured (1) midwives' perception of support for their role in facilitating learning (Support Instrument for Nurses Facilitating the Learning of Others) and (2) development of a learning culture in midwifery practice settings (Clinical Learning Organisational Culture Survey). Midwives across three sites completed the presurvey (n = 216) and postsurvey (n = 90). Impact varied according to the degree that facilitators were able to progress teams through four stages necessary for change (OOORO). Statistically significant results were apparent in two subscales important for supporting staff, namely teamwork and acknowledgement; in the two areas, facilitators worked through 'obstacles' and coached staff in performing the desired behaviours and rewarded them for their success. Elements of the learning culture also statistically improved in one site. Findings suggest behaviour change success is dependent on facilitators to systematically engage staff through all four stages of implementation. It is important that investment is made to commitment and resources to all four stages before embarking on change processes. © 2013 John Wiley & Sons Ltd.

  10. Workplace Learning: Reports of Change from Supervisors and Learners.

    ERIC Educational Resources Information Center

    Gershwin, Mary Crabbe

    1996-01-01

    The Colorado workplace program completed an open-ended program evaluation that examined the following: how people involved in workplace learning change, what the shape of that change is, and what impact that change may have. It explored the perspectives of two groups closely involved in the workplace learning process: participants and their…

  11. Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

    ERIC Educational Resources Information Center

    Remtulla, Karim A.

    2010-01-01

    This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and…

  12. Improving Workplace Learning of Lifelong Learning Sector Trainee Teachers in the UK

    ERIC Educational Resources Information Center

    Maxwell, Bronwen

    2014-01-01

    Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However,…

  13. Is the learning value of workplace-based assessment being realised? A qualitative study of trainer and trainee perceptions and experiences.

    PubMed

    Barrett, Aileen; Galvin, Rose; Scherpbier, Albert J J A; Teunissen, Pim W; O'Shaughnessy, Ann; Horgan, Mary

    2017-03-01

    Workplace-based assessments (WBAs) were originally intended to inform learning and development by structuring effective observation-based feedback. The success of this innovation has not yet been established due in part to the widely varied tools, implementation strategies and research approaches. Using a conceptual framework of experience, trajectories and reifications in workplace learning, we aimed to explore trainer and trainee experiences and perceptions of the learning value of WBAs. Trainers and trainees who had used at least one WBA in the previous year were invited to participate in semistructured interviews for this phenomenological study. We used a template analysis method to explore and compare the experiences of the two groups, using the emergent themes to develop an understanding of the impact of these experiences on perceptions of learning value. Nine trainers and eight trainees participated in the study. Common themes emerged among the two groups around issues of responsibility and engagement along with (mis)understandings of the purpose of the individual tools. Trainer-specific themes emerged related to the concurrent implementation of a new e-portfolio and perceptions of increased workload. Trainees associated WBA with a training structure support value but could not translate experiences into learning values. WBAs provide trainees with a justified reason to approach trainers for feedback. WBAs, however, are not being reified as the formative assessments originally intended. A culture change may be required to change the focus of WBA research and reconceptualise this set of tools and methods as a workplace learning practice . Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  14. Canadian Chefs' Workplace Learning

    ERIC Educational Resources Information Center

    Cormier-MacBurnie, Paulette; Doyle, Wendy; Mombourquette, Peter; Young, Jeffrey D.

    2015-01-01

    Purpose: This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs' learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach: The methodology is based on in-depth, face-to-face, semi-structured…

  15. Improving Job Performance: Workplace Learning Is the First Step

    ERIC Educational Resources Information Center

    Daryoush, Younes; Silong, Abu Daud; Omar, Zohara; Othman, Jamilah

    2013-01-01

    The present study aims to contribute new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analyzes contemporary literature on workplace learning and job performance, specifically formal and informal learning as well as employee task performance and contextual performance. The study…

  16. The Relationship between Workplace Climate, Motivation and Learning Approaches for Knowledge Workers

    ERIC Educational Resources Information Center

    Vanthournout, Gert; Noyens, Dorien; Gijbels, David; Van den Bossche, Piet

    2014-01-01

    Workplace learning is becoming a central tenet for a large proportion of today's employees. This seems especially true for so-called knowledge workers. Today, it remains unclear how differences in the quality of workplace learning are affected by differences in perception of the workplace environment and the motivation of knowledge workers to…

  17. Mobile technology supporting trainee doctors’ workplace learning and patient care: an evaluation

    PubMed Central

    2013-01-01

    Background The amount of information needed by doctors has exploded. The nature of knowledge (explicit and tacit) and processes of knowledge acquisition and participation are complex. Aiming to assist workplace learning, Wales Deanery funded “iDoc”, a project offering trainee doctors a Smartphone library of medical textbooks. Methods Data on trainee doctors’ (Foundation Year 2) workplace information seeking practice was collected by questionnaire in 2011 (n = 260). iDoc baseline questionnaires (n = 193) collected data on Smartphone usage alongside other workplace information sources. Case reports (n = 117) detail specific instances of Smartphone use. Results Most frequently (daily) used information sources in the workplace: senior medical staff (80% F2 survey; 79% iDoc baseline); peers (70%; 58%); and other medical/nursing team staff (53% both datasets). Smartphones were used more frequently by males (p < 0.01). Foundation Year 1 (newly qualified) was judged the most useful time to have a Smartphone library because of increased responsibility and lack of knowledge/experience. Preferred information source varied by question type: hard copy texts for information-based questions; varied resources for skills queries; and seniors for more complex problems. Case reports showed mobile technology used for simple (information-based), complex (problem-based) clinical questions and clinical procedures (skills-based scenarios). From thematic analysis, the Smartphone library assisted: teaching and learning from observation; transition from medical student to new doctor; trainee doctors’ discussions with seniors; independent practice; patient care; and this ‘just-in-time’ access to reliable information supported confident and efficient decision-making. Conclusion A variety of information sources are used regularly in the workplace. Colleagues are used daily but seniors are not always available. During transitions, constant access to the electronic library was valued. It helped prepare trainee doctors for discussions with their seniors, assisting the interchange between explicit and tacit knowledge. By supporting accurate prescribing and treatment planning, the electronic library contributed to enhanced patient care. Trainees were more rapidly able to medicate patients to reduce pain and more quickly call for specific assessments. However, clinical decision-making often requires dialogue: what Smartphone technology can do is augment, not replace, discussion with their colleagues in the community of practice. PMID:23336964

  18. Enhancing Problem-Solving Expertise by Means of an Authentic, Collaborative, Computer Supported and Problem-Based Course

    ERIC Educational Resources Information Center

    Arts, Jos A. R.; Gijselaers, Wim H.; Segers, Mien S. R.

    2006-01-01

    Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these curricula in terms of expertise outcomes are not always conclusive. Based on the instructional…

  19. Learning-Conducive Work: A Survey of Learning Conditions in Norwegian Workplaces. CEDEFOP Panorama Series.

    ERIC Educational Resources Information Center

    Skule, Sveinung; Reichborn, Anders N.; Leren, Iver Jan, Ed.

    In this report, learning conditions in Norwegian workplaces were examined to identify ways of making workplaces more conducive to learning. Data were collected through interviews in 11 firms and a questionnaire survey of 1,300 private sector and 200 public sector employees. Opportunities to learn through work varied widely. Older women with little…

  20. Opportunities for Tomorrow: National Learning Needs Assessment Summary Report = Des Possibilities pour L'Avenir: Rapport Sommaire sur L'Evaluation Nationale des Besoins en Apprentisage.

    ERIC Educational Resources Information Center

    Communications, Energy & Paperworkers Union of Canada, Ottawa (Ontario).

    The Communications, Energy, and Paperworkers Union of Canada assessed literacy learning needs. In focus group discussions, members were asked their perception of such needs in the face of changes in the workplace and society; local union officers (LUOs) were asked how they saw the role of unions in supporting members' literacy learning; employers…

  1. What Veterans Bring to Civilian Workplaces: A Prototype Toolkit for Helping Veterans Communicate to Private-Sector Employers About the Nontechnical Skills Taught in the Military

    DTIC Science & Technology

    2015-01-01

    reflect the opinions of its research clients and sponsors. Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving...This Toolkit 5 Continuous learning (related terms: adaptive learning, willingness to learn, active learning, metacognition ): Takes the necessary...even when not under direct supervision; displays self -discipline and self -control; diligently checks work to ensure that all essential details have

  2. Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

    PubMed

    Schreurs, Marie-Louise; Huveneers, Wilma; Dolmans, Diana

    2016-08-01

    The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment. We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching. After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities. The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs.

  3. Does technology help doctors to access, use and share knowledge?

    PubMed

    Bullock, Alison

    2014-01-01

    Given the power and pervasiveness of technology, this paper considers whether it can help doctors to access, use and share knowledge and thus contribute to their ability to uphold the part of the Hippocratic Oath concerned with respecting 'the hard-won scientific gains of those physicians in whose steps I walk' and sharing 'such knowledge as is mine with those who are to follow'. How technology supports connections between doctors and knowledge is considered by focusing on the use of mobile technology in the workplace and Web 2.0 tools. Sfard's 'acquisition' and 'participation' models are employed to help develop an understanding of what these uses of technology mean for learning and knowledge sharing. The employment of technology is not neutral in its effects. Issues relate to knowledge ownership, information overload, quality control and interpretations attached to the use of mobile devices in the workplace. These issues raise deeper questions about the nature of knowledge and social theory and socio-material research questions about the effect of technology on workplace learning. Although the empirical and theoretical evidence presented shows how technology has clear potential to contribute both to accessing evidence and sharing knowledge, there is need for further research that applies theoretical frameworks to the analysis of the impact of technology on workplace learning. © 2013 John Wiley & Sons Ltd.

  4. Flexible Learning in a Workplace Model: Blended a Motivation to a Lifelong Learner in a Social Network Environment

    ERIC Educational Resources Information Center

    Na-songkhla, Jaitip

    2011-01-01

    This paper presents a model of learning in a workplace, in which an online course provides flexibility for staff to learn at their convenient hours. A motivation was brought into an account of the success of learning in a workplace program, based upon Behaviorist learning approach--an online mentor and an accumulated learning activities score was…

  5. The Impact of Individual, Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace

    ERIC Educational Resources Information Center

    Renta Davids, Ana Inés; Van den Bossche, Piet; Gijbels, David; Fandos Garrido, Manel

    2017-01-01

    The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during…

  6. How Undergraduate Students Use Social Media Technologies to Support Group Project Work

    ERIC Educational Resources Information Center

    McAliney, Peter J.

    2013-01-01

    Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work. Given the emergence of social media technologies, I examined…

  7. Applying findings from a systematic review of workplace-based e-learning: implications for health information professionals.

    PubMed

    Booth, Andrew; Carroll, Christopher; Papaioannou, Diana; Sutton, Anthea; Wong, Ruth

    2009-03-01

    To systematically review the UK published literature on e-learning in the health workplace and to apply the findings to one of the most prolific UK e-learning initiatives in the health sector--the National Library for Health Facilitated Online Learning Interactive Opportunity (FOLIO) Programme. Sensitive searches were conducted across ASSIA, Australian Education Index, British Education Index, cinahl, CSA Abstracts, Dissertation Abstracts, Emerald, ERIC, IBSS, Index to Theses, LISA, MEDLINE, PSYCINFO and Social Science Citation Index. Additional citations were identified from reference lists of included studies and of relevant reviews; citation tracking and contact with experts. Twenty-nine studies met the inclusion criteria and were coded and analysed using thematic analysis as described by Miles & Huberman (Qualitative Data Analysis: A Sourcebook of New Methods. Newbury Park, CA: Sage, 1984). Five broad themes were identified from the 29 included studies: (i) peer communication; (ii) flexibility; (iii) support; (iv) knowledge validation; and (v) course presentation and design. These broad themes were supported by a total of eleven sub-themes. Components from the FOLIO Programme were analysed and existing and proposed developments were mapped against each sub-theme. This provides a valuable framework for ongoing course development. Librarians involved in delivering and supporting e-learning can benefit from applying the findings from the systematic review to existing programmes, exemplified by the FOLIO Programme. The resultant framework can also be used in developing new e-learning programmes.

  8. Tides of Change: New Themes and Questions in Workplace Learning.

    ERIC Educational Resources Information Center

    Fenwick, Tara

    2001-01-01

    Current issues in workplace learning scholarship include the following: situated learning and knowledge, culture and context of workplaces, texts and discourses mediating working knowledge, identity and difference, and equity and ethics in working knowledge. (Contains 39 references.) (SK)

  9. Gender-Equal Organizations as a Prerequisite for Workplace Learning

    ERIC Educational Resources Information Center

    Johansson, Kristina; Abrahamsson, Lena

    2018-01-01

    Purpose: This paper aims to explore how gendering of the learning environment acts to shape the design and outcome of workplace learning. The primary intention is to reflect on the idea of gender-equal organizations as a prerequisite for workplace learning. Design/methodology/approach: A review of literature relating to gender and workplace…

  10. Learn to Lead: Mapping Workplace Learning of School Leaders

    ERIC Educational Resources Information Center

    Hulsbos, Frank Arnoud; Evers, Arnoud Theodoor; Kessels, Joseph Willem Marie

    2016-01-01

    In recent years policy makers' interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders' incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities…

  11. From Teaching Assistant (TA) Training to Workplace Learning

    ERIC Educational Resources Information Center

    Korpan, Cynthia

    2014-01-01

    In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the…

  12. Gaining Skills or Just Paying the Bills? Workplace Learning in Low-Level Retail Employment

    ERIC Educational Resources Information Center

    Roberts, Steven

    2013-01-01

    This paper analyses the workplace learning experiences of young male retail employees. Deeming formal education highly unattractive, the pursuit of lifelong learning and continuous development for such people relies on workplace learning. Their experiences, however, over several years and across various retailers painted a grim reality.…

  13. Citizen social science: a methodology to facilitate and evaluate workplace learning in continuing interprofessional education.

    PubMed

    Dadich, Ann

    2014-05-01

    Workplace learning in continuing interprofessional education (CIPE) can be difficult to facilitate and evaluate, which can create a number of challenges for this type of learning. This article presents an innovative method to foster and investigate workplace learning in CIPE - citizen social science. Citizen social science involves clinicians as co-researchers in the systematic examination of social phenomena. When facilitated by an open-source online social networking platform, clinicians can participate via computer, smartphone, or tablet in ways that suit their needs and preferences. Furthermore, as co-researchers they can help to reveal the dynamic interplay that facilitates workplace learning in CIPE. Although yet to be tested, citizen social science offers four potential benefits: it recognises and accommodates the complexity of workplace learning in CIPE; it has the capacity to both foster and evaluate the phenomena; it can be used in situ, capturing and having direct relevance to the complexity of the workplace; and by advancing both theoretical and methodological debates on CIPE, it may reveal opportunities to improve and sustain workplace learning. By describing an example situated in the youth health sector, this article demonstrates how these benefits might be realised.

  14. Learning beyond graduation: exploring newly qualified specialists' entrance into daily practice from a learning perspective.

    PubMed

    Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

    2016-05-01

    The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance into practice is scarce. This research aims to contribute to the framework of medical professionals' informal learning and outlines the results of an exploratory study on the nature of learning in daily practice beyond postgraduate training. Eleven newly qualified physicians from different specialized backgrounds participated in a phenomenographic study, using a critical incident method and a grounded theory approach. Results demonstrated that learning in the workplace is, to a large extent, informal and associated with a variety of learning experiences. Analysis shows that experiences related to diagnostics and treatments are important sources for learning. Furthermore, incidents related to communication, changing roles, policy and organization offer learning opportunities, and therefore categorized as learning experiences. A broad range of learning activities are identified in dealing with these learning experiences. More specifically, actively engaging in actions and interactions, especially with colleagues of the same specialty, are the most mentioned. Observing others, consulting written sources, and recognizing uncertainties, are also referred to as learning activities. In the study, interaction, solely or combined with other learning activities, are deemed as very important by specialists in the initial entrance into practice. These insights can be used to develop workplace structures to support the entrance into practice following postgraduate training.

  15. Understanding the essential elements of work-based learning and its relevance to everyday clinical practice.

    PubMed

    Williams, Caroline

    2010-09-01

    To critically review the work-based learning literature and explore the implications of the findings for the development of work-based learning programmes. With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, work-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that work-based learning can improve practice, but in many cases it is perceived as little more than on-the-job training to perform tasks. The CINAHL database was searched using the keywords work-based learning, work-place learning and practice-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Using the review of the literature, three key issues were explored. Work-based learning has the potential to change practice. Learning how to learn and critical reflection are key features. For effective work-based learning nurses need to take control of their own learning, receive support to critically reflect on their practice and be empowered to make changes to that practice. A critical review of the literature has identified essential considerations for the implementation of work-based learning. A change in culture from classroom to work-based learning requires careful planning and consideration of learning cultures. To enable effective work-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in practice. CONTRIBUTION TO NEW KNOWLEDGE: This paper has identified three key issues that need to be considered in the development of work-based learning programmes. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

  16. Perspective: clinical communication education in the United Kingdom: some fresh insights.

    PubMed

    Brown, Jo

    2012-08-01

    Clinical communication education is now part of the core curriculum of every medical school in the United Kingdom and the United States. It has emerged over 30 years because of various societal, political, and policy drivers and is supported by an impressive evidence base.For a variety of reasons, however, clinical communication has become separated from other parts of medical education and tends to be positioned in the early years of the curriculum, when students have limited experience of being in the clinical workplace and working with patients. The teachers of clinical communication, whether medical-school-based or clinically based, may not share learning goals for the subject and this may, therefore, provide a disintegrated learning experience for students.Clinical communication teachers need to inject fresh thinking into the teaching and learning of the subject to unite it with clinical practice in the authentic clinical workplace. Engaging with theories of workplace learning, which aim to overcome the theory/practice gap in vocational education, may be the way forward. The author suggests various ways that this might be achieved-for example, by situating clinical communication education throughout the whole undergraduate curriculum, by integrating the topic of clinical communication with other areas of medical education, by developing coteaching and curriculum design partnerships between medical school and clinical workplace, and by developing a greater range of postgraduate education that offers opportunities for professional development in clinical communication for qualified doctors that is complementary with what is taught in undergraduate education.

  17. Defining and Operationalizing the Construct of Pragmatic Competence: Review and Recommendations. Research Report. ETS RR-15-06

    ERIC Educational Resources Information Center

    Timpe Laughlin, Veronika; Wain, Jennifer; Schmidgall, Jonathan

    2015-01-01

    This review paper constitutes the first step within a larger research effort to develop an interactive pragmatics learning tool for second and foreign language (L2) learners and users of English. The tool will primarily endeavor to support pragmatics learning within the language use domain "workplace." Given this superordinate objective,…

  18. A Performance-Oriented Approach to E-Learning in the Workplace

    ERIC Educational Resources Information Center

    Wang, Minhong; Ran, Weijia; Liao, Jian; Yang, Stephen J. H.

    2010-01-01

    Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in motivating employees to learn. Most workplace e-learning applications fail to meet the needs of learners and ultimately fail to serve the organization's quest for success. To solve this problem, we need to examine what workplace…

  19. The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

    ERIC Educational Resources Information Center

    Bonk, Curtis J.; Kim, Kyong-Jee; Oh, Eun Jung; Teng, Ya-Ting; Son, Su Jin

    2007-01-01

    This paper reports survey findings related to the present and future state of blended learning in workplace learning settings across the U.S. Surveyed in this study are 118 practitioners in corporate training or elearning in various workplace settings. The findings reveal interesting perceptions by respondents regarding the benefits of and…

  20. Learning to Lead the Risk-Conscious Organization: An Empirical Study of Five English Primary School Leaders

    ERIC Educational Resources Information Center

    Pegg, Ann Elizabeth

    2010-01-01

    This article explores how organizational cultures shape workplace learning for those learning to be educational leaders. The discussion is illustrated with the data from an ethnographic case study which explored the workplace learning of five school leaders. The findings suggest that workplace boundaries were constructed in response to perceptions…

  1. Workplace Learning as a Spiritual Practice

    ERIC Educational Resources Information Center

    Rappel, Linda

    2017-01-01

    This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have…

  2. Learning for the Workplace: Nordic and Canadian Perspectives.

    ERIC Educational Resources Information Center

    Taylor, Gail, Ed.

    This book contains 21 papers from the Nordic-Canadian Learning for the Workplace Conference, which was held in Hanasaari, Espoo, Finland in June 1995. The following papers are included: "Introduction to the Nordic-Canadian Learning for the Workplace Conference" (Olli-Pekka Heinonen); "Conference Design and Process" (Diane…

  3. Adult Learning in the Workplace.

    ERIC Educational Resources Information Center

    1999

    This document contains four symposium papers on adult learning in the workplace. "The Relationship between Workplace Learning and Employee Satisfaction in Small Businesses" (Robert W. Rowden, Shamsuddin Ahmad) reports the results of a study of the nature and extent of HRD, level of job satisfaction among workers, and correlation between…

  4. Reading across Workplace Learning Research to Build Dialogue

    ERIC Educational Resources Information Center

    Sawchuk, Peter H.

    2010-01-01

    The field of workplace learning scholarship in Western countries is reviewed. First, the emergence of workplace learning scholarship is discussed historically for its relation to the emergence and ongoing development of capitalism beginning from early thought on markets and productivity, 20th century scientific management, industrialism and…

  5. Workplace Learning: A Literature Review

    ERIC Educational Resources Information Center

    Vaughan, Karen

    2008-01-01

    As we move into being a knowledge society, the way an organisation learns can be key to its innovation and profitability. This literature review examines the nature of workplace learning, with a focus on nonprofessional occupations, including those closely associated with workplace training. It identifies the conditions that facilitate workplace…

  6. Professional Identity and Professionals' Workplace Learning: A Theoretical Proposal

    ERIC Educational Resources Information Center

    Steele, Jim

    2008-01-01

    When organizations employ professionals it is critical to comprehend the nature of professional identity as it relates to learning in the workplace. These findings indicate ways that professional identity influences workplace learning behavior in doctors of veterinary medicine. Using grounded theory, ethnographic investigation and analysis…

  7. Developing a professional identity: student nurses in the workplace.

    PubMed

    Grealish, Laurie; Trevitt, Corinne

    2005-01-01

    This analysis of the academic and student discourse about learning in the practicum in one Australian pre-registration Bachelor of Nursing course is part of a larger study examining the professional identity of undergraduate students in three professional groups: nursing, teaching and engineering. The focus group discussion of six student nurses reveals that the theories learned in the classroom are only partially useful preparation for the relationships required to work as a nurse in a people-laden workplace; students struggle to create meaning about practices that are not consistent with classroom theory; and students require support as they develop an identity of a nurse through the embodiment of practice work. The findings from this group support the view that the traditional approach to learning, as expressed in the documentation for the final practicum experience, where knowledge is certain, context-free, and disciplinary or subject focused, is insufficient to assist student readiness for the world of work. Recommendations emerging from this analysis are related to the university and provides some evidence for others teaching in nursing programs to reconsider their practices.

  8. Impact of Technologies on Learning in the Workplace. Final Report = L'effet des technologies d'apprentissage sur l'apprentissage a vie en milieu de travail.

    ERIC Educational Resources Information Center

    Dugas, Tim; Green, Lyndsay; Leckie, Norm

    The use of learning technologies in the workplace and their impact on lifelong learning were examined. Data were collected from three sources: the literature on learning technologies and labor market trends affecting the adoption, implementation, and success of learning technologies in the workplace; case studies of 8 Canadian firms with 100 or…

  9. Internet platforms for lifelong learning: a continuum of opportunity.

    PubMed

    Sedory Holzer, Susan E; Kokemueller, Phillip

    2007-12-01

    Access to knowledge through the Internet has spawned a world of online learning, stimulating a new passion for lifelong learning in academia, professional environments, the workplace, and at home. This article takes a fresh look at the wide spectrum of opportunities for online medical education for physicians. We first explore a continuum of "e-learning" models and then look at the range of platforms used to support these systems. We will also look forward to the options likely to change e-learning in the near future and improve physician performance and patient outcomes.

  10. Workplaces that Support High-Performing Teaching and Learning: Insights from Generation Y Teachers

    ERIC Educational Resources Information Center

    Coggshall, Jane G.; Behrstock-Sherratt, Ellen; Drill, Karen

    2011-01-01

    Generation Y public school teachers--those born between 1977 and 1995-- who have been serving students for nearly a decade now, represent an increasingly large proportion of the teaching workforce, and, with concerted support, promise to help bring needed transformation to schools that too often remain stuck in an earlier age. Members of this…

  11. Ecologies of Learning: Culture, Context and Outcomes of Workplace LES. Research Brief

    ERIC Educational Resources Information Center

    Merrifield, Juliet

    2013-01-01

    There is a need to connect workplace learning and essential skills to a larger domain of workplace learning in general. To do this, the contexts in which learning takes place, and the cultures of the actors and environments involved, should be taken into consideration. Although research on the direct effects of contexts and cultures on workplace…

  12. The Impact of Organisational Structure and Practices on Learning in the Workplace

    ERIC Educational Resources Information Center

    Ashton, David N.

    2004-01-01

    The main thrust of the research effort into workplace learning has been to identify the characteristics of workplace learning as experienced by the learner. The impact of the wider organisational process in which that learning is embedded have been played down. This paper, building on the work of Koike and Darrah, uses research conducted in a…

  13. She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being.

    PubMed

    Zinsser, Katherine M; Christensen, Claire G; Torres, Luz

    2016-12-01

    Preschool teachers across the country have been charged to prepare children socially and emotionally for kindergarten. Teachers working in preschool centers are supporting children's social and emotional learning (SEL) within a rich ecology of emotion and social relationships and the present study considers how the supports implemented for children's SEL at the center-level are associated with teachers' psychological health and workplace experiences. Hierarchical linear models were constructed using data from the Head Start Family and Child Experiences Survey 2009 cohort. Results indicate that although teachers work in individual classrooms, they share common perceptions at the center-level of their workplace climate, access to support, and, although to a lesser extent, experience commonalities in psychological health and job satisfaction. Furthermore, in centers that had implemented more supports for children's SEL (including access to mental health consultants, classroom curriculum, and training and resources for teachers) teachers were less depressed, more satisfied with their jobs, felt more supported in managing challenging behavior, and viewed the workplace climate of their center as more positive. Findings are discussed in light of the national efforts to increase and retain a high-quality early childhood workforce. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  14. The Impact of Workplace Learning on Job Satisfaction in Small US Commercial Banks

    ERIC Educational Resources Information Center

    Rowden, Robert W.; Conine, Clyde T., Jr.

    2005-01-01

    Purpose: This study aims to examine workplace learning and job satisfaction in small, commercial US banks. Design/methodology/approach: Survey data collection with correlational procedure. Findings: The study found a statistically significant relationship between the workplace learning variables and the job satisfaction variables. Research…

  15. Integrating School and Workplace Learning in Canada: Principles and Practices of Alternation Education and Training.

    ERIC Educational Resources Information Center

    Schuetze, Hans G., Ed.; Sweet, Robert, Ed.

    This volume discusses "alternation," various combinations of classroom (organized, theoretical) knowledge and workplace (practical) learning in Canada intended to adequately prepare secondary and postsecondary graduates for work in the new economy. Following an introduction, "Integrating School and Workplace Learning in Canada: An…

  16. Spirituality: The Bridge between Engagement and Resistance in The Workplace

    ERIC Educational Resources Information Center

    Lawton, Dianne Ford

    2017-01-01

    This theoretical article explores the role spirituality plays in engagement and resistance in the workplace. These qualities exist at the opposite ends of the continuum in adult education in the workplace: engagement in learning and resistance to adult learning. By employing Mezirow's learning framework, the researcher illustrates how spirituality…

  17. How a mobile app supports the learning and practice of newly qualified doctors in the UK: an intervention study.

    PubMed

    Bullock, Alison; Dimond, Rebecca; Webb, Katie; Lovatt, Joseph; Hardyman, Wendy; Stacey, Mark

    2015-04-08

    The transition from medical school to the workplace can be demanding, with high expectations placed on newly qualified doctors. The provision of up-to-date and accurate information is essential to support doctors at a time when they are managing increased responsibility for patient care. In August 2012, the Wales Deanery issued the Dr.Companion© software with five key medical textbooks (the iDoc app) to newly qualified doctors (the intervention). The aim of the study was to examine how a smartphone app with key medical texts was used in clinical workplace settings by newly qualified doctors in relation to other information sources and to report changes over time. Participants (newly qualified - Foundation Year 1 - doctors) completed a baseline questionnaire before downloading the iDoc app to their own personal smartphone device. At the end of Foundation Year 1 participants (n = 125) completed exit questionnaires one year later. We used Wilcoxon Signed Rank test to analyse matched quantitative data. We report significant changes in our participants' use of workplace information resources over the year. Respondents reduced their use of hard-copy and electronic versions of texts on PCs but made more use of senior medical staff. There was no significant difference in the use of peers and other staff as information sources. We found a significant difference in how doctors felt about using a mobile device containing textbooks in front of patients and senior medical staff in the workplace. Our study indicates that a mobile app enabling timely, internet-free access to key textbooks supports the learning and practice of newly qualified doctors. Although participants changed their use of other resources in the workplace, they continued to consult with seniors. Rather than over-reliance on technology, these findings suggest that the app was used strategically to complement, not replace discussion with members of the medical team. Participants' uncertainty about using a mobile device with textbook app in front of others eased over time.

  18. Self-Directed Workplace Literacy Distance Learning for Developmental Disabilities Workers. Final Report.

    ERIC Educational Resources Information Center

    Denny, Verna Haskins

    The Self-Directed Workplace Literacy Distance Learning Project demonstrated a model workplace literacy program that helped direct care workers in state-operated developmental disabilities facilities improve their literacy skills for a changing workplace. During the project, 268 New York State Office of Mental Retardation and Developmental…

  19. Effects of nurses' personality traits and their environmental characteristics on their workplace learning and nursing competence.

    PubMed

    Takase, Miyuki; Yamamoto, Masako; Sato, Yoko

    2018-04-01

    A good fit between an individual's personality traits and job characteristics motivates employees, and thus enhances their work behavior. However, how nurses' personality traits and their environmental characteristics relate to nurses' engagement in workplace learning, which improves their competence, has not been investigated. The aim of this study was to investigate how nurses' personality traits, environmental characteristics, and workplace learning were related to nursing competence. A cross-sectional survey design was used. Questionnaires were distributed to 1167 Japanese registered nurses. Multiple regression analysis was used to examine the relationships between nurses' personality traits, the environmental characteristics, the nurses' engagement in workplace learning, and their competence. A total of 315 nurses returned questionnaires (i.e., a return rate of 27.0%). The results showed that both the personality traits (extraversion, conscientiousness, openness to experience) and environmental characteristics (autonomy at work and feedback given) were related to workplace learning and self-rated nursing competence. The results also showed that the relationship between extraversion (active, adventurous and ambitious dispositions of an individual) and self-rated nursing competence was moderated by environmental characteristics, and partially mediated by workplace learning. Positive personality traits, such as extraversion, conscientiousness, and openness to experience could enhance workplace learning and nursing competence. Moreover, environmental characteristics that allow nurses to express their personality traits have the potential to improve their learning and competence further. © 2017 Japan Academy of Nursing Science.

  20. The Effect of the Attitude towards E-learning: The Employees' Intention to Use E-Learning in the Workplace

    ERIC Educational Resources Information Center

    Yoo, Sun Joo; Han, Seung-Hyun

    2013-01-01

    The purpose of this study is to examine employees' acceptance levels towards e-learning in the workplace. By using "The Unified Theory of Acceptance and Use of Technology" (UTAUT), our model captured the effect of factors influencing employees' intention to use e-learning in the workplace. Data was collected from 261 employees in a food…

  1. Developing standards for an integrated approach to workplace facilitation for interprofessional teams in health and social care contexts: a Delphi study.

    PubMed

    Martin, Anne; Manley, Kim

    2018-01-01

    Integration of health and social care forms part of health and social care policy in many countries worldwide in response to changing health and social care needs. The World Health Organization's appeal for systems to manage the global epidemiologic transition advocates for provision of care that crosses boundaries between primary, community, hospital, and social care. However, the focus on structural and process changes has not yielded the full benefit of expected advances in care delivery. Facilitating practice in the workplace is a widely recognised cornerstone for developments in the delivery of health and social care as collaborative and inclusive relationships enable frontline staff to develop effective workplace cultures that influence whether transformational change is achieved and maintained. Workplace facilitation embraces a number of different purposes which may not independently lead to better quality of care or improved patient outcomes. Holistic workplace facilitation of learning, development, and improvement supports the integration remit across health and social care systems and avoids duplication of effort and waste of valuable resources. To date, no standards to guide the quality and effectiveness of integrated facilitation have been published. This study aimed to identify key elements constitute standards for an integrated approach to facilitating work-based learning, development, improvement, inquiry, knowledge translation, and innovation in health and social care contexts using a three rounds Delphi survey of facilitation experts from 10 countries. Consensus about priority elements was determined in the final round, following an iteration process that involved modifications to validate content. The findings helped to identify key qualities and skills facilitators need to support interprofessional teams to flourish and optimise performance. Further research could evaluate the impact of skilled integrated facilitation on health and social care outcomes and the well-being of frontline interprofessional teams.

  2. Influencing organisational change in the NHS: lessons learned from workplace wellness initiatives in practice.

    PubMed

    Blake, Holly; Lloyd, Scott

    2008-01-01

    This article presents a discussion of the key issues in influencing organisational change in NHS settings, in the development of workplace wellness interventions to improve employee health and wellbeing. To tackle poor public health and associated rising healthcare costs, there must be a focus on the root cause of many preventable diseases - unhealthy lifestyle choices. Workplace wellness initiatives are now an important prevention strategy adopted by socially responsible organisations to target the health and wellbeing of working age adults. Lessons learned from initiatives in secondary care suggest that effective implementation requires change in organisational 'health culture', through a combination of education, behaviour change intervention, needs-based facilities, and services and strategies for developing supportive and health-promoting work environments. Most of all, employers must demonstrate a commitment to health and wellness that is fully integrated with their mission, values and long-term vision, paving the way for sustainable lifestyle changes. Evaluation systems must be in place to measure the impact and outcomes of wellness schemes.

  3. Design, Demand, Development, and Desire: A Symposium on the Discourses of Workplace Learning. Innovative Session.

    ERIC Educational Resources Information Center

    Dirkx, John M.; Swanson, Richard A.; Watkins, Karen E.; Cseh, Maria

    Our understanding of workplace learning is shaped by four dominant discourses that may be labeled the discourses of design, demand, development and desire. Within these different discourses, understanding of workplace learning is shaped and bounded by particular assumptions about the "self in context," which includes the organizational…

  4. The Relevance of Workplace Learning in Guiding Student and Curriculum Development

    ERIC Educational Resources Information Center

    Nduna, N. J.

    2012-01-01

    In an attempt to demonstrate the relevance of workplace learning (previously known as "cooperative education") in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology.…

  5. Workplace Learning and Higher Education in Finland: Reflections on Current Practice

    ERIC Educational Resources Information Center

    Virolainen, Maarit

    2007-01-01

    Purpose: The purpose of this article is to describe the organization of workplace learning in Finnish polytechnics, the models that have been developed for this purpose, and the challenges presented. Design/methodology/approach: First, the models for embedding workplace learning in the curriculum are described and analysed. Second, the conflicting…

  6. Learning about Workplace Learning and Expertise from Jack: A Discourse Analytic Study

    ERIC Educational Resources Information Center

    Lee, Yew-Jin; Roth, Wolff-Michael

    2006-01-01

    Purpose: The purpose of this paper is to highlight some methodological problems concerning the neglect of participants' voices by workplace ethnographers and neglect of the highly interactional and co-constructive nature of research interviewing. The study aims to use discourse analysis, to show the phenomena of workplace learning and expertise to…

  7. Learning in the Workplace. Quarterly News. Volume 1, Nos. 1-4.

    ERIC Educational Resources Information Center

    Learning in the Workplace, 1990

    1990-01-01

    This document contains the first four issues of a quarterly publication on workplace literacy and learning in the workplace. The September 1989 issues feature the following articles or excerpts: "Workplace Literacy--Initiatives for Growth in the 90s"; "Yes! There Is a Cure for the Babblespeak Blues" (Nore); "Review: The…

  8. Co-op students' access to shared knowledge in science-rich workplaces

    NASA Astrophysics Data System (ADS)

    Munby, Hugh; Taylor, Jennifer; Chin, Peter; Hutchinson, Nancy L.

    2007-01-01

    Wenger's (1998) concepts community of practice, brokering, and transfer explain the challenges co-operative (co-op) education students face in relating the knowledge learned in school with what they learn while participating as members of a workplace. The research for this paper is set within the contexts of the knowledge economy and increased collaboration in the workplace. The paper draws on several qualitative studies of work-based education to examine the similarities and differences between learning in the workplace and learning in school, with a focus on science education and science-rich workplaces. Barriers to connecting school knowledge and workplace knowledge include the nature of science (its purpose, accountability, and substance), the structure of knowledge in each setting, the form content knowledge takes, the sequence that the curriculum is presented in, and the gatekeeping that occurs when knowledge is accessed. The paper addresses implications for interventions in school and the workplace, with attention to the transition from school to work, and concludes by pointing to profound obstacles to connecting school knowledge with workplace knowledge.

  9. Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models.

    PubMed

    O'Brien, Bridget C; Bachhuber, Melissa R; Teherani, Arianne; Iker, Theresa M; Batt, Joanne; O'Sullivan, Patricia S

    2017-05-01

    Early workplace learning experiences may be effective for learning systems-based practice. This study explores systems-oriented workplace learning experiences (SOWLEs) for early learners to suggest a framework for their development. The authors used a two-phase qualitative case study design. In Phase 1 (spring 2014), they prepared case write-ups based on transcribed interviews from 10 SOWLE leaders at the authors' institution and, through comparative analysis of cases, identified three SOWLE models. In Phase 2 (summer 2014), studying seven 8-week SOWLE pilots, the authors used interview and observational data collected from the seven participating medical students, two pharmacy students, and site leaders to construct case write-ups of each pilot and to verify and elaborate the models. In Model 1, students performed specific patient care activities that addressed a system gap. Some site leaders helped students connect the activities to larger systems problems and potential improvements. In Model 2, students participated in predetermined systems improvement (SI) projects, gaining experience in the improvement process. Site leaders had experience in SI and often had significant roles in the projects. In Model 3, students worked with key stakeholders to develop a project and conduct a small test of change. They experienced most elements of an improvement cycle. Site leaders often had experience with SI and knew how to guide and support students' learning. Each model could offer systems-oriented learning opportunities provided that key elements are in place including site leaders facile in SI concepts and able to guide students in SOWLE activities.

  10. Influencing Variables and Moderators of Transfer of Learning to the Workplace within the Area of Staff Development in Higher Education: Research Review

    ERIC Educational Resources Information Center

    De Rijdt, Catherine; Stes, Ann; van der Vleuten, Cees; Dochy, Filip

    2013-01-01

    The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff…

  11. Smart Learning Adoption in Employees and HRD Managers

    ERIC Educational Resources Information Center

    Lee, Junghwan; Zo, Hangjung; Lee, Hwansoo

    2014-01-01

    The innovation of online technologies and the rapid diffusion of smart devices are changing workplace learning environment. Smart learning, as emerging learning paradigm, enables employees' learning to take place anywhere and anytime. Workplace learning studies, however, have focused on traditional e-learning environment, and they have failed…

  12. Improving Transfer of Learning: An Innovative Comentoring Program to Enhance Workplace Implementation After an Occupational Therapy Course on Autism Spectrum Disorders.

    PubMed

    Ashburner, Jill; Ziviani, Jenny; Rodger, Sylvia; Hinder, Elizabeth A; Cartmill, Linda; White, Jessica; Vickerstaff, Sandy

    2015-01-01

    Research suggests that learning gained through training is infrequently implemented in the workplace. A short-term postcourse comentoring program was developed with the aim of facilitating workplace implementation of learning after a 3-day course for occupational therapists. The program was evaluated for usefulness, successes, challenges, recommended improvements, and associations with changes in self-rated knowledge and confidence. Two months after the course, 42 participants completed an evaluation of the comentoring program with closed- and open-ended questions addressing usefulness, successes, challenges, pairing preferences, and recommendations. They also completed a record on whether or not they had worked on goals nominated in their comentoring contract. Before and 2 months after the course, they completed a self-rated questionnaire on knowledge and confidence. The comentoring program was recommended by 80% of participants. Benefits included opportunities for information and resource sharing, debriefing, problem solving, reassurance, and implementation of ideas. Ninety-five percent of participants worked on some or all their comentoring goals. Although there were significant improvements in knowledge (P < 0.001) and confidence (P < 0.001), the total comentoring evaluation score was not significantly associated with these changes. It is therefore possible that these improvements related to the course itself rather than the comentoring program. Challenges related to time, scheduling, distance, and pairing of comentors. Reported benefits of the program included enhanced psychosocial support and prompting to trial newly learned strategies. Effectiveness may be improved by setting aside time for comentoring in the workplace and better matching of comentors.

  13. Learning as Peripheral Participation in Communities of Practice: A Reassessment of Key Concepts in Workplace Learning

    ERIC Educational Resources Information Center

    Fuller, Alison; Hodkinson, Heather; Hodkinson, Phil; Unwin, Lorna

    2005-01-01

    This article explores the strengths and weaknesses of Lave and Wenger's concept of "legitimate peripheral participation" as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent…

  14. Workplace Factors Which Enhance Self-Directed Learning. A Report of a Project on Self-Directed Learning in the Workplace.

    ERIC Educational Resources Information Center

    Baskett, H. K. Morris

    A study to explore organizational conditions that facilitate workplace learning involved 35 resource development consultants in Calgary, Alberta, Canada and line staff from 22 organizations in a 9-hour participatory research workshop using Appreciative Inquiry--a technology emphasizing the positive or "life-giving" forces which…

  15. The Workplace Learner: How to Align Training Initiatives with Individual Learning Competencies.

    ERIC Educational Resources Information Center

    Rothwell, William J.

    This book explains how work organizations can create a workplace climate that encourages real-time, on-the-job learning and development of competent workplace learners, who are wiling and able to seize the initiative for identifying their own learning experiences and evaluating the results. The following are among the topics discussed: (1) the…

  16. Dutch care innovation units in elderly care: A qualitative study into students' perspectives and workplace conditions for learning.

    PubMed

    Snoeren, Miranda; Volbeda, Patricia; Niessen, Theo J H; Abma, Tineke A

    2016-03-01

    To promote workplace learning for staff as well as students, a partnership was formed between a residential care organisation for older people and several nursing faculties in the Netherlands. This partnership took the form of two care innovation units; wards where qualified staff, students and nurse teachers collaborate to integrate care, education, innovation and research. In this article, the care innovation units as learning environments are studied from a student perspective to deepen understandings concerning the conditions that facilitate learning. A secondary analysis of focus groups, held with 216 nursing students over a period of five years, revealed that students are satisfied about the units' learning potential, which is formed by various inter-related and self-reinforcing affordances: co-constructive learning and working, challenging situations and activities, being given responsibility and independence, and supportive and recognisable learning structures. Time constraints had a negative impact on the units' learning potential. It is concluded that the learning potential of the care innovation units was enhanced by realising certain conditions, like learning structures and activities. The learning potential was also influenced, however, by the non-controllable and dynamic interaction of various elements within the context. Suggestions for practice and further research are offered. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Organisation of workplace learning: a case study of paediatric residents' and consultants' beliefs and practices.

    PubMed

    Skipper, Mads; Nøhr, Susanne Backman; Jacobsen, Tine Klitgaard; Musaeus, Peter

    2016-08-01

    Several studies have examined how doctors learn in the workplace, but research is needed linking workplace learning with the organisation of doctors' daily work. This study examined residents' and consultants' attitudes and beliefs regarding workplace learning and contextual and organisational factors influencing the organisation and planning of medical specialist training. An explorative case study in three paediatric departments in Denmark including 9 days of field observations and focus group interviews with 9 consultants responsible for medical education and 16 residents. The study aimed to identify factors in work organisation facilitating and hindering residents' learning. Data were coded through an iterative process guided by thematic analysis. Findings illustrate three main themes: (1) Learning beliefs about patient care and apprenticeship learning as inseparable in medical practice. Beliefs about training and patient care expressed in terms of training versus production caused a potential conflict. (2) Learning context. Continuity over time in tasks and care for patients is important, but continuity is challenged by the organisation of daily work routines. (3) Organisational culture and regulations were found to be encouraging as well inhibiting to a successful organisation of the work in regards to learning. Our findings stress the importance of consultants' and residents' beliefs about workplace learning as these agents handle the potential conflict between patient care and training of health professionals. The structuring of daily work tasks is a key factor in workplace learning as is an understanding of underlying relations and organisational culture in the clinical departments.

  18. Integrating E-Learning into the Workplace.

    ERIC Educational Resources Information Center

    Harun, Mohd Hishamuddin

    2001-01-01

    Discussion of electronic learning and knowledge management in the workplace focuses on learning and training in the medical and health care setting in Malaysia. Highlights include learning and the knowledge economy; just-in-time continuing medical education; distance education; and modular distance learning. (Author/LRW)

  19. An effective CPR home learning system. A program evaluation.

    PubMed

    Starr, L M

    1998-06-01

    1. Program evaluation using a self instruction CPR home learning system indicated that people could learn CPR without attending a formal class. Reported training time for adult CPR averaged 1 hour, and ease of understanding was rated 4.9 on a 5 point scale. 2. Use of a home learning system can benefit a workplace by reducing reliance on a CPR instructor, reducing total training time, and exposing families and others in the community to the learning experience. 3. This program evaluation suggests that this training methodology supports the mission of AHA, and also can meet corporate objectives.

  20. Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors' telephone talk.

    PubMed

    Eppich, Walter J; Rethans, Jan-Joost; Dornan, Timothy; Teunissen, Pim W

    2018-05-04

    Telephone talk between clinicians represents a substantial workplace activity in postgraduate clinical education, yet junior doctors receive little training in goal-directed, professional telephone communication. To assess educational needs for telephone talk and develop a simulation-based educational intervention. Thematic analysis of 17 semi-structured interviews with doctors-in-training from various training levels and specialties. We identified essential elements to incorporate into simulation-based telephone talk, including common challenging situations for junior doctors as well as explicit and informal aspects that promote learning. These elements have implications for both junior doctors and clinical supervisors, including: (a) explicit teaching and feedback practices and (b) informal conversational interruptions and questions. The latter serve as "disguised" feedback, which aligns with recent conceptualizations of feedback as "performance relevant information". In addition to preparing clinical supervisors to support learning through telephone talk, we propose several potential educational strategies: (a) embedding telephone communication skills throughout simulation activities and (b) developing stand-alone curricular elements to sensitize junior doctors to "disguised" feedback during telephone talk as a mechanism to augment future workplace learning, i.e. 'learning how to learn' through simulation.

  1. Working To Learn: Transforming Learning in the Workplace.

    ERIC Educational Resources Information Center

    Evans, Karen, Ed.; Hodkinson, Phil, Ed.; Unwin, Lorna, Ed.

    This book contains 13 papers on transformations in the nature of work that affect the learning and skill requirements of jobs and individuals and ways those requirements can be met. The following papers are included: "The Significance of Workplace Learning for a 'Learning Society'" (Karen Evans, Helen Rainbird); "Learning Careers:…

  2. Experiential learning: transforming theory into practice.

    PubMed

    Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

    2012-01-01

    Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

  3. The Workplace as Learning Environment in Early Childhood Teacher Education: An Investigation of Work-Based Education

    ERIC Educational Resources Information Center

    Kaarby, Karen Marie Eid; Lindboe, Inger Marie

    2016-01-01

    The article focuses on the workplace as a learning environment in work-based early childhood teacher education in Norway. The main question is: Which understandings of the workplace as a learning environment are to be found in regulations and policy documents, among students and among staff managers? Taking as the point of departure, a theoretical…

  4. Will Increasing Academic Recognition of Workplace Learning in the UK Reinforce Existing Gender Divisions in the Labour Market?

    ERIC Educational Resources Information Center

    Walsh, Anita

    2006-01-01

    In the United Kingdom there has been a considerable increase in the academic recognition of workplace learning, and a number of new awards drawing on workplace learning have been introduced. These include apprenticeships and Advanced Apprenticeships, both of which contain National Vocational Qualifications, and the Foundation Degree. In addition,…

  5. Workplace Mentoring Guide For Education, Business and Industry Partners of Connecticut's School-to-Career Initiative: Connecticut LEARNS.

    ERIC Educational Resources Information Center

    Connecticut State Dept. of Education, Hartford. Bureau of Career and Adult Education.

    This document is a guide to workplace mentoring that is intended to assist individuals who are interested in or involved in placing students in work-based learning experiences as part of Connecticut's school-to-work initiative, Connecticut Learns. The following are among the topics discussed: (1) the purposes and principles of workplace mentoring;…

  6. Empirical Validation of the Importance of Employees' Learning Motivation for Workplace E-Learning in Taiwanese Organisations

    ERIC Educational Resources Information Center

    Chen, Hsiu-Ju; Kao, Chia-Hung

    2012-01-01

    E-learning systems, adopted by organisations for employee training to enhance employees' performance, are characterised by self-directed, autonomous learning. Learning motivation is then of importance in the design of e-learning practices in workplace. However, empirical study of the alignment of e-learning with individual learning needs and…

  7. Supplementing supported employment with workplace skills training.

    PubMed

    Wallace, Charles J; Tauber, Robert

    2004-05-01

    Introduction by the column editors: Supported employment, as designed for persons with serious and persistent mental illness, has been termed individual placement and support. In two randomized controlled trials (1,2), clients who received individual placement and support services were more likely to obtain at least one job in the competitive sector, to work more hours, and to have a higher total income than their counterparts who received more traditional types of vocational rehabilitation. However, individual placement and support did not improve the length of time the employed participants kept their jobs. An adjunctive or additional element of individual placement and support, aimed at improving the job tenure of individuals with mental illness, would be a constructive contribution to the vocational rehabilitation for this population. In a previous Rehab Rounds column, Wallace and colleagues (3) described the development of the workplace fundamental skills module, a highly structured and user-friendly curriculum designed to teach workers with mental illness the social and workplace skills needed to keep their jobs. The workplace fundamental skills module supplements individual placement and support by conveying specific skills that enable workers to learn the requirements of their jobs, anticipate the stressors associated with their jobs, and cope with stressors by using a problem-solving process. The earlier report described the production and validation of the module's content. The purpose of this month's column is to present the preliminary results of a randomized comparison of the module's effects on job retention, symptoms, and community functioning when coupled with individual placement and support. To enable wide generalization of the findings of the study, the program was conducted in a typical community mental health center.

  8. Combating Workplace Ageism.

    ERIC Educational Resources Information Center

    Reio, Thomas G., Jr.; Sanders-Reio, Joanne

    1999-01-01

    Age discrimination in the workplace is widespread and often based on stereotypes. Research has demonstrated that older workers learn and perform well. Adult educators should eliminate ways in which educational practices perpetuate ageism, raise awareness of it in the workplace, and help older workers continue learning. (SK)

  9. Guided Learning at Work.

    ERIC Educational Resources Information Center

    Billett, Stephen

    2000-01-01

    Guided learning (questioning, diagrams/analogies, modeling, coaching) was studied through critical incident interviews in five workplaces. Participation in everyday work activities was the most effective contributor to workplace learning. Organizational readiness and the efficacy of guided learning in resolving novel tasks were also important. (SK)

  10. Students' Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review

    ERIC Educational Resources Information Center

    Schaap, Harmen; Baartman, Liesbeth; de Bruijn, Elly

    2012-01-01

    Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational…

  11. Moving Beyond the Training Room: Fostering Workplace Learning through Online Journaling

    ERIC Educational Resources Information Center

    Cyboran, Vincent L.

    2005-01-01

    A variety of instructional methods have been shown to be effective in fostering employee learning in workplace training. These include problem-based learning, cooperative learning, and situated learning. Despite their success, however, there are at least two important reasons to actively foster learning beyond the training room: The transfer of…

  12. The Sociocultural Contexts of Learning in the Workplace.

    ERIC Educational Resources Information Center

    Bierema, Laura L.

    2002-01-01

    Outlines demographic dimensions of the work force: aging, gender, race, sexual orientation, immigration, language, religion. Suggests a workplace pedagogy that is sensitive to sociocultural context and includes the concept of workplace learning as a lifelong process, socioculturally sensitive policies, equal opportunity development, and diversity…

  13. Factors that Influence Informal Learning in the Workplace

    ERIC Educational Resources Information Center

    Berg, Shelley A.; Chyung, Seung Youn

    2008-01-01

    Purpose: The purpose of this research is to investigate factors that influence informal learning in the workplace and the types of informal learning activities people engage in at work. More specifically, the research examined: the relationship between informal learning engagement and the presence of learning organization characteristics; and…

  14. Canadian Accountants: Examining Workplace Learning

    ERIC Educational Resources Information Center

    Hicks, Elizabeth; Bagg, Robert; Doyle, Wendy; Young, Jeffrey D.

    2007-01-01

    Purpose: This paper seeks to examine workplace learning strategies, learning facilitators and learning barriers of public accountants in Canada across three professional levels--trainees, managers, and partners. Design/methodology/approach: Volunteer participants from public accounting firms in Nova Scotia and New Brunswick completed a demographic…

  15. A contemporary examination of workplace learning culture: an ethnomethodology study.

    PubMed

    Newton, Jennifer M; Henderson, Amanda; Jolly, Brian; Greaves, Judith

    2015-01-01

    Creating and maintaining a sustainable workforce is currently an international concern. Extensive literature suggest that students and staff need to be 'engaged', that is they need to interact with the health team if they are to maximise learning opportunities. Despite many studies since the 1970s into what creates a 'good' learning environment, ongoing issues continue to challenge healthcare organisations and educators. A 'good' learning environment has been an intangible element for many professions as learning is hindered by the complexity of practice and by limitations on practitioners' time available to assist and guide novices. This study sought to explore the nature of the learning interactions and experiences in clinical nursing practice that enhance a 'good' workplace learning culture for both nursing students and qualified nurses. An ethnomethodology study. A range of clinical settings in Victoria and Queensland, Australia. Students and registered nurses (n=95). Fieldwork observations were carried out on student nurses and registered nurses, followed by an individual interview with each participant. An iterative approach to analysis was undertaken; field notes of observations were reviewed, interviews transcribed verbatim and entered into NVivo10. Major themes were then extracted. Three central themes: learning by doing, navigating through communication, and 'entrustability', emerged providing insights into common practices potentially enhancing or detracting from learning in the workplace. Students' and registered nurses' learning is constrained by a myriad of interactions and embedded workplace practices, which can either enhance the individual's opportunities for learning or detract from the richness of affordances that healthcare workplace settings have to offer. Until the culture/or routine practices of the healthcare workplace are challenged, the trust and meaningful communication essential to learning in practice, will be achievable only serendipitously. Copyright © 2014 Elsevier Ltd. All rights reserved.

  16. How Afterschool Programs Can Support Employability through Social and Emotional Learning: A Planning Tool. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

    ERIC Educational Resources Information Center

    American Institutes for Research, 2015

    2015-01-01

    For educators and employers, understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority. Although young people need many skills to be successful in the workplace, one aspect of employability has gained attention in recent years--the need for workers to have strong social and…

  17. Consumer-identified barriers and strategies for optimizing technology use in the workplace.

    PubMed

    De Jonge, Desleigh M; Rodger, Sylvia A

    2006-01-01

    This article explores the experiences of 26 assistive technology (AT) users having a range of physical impairments as they optimized their use of technology in the workplace. A qualitative research design was employed using in-depth, open-ended interviews and observations of AT users in the workplace. Participants identified many factors that limited their use of technology such as discomfort and pain, limited knowledge of the technology's features, and the complexity of the technology. The amount of time required for training, limited work time available for mastery, cost of training and limitations of the training provided, resulted in an over-reliance on trial and error and informal support networks and a sense of isolation. AT users enhanced their use of technology by addressing the ergonomics of the workstation and customizing the technology to address individual needs and strategies. Other key strategies included tailored training and learning support as well as opportunities to practice using the technology and explore its features away from work demands. This research identified structures important for effective AT use in the workplace which need to be put in place to ensure that AT users are able to master and optimize their use of technology.

  18. Customising Microsoft Office to Develop a Tutorial Learning Environment

    ERIC Educational Resources Information Center

    Deacon, Andrew; Jaftha, Jacob; Horwitz, David

    2004-01-01

    Powerful applications such as Microsoft Office's Excel and Word are widely used to perform common tasks in the workplace and in education. Scripting within these applications allows unanticipated user requirements to be addressed. We show that such extensibility, intended to support office automation-type applications, is well suited to the…

  19. Promoting Children's Ethical Development through Social and Emotional Learning

    ERIC Educational Resources Information Center

    Devaney, Elizabeth; O'Brien, Mary Utne; Tavegia, Mary; Resnik, Hank

    2005-01-01

    Although few educators, youth development practitioners, and student support services personnel question the importance of helping children to develop the skills necessary to be successful in the workplace, make ethical decisions, and be engaged and contributing citizens, these skills are rarely taught explicitly and effectively. The pressures of…

  20. Workplace Training: Employer and Employee Perspectives

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research (NCVER), 2017

    2017-01-01

    According to the 2016 Organisation for Economic Co-operation and Development (OECD) report, Education at a glance, much of the learning at work takes place through employer-supported training. Both employers and employees recognise the benefits of such training because skilling the workforce can lead to better jobs, greater firm competitiveness,…

  1. Mobile learning devices in the workplace: 'as much a part of the junior doctors' kit as a stethoscope'?

    PubMed

    Dimond, Rebecca; Bullock, Alison; Lovatt, Joseph; Stacey, Mark

    2016-08-17

    Smartphones are ubiquitous and commonly used as a learning and information resource. They have potential to revolutionize medical education and medical practice. The iDoc project provides a medical textbook smartphone app to newly-qualified doctors working in Wales. The project was designed to assist doctors in their transition from medical school to workplace, a period associated with high levels of cognitive demand and stress. Newly qualified doctors submitted case reports (n = 293) which detail specific instances of how the textbook app was used. Case reports were submitted via a structured online form (using Bristol Online Surveys - BOS) which gave participants headings to elicit a description of: the setting/context; the problem/issue addressed; what happened; any obstacles involved; and their reflections on the event. Case reports were categorised by the purpose of use, and by elements of the quality improvement framework (IoM 2001). They were then analysed thematically to identify challenges of use. Analysis of the case reports revealed how smartphones are a viable tool to address clinical questions and support mobile learning. They contribute to novice doctors' provision of safe, effective, timely, efficient and patient-centred care. The case reports also revealed considerable challenges for doctors using mobile technology within the workplace. Participants reported concern that using a mobile phone in front of patients and staff might appear unprofessional. Mobile phones blur boundaries between the public and private, and the personal and professional. In contrast to using a mobile as a communication device, using a smartphone as an information resource in the workplace requires different rituals. Uncertain etiquette of mobile use may reduce the capacity of smartphone technology to improve the learning experience of newly qualified doctors.

  2. Making Work and Learning More Visible by Reflective Practice

    ERIC Educational Resources Information Center

    Tikkamäki, Kati; Hilden, Sanna

    2014-01-01

    Several characteristics are necessary to have a flourishing workplace: one is organisational learning. Modern workplaces call for individual responsibility, ability, and willingness to share expertise, as well as continuous learning. However, critical elements of the process of organisational learning -- participating, knowing, cooperating and…

  3. Personal Learning Environments in the Workplace: An Exploratory Study into the Key Business Decision Factors

    ERIC Educational Resources Information Center

    Chatterjee, Arunangsu; Law, Effie Lai-Chong; Mikroyannidis, Alexander; Owen, Glyn; Velasco, Karen

    2013-01-01

    Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain…

  4. Telecommuting and Learning Style Preference: An Examination of Learning Transfer in the Workplace

    ERIC Educational Resources Information Center

    Schulz, Lisa C.

    2010-01-01

    Telecommuting learning style preferences were examined in an effort to determine the impact of learning transfer and if employees could benefit from blended training methodologies (i.e., online, face-to-face). Learning style preferences were examined in an effort to promote learning transfer and retention in the workplace. Employees in higher…

  5. Informal learning in postgraduate medical education: from cognitivism to 'culturism'.

    PubMed

    Swanwick, Tim

    2005-08-01

    Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.

  6. The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

    ERIC Educational Resources Information Center

    Kim, Kyong-Jee; Bonk, Curtis J.; Oh, Eunjung

    2008-01-01

    This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended…

  7. Learning Conditions for Non-Formal and Informal Workplace Learning

    ERIC Educational Resources Information Center

    Kyndt, Eva; Dochy, Filip; Nijs, Hanne

    2009-01-01

    Purpose: The purpose of this research paper is to investigate the presence of learning conditions for non-formal and informal workplace learning in relation to the characteristics of the employee and the organisation he or she works for. Design/methodology/approach: The questionnaire developed by Clauwaert and Van Bree on learning conditions was…

  8. Self-Regulated Workplace Learning: A Pedagogical Framework and Semantic Web-Based Environment

    ERIC Educational Resources Information Center

    Siadaty, Melody; Gasevic, Dragan; Jovanovic, Jelena; Pata, Kai; Milikic, Nikola; Holocher-Ertl, Teresa; Jeremic, Zoran; Ali, Liaqat; Giljanovic, Aleksandar; Hatala, Marek

    2012-01-01

    Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a…

  9. Workplace, Organizational, and Societal: Three Domains of Learning for 21st-Century Cities

    ERIC Educational Resources Information Center

    Yorks, Lyle; Barto, Jody

    2015-01-01

    Interconnections between workplace and organizational learning can highlight the ongoing changes taking place that prestage the need for learning cities and regions. The diverse institutions that comprise cities and regions can function as organizational learning mechanisms in the 21st century. Learning cities themselves can also be conceptualized…

  10. Intervention as Workplace Learning

    ERIC Educational Resources Information Center

    Elkjaer, Bente; Nickelsen, Niels Christian Mossfeldt

    2016-01-01

    Purpose: The purpose of this paper is to illustrate how workplace interventions may benefit from a simultaneous focus on individuals' learning and knowledge and on the situatedness of workplaces in the wider world of changing professional knowledge regimes. This is illustrated by the demand for evidence-based practice in health care.…

  11. The virtual continuity in learning programme: results.

    PubMed

    Wood, Eleanor; Tso, Simon

    2012-08-01

    The implementation of the European Working Time Directive and specialty-driven care has resulted in the loss of continuity of patient care, and thus a loss of continuity in learning. We proposed a potential solution to this fragmentation of junior doctor workplace learning in the Virtual Continuity in Learning Programme (VCLP). The VCLP enables the doctor to follow the virtual patient journey (of an actual patient who is no longer under their care) using the Virtual Consulting Room (VcR), and to understand the rationale behind clinical decision making prior to completing their case-based discussion (CbD) work-based assessments. Fifty-seven out of 62 (92%) of foundation doctors (Homerton University Hospital, London, UK) consented to participate in the study. Web-tracking software was used. Fifty-three out of 57 (93%) doctors completed an initial questionnaire. Twenty-nine out of 57 (51%) doctors returned a follow-up questionnaire 6 months later. Eleven doctors were interviewed in three focus groups: the VcR user group; the VcR non-user group; and a mixed group. The data was analysed qualitatively. Tracking showed 33.3 per cent (19/57) of doctors used the VcR over a 6-month period. Interestingly doctors used the VcR in a range of situations, not solely as instructed. Results enabled us to understand how doctors learn and their perception of using the VCLP to support their learning and completion of work-based assessments. Foundation doctors use the educational resources available, including the VcR, to help structure their workplace learning. The majority of VcR users found it particularly useful for just-in-time learning. The VCLP offers support to junior doctors learning during their preparation for case-based discussion. © Blackwell Publishing Ltd 2012.

  12. Combating Learning

    ERIC Educational Resources Information Center

    Jarvensivu, Anu; Koski, Pasi

    2012-01-01

    Purpose: The purpose of this paper is to look at workplace learning through research into sociology of work. It explores the "learning discourse" at work place level looking for possibilities to oppose learning. Design/methodology/approach: This paper is based on case studies conducted at six workplaces. The data on the cases include…

  13. Supporting nurse mentor development: An exploration of developmental constellations in nursing mentorship practice.

    PubMed

    MacLaren, Julie-Ann

    2018-01-01

    Supervised practice as a mentor is currently an integral component of nurse mentor education. However, workplace education literature tends to focus on dyadic mentor-student relationships rather than developmental relationships between colleagues. This paper explores the supportive relationships of nurses undertaking a mentorship qualification, using the novel technique of constellation development to determine the nature of workplace support for this group. Semi-structured interviews were conducted with three recently qualified nurse mentors. All participants developed a mentorship constellation identifying colleagues significant to their own learning in practice. These significant others were also interviewed alongside practice education, and nurse education leads. Constellations were analysed in relation to network size, breadth, strength of relationships, and attributes of individuals. Findings suggest that dyadic forms of supervisory mentorship may not offer the range of skills and attributes that developing mentors require. Redundancy of mentorship attributes within the constellation (overlapping attributes between members) may counteract problems caused when one mentor attempts to fulfil all mentorship roles. Wider nursing teams are well placed to provide the support and supervision required by mentors in training. Where wider and stronger networks were not available to mentorship students, mentorship learning was at risk. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  14. Workplace Social Support and Behavioral Health Prior to Long-Duration Spaceflight.

    PubMed

    Deming, Charlene A; Vasterling, Jennifer J

    2017-06-01

    Preparation and training for long-duration spaceflight bring with them psychosocial stressors potentially affecting the well-being and performance of astronauts, before and during spaceflight. Social support from within the workplace may mitigate behavioral health concerns arising during the preflight period and enhance resiliency before and during extended missions. The purpose of this review was to evaluate evidence addressing the viability of workplace social support as a pre-mission countermeasure, specifically addressing: 1) the observed relationships between workplace social support and behavioral health; 2) perceived need, acceptability, and format preference for workplace social support among high-achievers; 3) potential barriers to delivery/receipt of workplace social support; 4) workplace social support interventions; and 5) delivery timeframe and anticipated duration of workplace social support countermeasure benefits. We conducted an evidence review examining workplace social support in professional contexts sharing one or more characteristics with astronauts and spaceflight. Terms included populations of interest, social support constructs, and behavioral health outcomes. Abstracts of matches were subsequently reviewed for relevance and quality. Research findings demonstrate clear associations between workplace social support and behavioral health, especially following exposure to stress. Further, studies indicate strong need for support and acceptability of support countermeasures, despite barriers. Our review revealed two general formats for providing support (i.e., direct provision of support and training to optimize skills in provision and receipt of support) with potential differentiation of expected duration of benefits, according to format. Workplace social support countermeasures hold promise for effective application during pre-mission phases of long-duration spaceflight. Specific recommendations are provided.Deming CA, Vasterling JJ. Workplace social support and behavioral health prior to long-duration spaceflight. Aerosp Med Hum Perform. 2017; 88(6):565-573.

  15. Team Resilience Training in the Workplace: E-Learning Adaptation, Measurement Model, and Two Pilot Studies

    PubMed Central

    Neeper, Michael; Linde, Brittany D; Lucas, Gale M; Simone, Lindsay

    2018-01-01

    Background The majority of resilience interventions focus on the individual. Workplace resilience is a growing field of research. Given the ever-increasing interconnectedness in businesses, teamwork is a guarantee. There is also growing recognition that resilience functions at the team level. Objective The objective of our work was to address three shortcomings in the study of workplace resilience interventions: lack of interventions focusing on group-level or team resilience, the need for brief interventions, and the need for more theoretical precision in intervention studies. Methods The authors took an established evidence-based program (Team Resilience) and modified it based on these needs. A working model for brief intervention evaluation distinguishes outcomes that are proximal (perceptions that the program improved resilience) and distal (dispositional resilience). A total of 7 hypotheses tested the model and program efficacy. Results Two samples (n=118 and n=181) of engineering firms received the Web-based training and provided immediate reactions in a posttest-only design. The second sample also included a control condition (n=201). The findings support the model and program efficacy. For example, workplace resilience was greater in the intervention group than in the control group. Other findings suggest social dissemination effects, equal outcomes for employees at different stress levels, and greater benefit for females. Conclusions This preliminary research provides evidence for the capabilities of e-learning modules to effectively promote workplace resilience and a working model of team resilience. PMID:29720362

  16. Networking grassroots efforts to improve safety and health in informal economy workplaces in Asia.

    PubMed

    Kawakami, Tsuyoshi

    2006-01-01

    Many workers in Asia are in the informal economy. They often work in substandard conditions, exposed to hazards in the workplace. Learning from the recent successes of participatory training programmes to improve safety and health in Asia, the ILO has strengthened its partnership efforts with local people to improve safety and health of informal economy workplaces. The target groups were: (1) home workplaces in Cambodia and Thailand, (2) salt fields and fishing villages in Cambodia where many young workers are working, and (3) small construction sites in Cambodia, Laos, Mongolia, Thailand and Vietnam. The walk-through survey results showed that the workers and owners in the target informal economy workplaces had the strong will to improve safety and health at their own initiatives and needed practical support. In the participatory, action-oriented training workshops carried out, the participated workers and owners were able to identify their priority safety and health actions. Commonly identified were clear and safe transport ways, safer handling of hazardous substances, basic welfare needs such as drinking water and sanitary toilets, and work posture. The follow-up visits confirmed that many of the proposed actions were actually taken by using low-cost available materials. These positive changes were possible by applying the participatory training tools such as illustrated checklists and extensive use of photographs showing local good examples and placing emphasis on facilitator roles of trainers. In conclusion, the target informal economy workplaces in Asia made positive changes in safety and health through the participatory, action-oriented training focusing on local initiative and low-cost improvement measures. Local network support mechanisms to share lessons from good practices played essential roles in encouraging the voluntary implementation of practical improvement actions. It is important to increase our joint efforts to reach more informal economy workplaces in industrially developing countries and provide practical support measures focusing on local self-help initiatives.

  17. Supporting new graduate professional development: a clinical learning framework.

    PubMed

    Fitzgerald, Cate; Moores, Alis; Coleman, Allison; Fleming, Jennifer

    2015-02-01

    New graduate occupational therapists are required to competently deliver health-care practices within complex care environments. An occupational therapy clinical education programme within a large public sector health service sought to investigate methods to support new graduates in their clinical learning and professional development. Three cycles of an insider action research approach each using the steps of planning, action, critical observation and reflection were undertaken to investigate new graduate learning strategies, develop a learning framework and pilot its utility. Qualitative research methods were used to analyse data gathered during the action research cycles. Action research identified variations in current practices to support new graduate learning and to the development of the Occupational Therapy Clinical Learning Framework (OTCLF). Investigation into the utility of the OTCLF revealed two themes associated with its implementation namely (i) contribution to learning goal development and (ii) compatibility with existing learning supports. The action research cycles aimed to review current practices to support new graduate learning. The learning framework developed encourages reflection to identify learning needs and the review, discussion of, and engagement in, goal setting and learning strategies. Preliminary evidence indicates that the OTCLF has potential as an approach to guide new graduate goal development supported by supervision. Future opportunity to implement a similar learning framework in other allied health professions was identified, enabling a continuation of the cyclical nature of enquiry, integral to this research approach within the workplace. © 2014 Occupational Therapy Australia.

  18. Improving the Design of Workplace E-Learning Research

    ERIC Educational Resources Information Center

    Dubois, Cathy; Long, Lori

    2012-01-01

    E-learning researchers face considerable challenges in creating meaningful and generalizable studies due to the complex nature of this dynamic training medium. Our experience in conducting workplace e-learning research led us to create this guide for planning research on e-learning. We share the unanticipated complications we encountered in our…

  19. Adult Learning in Health and Safety: Some Issues and Approaches.

    ERIC Educational Resources Information Center

    O Fathaigh, Mairtin

    This document, which was developed for presentation at a seminar on adult learning and safety, examines approaches to occupational safety and health (OSH) learning/training in the workplace. Section 1 examines selected factors affecting adults' learning in workplace OSH programs. The principal dimensions along which individual adult learners will…

  20. Classroom Strategies That Facilitate Transfer of Learning to the Workplace.

    ERIC Educational Resources Information Center

    Gardner, Brenda S.; Korth, Sharon J.

    1997-01-01

    Describes a master's program in human resource development that uses experiential learning, transfer of learning, and team learning theories to maximize students' transfer of their formal training to the workplace. Activities include individual and group analysis papers and a team project. Students have found the group and experiential practice…

  1. Older Workers' Workplace Learning in Manufacturing Industries: Subjectivity

    ERIC Educational Resources Information Center

    Migliore, Maria-Cristina Giovanna

    2015-01-01

    Purpose: The purpose of this paper is to draw attention to older workers (OWs)' subjective engagement in working and learning in the manufacturing industry. Workplace learning (WPL) literature rarely considers the subjective side of learning from a cultural historical activity theory (CHAT) account. Design/methodology/approach: The paper adopts a…

  2. Optimizing a Workplace Learning Pattern: A Case Study from Aviation

    ERIC Educational Resources Information Center

    Mavin, Timothy John; Roth, Wolff-Michael

    2015-01-01

    Purpose: This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern. Design/methodology/approach: Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes…

  3. The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia.

    PubMed

    Paliadelis, Penny Susan; Stupans, Leva; Parker, Vicki; Piper, Donella; Gillan, Pauline; Lea, Jackie; Jarrott, Helen Mary; Wilson, Rhonda; Hudson, Judith N; Fagan, Anthea

    2015-01-01

    Clinical placement learning experiences are integral to all health and medical curricula as a means of integrating theory into practice and preparing graduates to deliver safe, high-quality care to health consumers. A growing challenge for education providers is to access sufficient clinical placements with experienced supervisors who are skilled at maximising learning opportunities for students. This paper reports on the development and evaluation of an innovative online learning program aimed at enhancing student and clinical supervisors' preparedness for effective workplace-based learning. The evidence-based learning program used 'story-telling' as the learning framework. The stories, which were supported by a range of resources, aimed to engage the learners in understanding student and supervisor responsibilities, as well as the expectations and competencies needed to support effective learning in the clinical environment. Evaluation of this program by the learners and stakeholders clearly indicated that they felt authentically 'connected' with the characters in the stories and developed insights that suggested effective learning had occurred.

  4. A Tentative Return to Experience in Researching Learning at Work

    ERIC Educational Resources Information Center

    Harman, Kerry

    2018-01-01

    This paper explores possibilities for more democratic approaches to researching learning in and through everyday workplace practices. This links with a concern with who is able to speak in representations of learning at work, what is able to be spoken about and how knowing, learning and experience are inscribed in theories of workplace learning. I…

  5. What Corporate Training Professionals Think About e-Learning: Practitioners' Views on the Potential of e-Learning in the Workplace

    ERIC Educational Resources Information Center

    Rossett, Allison; Marshall, James

    2010-01-01

    An exploratory study of 954 mostly veteran workplace learning professionals sought to determine why respondents adopt e-learning. The results indicated that they see e-learning was most valuable for delivering instruction governing familiar company tasks, such as providing information about products, fulfilling compliance requirements, and…

  6. Talking up Learning at Work: Cautionary Tales in Co-Opting Everyday Learning

    ERIC Educational Resources Information Center

    Boud, David; Rooney, Donna; Solomon, Nicky

    2009-01-01

    Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It…

  7. Workplace Learning Curriculum Guides. Volume V: Functional Skills.

    ERIC Educational Resources Information Center

    Colorado Community Coll. and Occupational Education System, Denver.

    This volume, one of a series of eight curriculum guides compiled by the Colorado Workplace Learning Initiative: 1991-92, includes five courses on functional skills for a workplace literacy curriculum. Introductory materials include a table of contents, a list of the curriculum topics covered in each guide, and a section called "Hello…

  8. Zones of Intervention: Teaching and Learning at All Places and at All Times

    ERIC Educational Resources Information Center

    Taylor, Jonathan E.; McKissac, Jonathan C.

    2014-01-01

    This article identifies four distinct zones in which workplace problems can be addressed through education and training. These zones enable educators to address workplace learning more widely and broadly. Very often, problems arising in the workplace are dealt with through training in the classroom, but other options exist. The theoretical…

  9. Experiencing the Workplace: Shaping Worker Identities through Assessment, Work and Learning

    ERIC Educational Resources Information Center

    Timma, Hilary

    2007-01-01

    This paper explores how worker identities are shaped (and reshaped) in the workplace through the interconnected experiences of assessment, work and learning. Drawing on a study conducted at three food production companies in regional Victoria, the paper locates these workplace experiences as social constructions and considers the significance of…

  10. Significant Workplace Change: Perspectives of Survivors

    ERIC Educational Resources Information Center

    Kohut, Ann Marie

    2010-01-01

    The ever-increasing pace of workplace change is well documented in the literature, yet little is known about how an individual adapts to significant change in the workplace. Continuous learning is key to successful adaptation; however, are employees' adaptation to change influenced by their approaches to learning? The purpose of this study was to…

  11. Reconciling Learning, Human Resource Development and Well-Being in the Workplace

    ERIC Educational Resources Information Center

    Tikkanen, Tarja

    2005-01-01

    Building on a broad concept of workplace wellbeing, this paper suggests a cohesive framework for the research and practice of workplace learning and development of human resources and proposes that synergies between these fields should be better acknowledged. There are three major concerns behind the proposition: a taken-for-granted approach to…

  12. Increasing radiology capacity within the lung cancer pathway: centralised work-based support for trainee chest X-ray reporting radiographers.

    PubMed

    Woznitza, Nick; Steele, Rebecca; Piper, Keith; Burke, Stephen; Rowe, Susan; Bhowmik, Angshu; Maughn, Sue; Springett, Kate

    2018-05-27

    Diagnostic capacity and time to diagnosis are frequently identified as a barrier to improving cancer patient outcomes. Maximising the contribution of the medical imaging workforce, including reporting radiographers, is one way to improve service delivery. An efficient and effective centralised model of workplace training support was designed for a cohort of trainee chest X-ray (CXR) reporting radiographers. A comprehensive schedule of tutorials was planned and aligned with the curriculum of a post-graduate certificate in CXR reporting. Trainees were supported via a hub and spoke model (centralised training model), with the majority of education provided by a core group of experienced CXR reporting radiographers. Trainee and departmental feedback on the model was obtained using an online survey. Fourteen trainees were recruited from eight National Health Service Trusts across London. Significant efficiencies of scale were possible with centralised support (48 h) compared to traditional workplace support (348 h). Trainee and manager feedback overall was positive. Trainees and managers both reported good trainee support, translation of learning to practice and increased confidence. Logistics, including trainee travel and release, were identified as areas for improvement. Centralised workplace training support is an effective and efficient method to create sustainable diagnostic capacity and support improvements in the lung cancer pathway. © 2018 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.

  13. Exploring the Role and Skill Set of Physiotherapy Clinical Educators in Work-Integrated Learning

    ERIC Educational Resources Information Center

    Edgar, Susan; Connaughton, Joanne

    2014-01-01

    Clinical educators are under increasing pressures in the workplace to provide quality education of healthcare students within varying supervision frameworks. Along with facilitating the teaching of clinical skills, clinical educators play a support role for students and so require more than expert clinical abilities in their vital position linking…

  14. Fostering Positive Youth Development through Work-Based Learning: The Cristo Rey Model

    ERIC Educational Resources Information Center

    Bempechat, Janine; Kenny, Maureen; Blustein, David L.; Seltzer, Joanne

    2014-01-01

    This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work-study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring…

  15. Quality in Work-Based Studies Not Lost, Merely Undiscovered

    ERIC Educational Resources Information Center

    Gibbs, Paul

    2009-01-01

    The argument made in this paper is that good quality is subsumed into the practices of skillful participants and that institutions should act upon their consciences. This is particularly important in the complex blending of the workplace and the academy, where codified quality may disrupt learning rather than support a flourishing environment for…

  16. Rethinking Workplace Learning in the Digital World: A Case Study of Open Badges

    ERIC Educational Resources Information Center

    Eaglen Bertrando, Sharen Linn

    2017-01-01

    The purpose of this collective case study was to explore digital badging in educational institutions as support for K-12 practitioners struggling to integrate technology into pedagogical practices. The researcher conducted a mixed-method study that captured perceptions about digital badges and follow-up interviews with selected badge users to…

  17. Holistic Support That Promotes Student Learning

    ERIC Educational Resources Information Center

    Dennis, Sophie Lampard; Osterholt, Dorothy A.

    2011-01-01

    For decades, the cost of serving college students, from community colleges to Ivy League institutions, has been a barrier that has blocked access for many who want an education. With a recent massification effort aimed at producing more college graduates for the workplace, the enrollment numbers have increased and student debt load has become a…

  18. Flipped Learning in the Workplace

    ERIC Educational Resources Information Center

    Nederveld, Allison; Berge, Zane L.

    2015-01-01

    Purpose: The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is "flipped". Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed…

  19. Limitless Learning: Assessing Social Media Use for Global Workplace Learning

    ERIC Educational Resources Information Center

    Breunig, Karl Joachim

    2016-01-01

    Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…

  20. How Online Journalists Learn within a Non-Formal Context

    ERIC Educational Resources Information Center

    Kronstad, Morten; Eide, Martin

    2015-01-01

    Purpose: The purpose of this paper is to contribute to the understanding of workplace learning, with a focus on the non-formal learning that takes place among online journalists. The focus of this article is journalists working in an online newspaper and their experiences with workplace and non-formal learning, centering on framework conditions…

  1. Teachers as Informal Learners: Workplace Professional Learning in the United States and Lithuania

    ERIC Educational Resources Information Center

    Jurasaite-Harbison, Elena; Rex, Lesley A.

    2013-01-01

    This study demonstrates the understandings that result from teachers' explanations of how they learn when they encounter everyday situations that evoke their learning. The study renders these explanations as a framework for further research on teacher workplace learning in informal settings. The framework emerged from a constant-comparative…

  2. Problematising Practice, Learning and Change: Practice-Theory Perspectives on Professional Learning

    ERIC Educational Resources Information Center

    Reich, Ann; Hager, Paul

    2014-01-01

    Purpose: This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational…

  3. Exploring Deliberate Practice in Medicine: How Do Physicians Learn in the Workplace?

    ERIC Educational Resources Information Center

    van de Wiel, Margje W. J.; Van den Bossche, Piet; Janssen, Sandra; Jossberger, Helen

    2011-01-01

    Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians' learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians…

  4. The Impact of National Culture on Informal Learning in the Workplace

    ERIC Educational Resources Information Center

    Kim, Sehoon; McLean, Gary N.

    2014-01-01

    The purpose of this article was to identify how differing cultural factors affect informal learning in the workplace. We have introduced concepts and reviewed studies on informal learning and national culture based on an extensive literature review on the factors influencing informal learning, particularly based on five Hofstede's dimensions of…

  5. Resisting an Isolated Learning Discourse

    ERIC Educational Resources Information Center

    Tanggaard, Lene

    2009-01-01

    The primary objective of this paper is to suggest that researchers on workplace learning avoid an isolated learning discourse. The point at issue is that being a learner is just one aspect of people's sometimes complicated lives in the workplace, and that people may sometimes--for good reasons--resist a learning discourse if it is linked…

  6. Learning to Cook: Production Learning Environment in Kitchens

    ERIC Educational Resources Information Center

    James, Susan

    2006-01-01

    Learning in workplaces is neither ad hoc nor informal. Such labels are a misnomer and do not do justice to the highly-structured nature and complexity of many workplaces where learning takes place. This article discusses the organisational and structural framework developed from a three-year doctoral study into how apprentice chefs construct their…

  7. eLearning in the Workplace versus eLearning in Higher Education

    ERIC Educational Resources Information Center

    Daneshgar, Farhad; Van Toorn, Christine

    2009-01-01

    Great emphasis and recognition has been given to the potential of lifelong learning in the new millennium and the vast body of research on eLearning in Higher Education. However, to-date little research has been undertaken to review eLearning in the workplace. The present study aims to fill this gap to some degree by conducting a comparative…

  8. Hard Times for HRD, Lean Times for Learning?: Workplace Participatory Practices as Enablers of Learning

    ERIC Educational Resources Information Center

    Warhurst, Russell

    2013-01-01

    Purpose: This article aims to show how in times of austerity when formal HRD activity is curtailed and yet the need for learning is greatest, non-formal learning methods such as workplace involvement and participation initiated by line managers can compensate by enabling the required learning and change. Design/methodology/approach: A qualitative…

  9. "A steep learning curve": junior doctor perspectives on the transition from medical student to the health-care workplace.

    PubMed

    Sturman, Nancy; Tan, Zachary; Turner, Jane

    2017-05-26

    The transition from medical student to hospital-based first year junior doctor (termed "intern" in Australia) is known to be challenging, and recent changes in clinical learning environments may reduce graduate preparedness for the intern workplace. Although manageable challenges and transitions are a stimulus to learning, levels of burnout in junior medical colleagues are concerning. In order to prepare and support medical graduates, educators need to understand contemporary junior doctor perspectives on this transition. Final-year University of Queensland medical students recruited junior doctors working in diverse hospital settings, and videorecorded individual semi-structured interviews about their transition from medical student to working as a junior doctor. Two clinical academics (NS and JT) and an intern (ZT) independently conducted a descriptive analysis of interview transcripts, and identified preliminary emerging concepts and themes, before reaching agreement by consensus on the major overarching themes. Three key themes emerged from the analysis of 15 interviews: internship as a "steep learning curve"; relationships and team; and seeking help. Participants described the intern transition as physically, mentally and emotionally exhausting. They learned to manage long days, administrative and clinical tasks, frequent interruptions and time pressures; identify priorities; deal with criticism without compromising key relationships; communicate succinctly; understand team roles (including their own status within hospital hierarchies); and negotiate conflict. Participants reported a drop in self-confidence, and difficulty maintaining self-care and social relationships. Although participants emphasised the importance of escalating concerns and seeking help to manage patients, they appeared more reluctant to seek help for personal issues and reported a number of barriers to doing so. Findings may assist educators in refining their intern preparation and intern training curricula, and ensuring that medical school and intern preparation priorities are not seen as competing. Insights from non-medical disciplines into the organisational and relational challenges facing junior doctors and their health-care teams may enhance inter-professional learning opportunities. Workplace support and teaching, especially from junior colleagues, is highly valued during the demanding intern transition.

  10. Students' Perceptions of Undertaking Workplace Tasks within a Foundation Degree--Health and Social Care

    ERIC Educational Resources Information Center

    Thurgate, Claire; MacGregor, Janet

    2009-01-01

    Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student's workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to…

  11. Workplace Learning within Teacher Education: The Role of Job Characteristics and Goal Orientation

    ERIC Educational Resources Information Center

    Kyndt, Eva; Donche, Vincent; Gijbels, David; Van Petegem, Peter

    2014-01-01

    Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students' undertake in the workplace can be explained by students' goal orientation and their perceptions of the workplace. In addition, it will be investigated…

  12. The Return of the Mentor: Strategies for Workplace Learning. Education Policy Perspectives Series.

    ERIC Educational Resources Information Center

    Caldwell, Brian J., Ed.; Carter, Earl M. A., Ed.

    This book contains the following papers about the framework of mentoring as a workplace learning strategy and the role of mentoring the education, health, and industrial cultures: "Preface" (Brian J. Caldwell, Earl M.A. Carter); "The Workplace of the 1990s" (Brian J. Caldwell, Earl M.A. Carter); "The Principles and…

  13. Searching for Extended Identity: The Problematised Role of Managing People Development, as Illuminated by the Frontline Management Initiative.

    ERIC Educational Resources Information Center

    Barratt-Pugh, Llandis

    Australia's Frontline Management Initiative (FMI) marks a political move toward workplace learning and provides evidence concerning development of managing identities and management of such workplace learning. The FMI was examined as a technology of identity within the discourse of enterprise and an instrument of textualization of the workplace.…

  14. Putting It All Together: Learning for Work and Learning About Work in the Horticulture Industry.

    ERIC Educational Resources Information Center

    Trenerry, Ruth

    Literacy is a social practice central to sharing of knowledge and skills in the workplace. Workplaces increasingly demand workers who take on multiple roles and share and manage knowledge in new ways, so high levels of worker literacy and worker collaboration are increasingly important. Workplace training must facilitate development of active and…

  15. iMidwife: midwifery students' use of smartphone technology as a mediated educational tool in clinical environments.

    PubMed

    DeLeo, Annemarie; Geraghty, Sadie

    2017-12-18

    The increasing use of smartphone technology in health care provides midwifery students with unprecedented access to online resources that facilitates the optimal care of women and supports ongoing learning. A small pilot study was conducted in Western Australia, with 29 undergraduate and postgraduate midwifery students to explore the use of smartphone technology whilst in clinical practice. This study aimed to define the impact of smartphones in clinical decision-making and learning whilst in clinical areas, by midwifery students at the point of care. An online survey was used to collect data. Five consistent themes were identified from the results. Smartphone technology encourages self-directed learning, consolidation of theory, engagement through blended learning, complements online education in clinical practice and is a trend in the future of midwifery curriculum. Smartphones enhance the learning and mobility of supportive resources that consolidate midwifery students' clinical experience in workplace environments.

  16. Lost Soul or New Dawn? Lifelong Learning Lessons and Prospects from East Asia

    ERIC Educational Resources Information Center

    Duke, Chris

    2015-01-01

    Most learning takes place in communities, neighbourhoods and workplaces. Here practical solutions to big problems work or fall down. We may call this the iron law of social learning, recognised in "community development", "community capacity-building", "workplace", "work-based" and…

  17. Learning and teaching clinical communication in the clinical workplace.

    PubMed

    Brown, Jo; Dearnaley, Jo

    2016-08-01

    Clinical communication teaching and learning has become increasingly separate from the clinical workplace over the last 20 years in the UK, and in many medical schools is front-loaded to the early years of the curriculum. Many reasons exist to explain this separation, including the increasing use of simulation. However, learning by simulation alone is not ideal, and the literature now points towards a new direction that blends simulation with authentic experiences in the clinical workplace to aid the transition to clinical life. This article presents a practical example of collaboration between a London medical school and a hospital trust to provide an integrated clinical communication learning experience for students by situating teaching on the clinical wards for senior medical students. Clinical communication teaching and learning has become increasingly separate from the clinical workplace We outline a new teaching initiative, the 'Communication on the wards' pilot project, that blends clinical communication teaching with ward-based learning in an authentic environment, with patients, medical students and teachers working together. This teaching initiative was a practical attempt to bridge the theory-practice gap in clinical communication education, and to place learning in the clinical workplace for students. As such, it was enjoyed by all those who took part, and may be the way forward for clinical communication teaching and learning in the future. © 2015 John Wiley & Sons Ltd.

  18. The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning.

    PubMed

    Claeys, Maureen; Deplaecie, Monique; Vanderplancke, Tine; Delbaere, Ilse; Myny, Dries; Beeckman, Dimitri; Verhaeghe, Sofie

    2015-09-01

    An experiment was carried out on the bachelor's degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. The objectives of this study are threefold: (1) to look for a difference in the "learning culture" and "learning performance" in traditional clinical placement departments and the new clinical placement concepts, the "dedicated education centre" and "workplace learning"; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. A non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The "learning culture" outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The "learning performance" outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. The traditional clinical placement concept achieved the highest score for learning culture (p<0.001). The new concepts scored higher for learning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the "assessment" competency (p<0.05) and for the "interventions" competency (p<0.05). Traditional clinical placement, a dedicated education centre and workplace learning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. [The workplace-based learning: a main paradigm of an effective continuing medical education].

    PubMed

    Lelli, Maria Barbara

    2010-01-01

    On the strength of the literature analysis and the Emilia-Romagna Region experience, we suggest a reflection on the workplace-based learning that goes beyond the analysis of the effectiveness of specific didactic methodologies and aspects related to Continuing Medical Education. Health education and training issue is viewed from a wider perspective, that integrates the three learning dimensions (formal, non formal and informal). In such a perspective the workplace-based learning becomes an essential paradigm to reshape the explicit knowledge conveyed in formal context and to emphasize informal contexts where innovation is generated.

  20. Integrating learning assessment and supervision in a competency framework for clinical workplace education.

    PubMed

    Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M

    2015-02-01

    Although competency-based education is well established in health care education, research shows that the competencies do not always match the reality of clinical workplaces. Therefore, there is a need to design feasible and evidence-based competency frameworks that fit the workplace reality. This theoretical paper outlines a competency-based framework, designed to facilitate learning, assessment and supervision in clinical workplace education. Integration is the cornerstone of this holistic competency framework. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. Preparing registrants for mentor roles: the chicken or egg conundrum.

    PubMed

    McGuinness, Claire; McCallum, Jacqueline; Duffy, Kathleen

    2016-12-01

    The Nursing and Midwifery Council's (NMC) Standards to Support Learning and Assessment in Practice ( 2008 ) outline requirements for the preparation of those who support nursing and midwifery pre-registration students in practice, formally known as mentors. Pre-registration nursing and midwifery programme providers, and practice learning environments (PLEs), work collaboratively to prepare registrants to undertake this role, and to help them maintain mentor status. An important NMC requirement is that registrants, when undertaking mentor preparation programmes, must be supported by experienced mentors in their workplace. This is challenging for programme providers and PLEs if there is lack of experienced mentors in the area concerned. This article discusses support for registrants when preparing to become mentors, suggests some alternative solutions and makes recommendations for the future of mentor preparation in the UK.

  2. Promoting Healthy Workplaces by Building Cultures of Health and Applying Strategic Communications.

    PubMed

    Kent, Karen; Goetzel, Ron Z; Roemer, Enid C; Prasad, Aishwarya; Freundlich, Naomi

    2016-02-01

    The aim of the study was to identify key success elements of employer-sponsored health promotion (wellness) programs. We conducted an updated literature review, held discussions with subject matter experts, and visited nine companies with exemplary programs to examine current best and promising practices in workplace health promotion programs. Best practices include establishing a culture of health and using strategic communications. Key elements that contribute to a culture of health are leadership commitment, social and physical environmental support, and employee involvement. Strategic communications are designed to educate, motivate, market offerings, and build trust. They are tailored and targeted, multichanneled, bidirectional, with optimum timing, frequency, and placement. Increased efforts are needed to disseminate lessons learned from employers who have built cultures of health and excellent communications strategies and apply these insights more broadly in workplace settings.

  3. Individual and Contextual Variables in Municipal Officers' Workplace Learning

    ERIC Educational Resources Information Center

    Moraes, Valéria Vieira; Borges-Andrade, Jairo Eduardo

    2015-01-01

    Purpose: The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate. Design/methodology/approach: A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work…

  4. Individual Learning on Environmental Vocational Education and Training Courses Does Not Always Lead to the Workplace Application of Knowledge and Skills

    ERIC Educational Resources Information Center

    Draper, Fiona; Oltean-Dumbrava, Crina; Kara-Zaitri, Chakib; Newbury, Brian

    2014-01-01

    Empirical research on three commercial environmental vocational education and training programmes revealed distinct personal, teaching and work-based presage factors, which influenced individual learning and learning transfer to the workplace. The extent to which behaviour change and learning transfer occurred depended on a diverse range of…

  5. The Present State and Future Trends of Blended Learning in Workplace Learning Settings across Five Countries

    ERIC Educational Resources Information Center

    Kim, Kyong-Jee; Bonk, Curtis; Teng, Ya-Ting

    2009-01-01

    This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South…

  6. Experienced Teachers' Informal Learning in the Workplace. IVLOS Series

    ERIC Educational Resources Information Center

    Hoekstra, Annemarieke

    2007-01-01

    The aim of the research reported in this dissertation is to describe how experienced secondary school teachers learn at work in an informal environment. The study is part of a larger research project aimed at providing a conceptual framework of teacher learning in the workplace as it takes place both in informal and formal learning environments.…

  7. Student Vocational Teachers: The Significance of Individual Positions in Workplace Learning

    ERIC Educational Resources Information Center

    Goh, Adeline Yuen Sze; Zukas, Miriam

    2016-01-01

    In most initial teacher preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational…

  8. Teachers' Workplace Learning within Informal Contexts of School Cultures in the United States and Lithuania

    ERIC Educational Resources Information Center

    Jurasaite-Harbison, Elena

    2009-01-01

    Purpose: The purpose of this paper is to explore informal contexts of teachers' workplace professional learning and inform educational researchers, teacher educators, administrators and teachers about ways in which teachers learn to improve their practice. By questioning how teachers learn on-the-job to be better teachers and how school cultures…

  9. Curriculum at Work: An Educational Perspective on the Workplace as a Learning Environment

    ERIC Educational Resources Information Center

    Moore, David Thornton

    2004-01-01

    The term "curriculum" has been used almost exclusively in educational circles to refer to plans for the conduct of learning lessons in school classrooms. This paper argues that the concept can be productively expanded to describe learning processes in workplaces, including those in which learning is not the intentional outcome of an interaction.…

  10. Learning Disabilities and Employment.

    ERIC Educational Resources Information Center

    Gerber, Paul J., Ed.; Brown, Dale S., Ed.

    This book provides information on preparing individuals with learning disabilities for the challenges of employment and outlines the rights of those with learning disabilities in the workplace. Introductory chapters in Part 1 include: "Life after School: Challenges in the Workplace" (Paul J. Gerber); "The New Economy in the 21st…

  11. The Role of the Practice Trainer as an Agent of Co-Configuration

    ERIC Educational Resources Information Center

    Reid, Anne-Marie

    2015-01-01

    Professional and vocational learning requires the sharing of expertise across physical, social and cultural boundaries in developing and delivering programmes of study. Contemporary understandings of workplace learning emphasise the criticality of contextualised learning which considers how learners and workplace environments are reciprocally…

  12. Cautions: Implementing Interpersonal Interaction in Workplace E-Learning

    ERIC Educational Resources Information Center

    Githens, Rod P.

    2006-01-01

    E-learning programs in workplaces have been slow to incorporate social and collaborative methods. Although these programs provide flexibility and cost savings, poor learning outcomes and low completion rates have caused some organizations to transition to approaches that include interpersonal interaction. In reviewing studies of e-learning…

  13. Perceived workplace health support is associated with employee productivity.

    PubMed

    Chen, Lu; Hannon, Peggy A; Laing, Sharon S; Kohn, Marlana J; Clark, Kathleen; Pritchard, Scott; Harris, Jeffrey R

    2015-01-01

    To examine the relationship between perceived workplace health support and employee productivity. A quantitative cross-sectional study. Washington State agencies. A total of 3528 employees from six state agencies were included in this analysis. Perceived workplace health support was assessed by two questions that queried respondents on how often they felt supported by the workplace for healthy living and physical activity. The Work Productivity and Activity Impairment Questionnaire was used to measure health-related absenteeism and presenteeism in the past 7 days. Multivariate linear regression was used to estimate the mean differences in productivity by levels of perceived health support. Most participants were between 45 and 64 years of age and were predominantly non-Hispanic white. Presenteeism varied significantly by the level of perceived workplace health support, with those who felt least supported having higher presenteeism than those who felt most supported. The difference in presenteeism by perceived workplace support remained significant in models adjusting for sociodemographic and health characteristics (mean difference: 7.1% for support for healthy living, 95% confidence interval: 3.7%, 10.4%; 4.3% for support for physical activity, 95% confidence interval: 1.7%, 6.8%). Absenteeism was not associated with perceived workplace health support. Higher perceived workplace health support is independently associated with higher work productivity. Employers may see productivity benefit from wellness programs through improved perceptions of workplace health support.

  14. Workplace stress, burnout and coping: a qualitative study of the experiences of Australian disability support workers.

    PubMed

    Judd, Megan J; Dorozenko, Kate P; Breen, Lauren J

    2017-05-01

    Disability support workers (DSWs) are the backbone of contemporary disability support services and the interface through which disability philosophies and policies are translated into practical action. DSWs often experience workplace stress and burnout, resulting in a high turnover rate of employees within the non-professional disability service workforce. The full implementation of the National Disability Insurance Scheme in Australia is set to intensify the current challenges of attracting and retaining DSWs, as the role becomes characterised by greater demands, ambiguity and conflict. The aim of this study was to explore DSWs' perceptions of enjoyable and challenging aspects of disability support work, sources of stress and burnout and the strategies they use to cope when these issues arise. Twelve DSWs workers providing support for adults living with intellectual and physical disabilities were interviewed. Thematic analysis revealed a superordinate theme of 'Balance' comprising three sub-themes: 'Balancing Negatives and Positives', 'Periods of Imbalance', and 'Strategies to Reclaim Balance'. Participants spoke of the rewarding and uplifting times in their job such as watching a client learn new skills and being shown appreciation. These moments were contrasted by emotionally and physically draining aspects of their work, including challenging client behaviour, earning a low income, and having limited power to make decisions. Participants described periods of imbalance, wherein the negatives of their job outweighed the positives, resulting in stress and sometimes burnout. Participants often had to actively seek support and tended to rely on their own strategies to manage stress. Findings suggest that organisational support together with workplace interventions that support DSWs to perceive the positive aspects of their work, such as acceptance and mindfulness-based approaches, may help to limit experiences of stress and burnout. The further development and evaluation of emotion-focused workplace therapies, and interventions that consider organisational (macro) factors is suggested. © 2016 John Wiley & Sons Ltd.

  15. Collaborative Teaching and Learning in the Workplace

    ERIC Educational Resources Information Center

    Tanggaard, Lene

    2005-01-01

    This article considers teaching and learning as a collaborative enterprise in the workplace. The empirical data have been extracted from a field study among apprentices engaged in electromechanical vocational training and education in a major Danish industrial company. Typically, studies of apprenticeship learning do not view aspects of teaching…

  16. Workplace Learning to Create Social Quality

    ERIC Educational Resources Information Center

    Thijssen, Thomas

    2014-01-01

    Purpose: The present study aims to focus on workplace learning and understanding learning as creation (Kessels, 1995, 1996, 2001; Verdonschot, 2009; Billett and Choy, 2013) to bridge the gap between education and practice addressing the complex real world issue of poverty and social exclusion in The Netherlands. When researchers and practitioners…

  17. HRD in a Multicultural Workplace: The Need for Lifelong Learning.

    ERIC Educational Resources Information Center

    Ogisu-Kamiya, Motoyo

    Advocating the development of a new vision and strategies for lifelong learning in the multicultural workplace, this paper describes the influences of cultural issues on the human resource development (HRD) interface at a Japanese multinational firm operating in Canada. Following an introduction defining lifelong learning and related terms,…

  18. Assessment of Student Learning Outcomes: Workplace, Family, and Community Roles

    ERIC Educational Resources Information Center

    Johnson, Cheryl A.; Heath, Claudia J.

    2011-01-01

    A project was conducted to assess Family Studies bachelor's degree graduates' use of learning outcomes from course competencies in personal finance, family lifespan development, intervention, and advocacy and policy, and to determine how they apply these learning outcomes to their workplace, family, and community roles. Alumni surveys completed by…

  19. Workplace Learning: Dilemmas for the European Steel Industry

    ERIC Educational Resources Information Center

    Stroud, Dean; Fairbrother, Peter

    2006-01-01

    The focus in recent studies of workplace learning has been on "communities of practice" and the ways that learning is shaped by such communities. In the process, there has been a downplaying of the importance of broader institutional arrangements, including the impact of organisational structures and management practice, as well as…

  20. Employee Perspectives on MOOCs for Workplace Learning

    ERIC Educational Resources Information Center

    Egloffstein, Marc; Ifenthaler, Dirk

    2017-01-01

    Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers' attitudes, this study seeks to investigate the employee perspective towards…

  1. Emotions, Coping and Learning in Error Situations in the Workplace

    ERIC Educational Resources Information Center

    Rausch, Andreas; Seifried, Jürgen; Harteis, Christian

    2017-01-01

    Purpose: This paper aims to investigate the complex relationship between emotions, coping approaches and learning in error situations in the workplace. The study also examines the influence of individual error orientation, as well as psychological safety, and team learning behaviour as contextual factors. Design/methodology/approach: To measure…

  2. Team Resilience Training in the Workplace: E-Learning Adaptation, Measurement Model, and Two Pilot Studies.

    PubMed

    Bennett, Joel B; Neeper, Michael; Linde, Brittany D; Lucas, Gale M; Simone, Lindsay

    2018-05-02

    The majority of resilience interventions focus on the individual. Workplace resilience is a growing field of research. Given the ever-increasing interconnectedness in businesses, teamwork is a guarantee. There is also growing recognition that resilience functions at the team level. The objective of our work was to address three shortcomings in the study of workplace resilience interventions: lack of interventions focusing on group-level or team resilience, the need for brief interventions, and the need for more theoretical precision in intervention studies. The authors took an established evidence-based program (Team Resilience) and modified it based on these needs. A working model for brief intervention evaluation distinguishes outcomes that are proximal (perceptions that the program improved resilience) and distal (dispositional resilience). A total of 7 hypotheses tested the model and program efficacy. Two samples (n=118 and n=181) of engineering firms received the Web-based training and provided immediate reactions in a posttest-only design. The second sample also included a control condition (n=201). The findings support the model and program efficacy. For example, workplace resilience was greater in the intervention group than in the control group. Other findings suggest social dissemination effects, equal outcomes for employees at different stress levels, and greater benefit for females. This preliminary research provides evidence for the capabilities of e-learning modules to effectively promote workplace resilience and a working model of team resilience. ©Joel B Bennett, Michael Neeper, Brittany D Linde, Gale M Lucas, Lindsay Simone. Originally published in JMIR Mental Health (http://mental.jmir.org), 02.05.2018.

  3. Exploring the disclosure decisions made by physiotherapists with a specific learning difficulty.

    PubMed

    Yeowell, G; Rooney, J; Goodwin, P C

    2018-06-01

    To explore the disclosure decisions made in the workplace by physiotherapy staff with a specific learning difficulty (SpLD). An exploratory qualitative design was used, which was informed by the social model of disability. The research was undertaken in North West England. It is presented according to the Consolidated Criteria for Reporting Qualitative Research. A purposive sample of eight physiotherapists recognised as having a SpLD were recruited. All participants had studied on one of two programmes at a university in England between 2004-2012. Their NHS workplace experience was from across the UK. In-depth, semi-structured interviews were undertaken within the university setting or via telephone. Interviews lasted 40 to 70minutes and were digitally recorded. An interview guide was used to direct the interview. Interview data were transcribed verbatim and analysed using thematic analysis. Four participants were female. The mean number of years qualified as a physiotherapist was 4.5years (SD=2.27). Three themes were identified: 'Disclosing during the workplace application'; 'Positive about disabled people scheme'; 'Disclosing in the workplace'. Disclosure of dyslexia is a selective process and is a central dilemma in the lives of individuals who have a concealable stigmatised identity. As a consequence, physiotherapy staff with dyslexia may choose to conceal their disability and not disclose to their employer. In order for staff with dyslexia to get the support they need in the workplace, disclosure is recommended. A number of recommendations have been made to facilitate the disclosure process. Copyright © 2017 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  4. Validating workplace performance assessments in health sciences students: a case study from speech pathology.

    PubMed

    McAllister, Sue; Lincoln, Michelle; Ferguson, Allison; McAllister, Lindy

    2013-01-01

    Valid assessment of health science students' ability to perform in the real world of workplace practice is critical for promoting quality learning and ultimately certifying students as fit to enter the world of professional practice. Current practice in performance assessment in the health sciences field has been hampered by multiple issues regarding assessment content and process. Evidence for the validity of scores derived from assessment tools are usually evaluated against traditional validity categories with reliability evidence privileged over validity, resulting in the paradoxical effect of compromising the assessment validity and learning processes the assessments seek to promote. Furthermore, the dominant statistical approaches used to validate scores from these assessments fall under the umbrella of classical test theory approaches. This paper reports on the successful national development and validation of measures derived from an assessment of Australian speech pathology students' performance in the workplace. Validation of these measures considered each of Messick's interrelated validity evidence categories and included using evidence generated through Rasch analyses to support score interpretation and related action. This research demonstrated that it is possible to develop an assessment of real, complex, work based performance of speech pathology students, that generates valid measures without compromising the learning processes the assessment seeks to promote. The process described provides a model for other health professional education programs to trial.

  5. Evaluating a novel approach to enhancing dysphagia management: workplace-based, blended e-learning.

    PubMed

    Ilott, Irene; Bennett, Bev; Gerrish, Kate; Pownall, Sue; Jones, Amanda; Garth, Andrew

    2014-05-01

    To evaluate the learning effect and resource use cost of workplace-based, blended e-learning about dysphagia for stroke rehabilitation nurses. Dysphagia is a potentially life-threatening problem that compromises quality of life. In many countries, nurses play a crucial role in supporting the management of patients with swallowing problems, yet the literature reports a need for training. A single-group, pre- and post-study with mixed methods. Each blended e-learning session comprised a needs analysis, e-learning programmes, practical skills about modifying fluids and action planning to transfer learning into practice. Participants were the population of registered nurses (n = 22) and healthcare assistants (n = 10) on a stroke rehabilitation ward in a large, teaching hospital in England between August 2010-March 2011. Data collection comprised observation (34 hours), questionnaires administered at four time points to examine change in attitude, knowledge and practice, and estimating the resource use cost for the service. Nonparametric tests and content analysis were used to analyse the data. All participants achieved a nationally recognised level of competence. The learning effect was evident on the post- and follow-up measures, with some items of dysphagia knowledge and attitude achieving significance at the p ≤ 0·05 level. The most common self-reported changes in practice related to medicines management, thickening fluids and oral hygiene. The resource use cost was estimated at £2688 for 108 hours training. Workplace-based, blended e-learning was an acceptable, cost effective way of delivering essential clinical knowledge and skills about dysphagia. Dysphagia should be viewed as a patient safety issue because of the risks of malnutrition, dehydration and aspiration pneumonia. As such, it is pertinent to many members of the interdisciplinary team. Consideration should be given to including dysphagia management in initial education and continuing professional development programmes. © 2013 John Wiley & Sons Ltd.

  6. The Development of Pre-Service Science Teachers' Professional Knowledge in Utilizing ICT to Support Professional Lives

    ERIC Educational Resources Information Center

    Arnold, Savittree Rochanasmita; Padilla, Michael J.; Tunhikorn, Bupphachart

    2009-01-01

    In the rapidly developing digital world, technology is and will be a force in workplaces, communities, and everyday lives in the 21st century. Information and Communication Technology (ICT) including computer hardware/software, networking and other technologies such as audio, video, and other multimedia tools became learning tools for students in…

  7. Peer Collaboration: A Model to Support Counsellor Self-Care

    ERIC Educational Resources Information Center

    Barlow, Constance A.; Phelan, Anne M.

    2007-01-01

    In the context of a larger case study on how continuous learning in the workplace could be achieved through the implementation of peer collaboration, the process of how counsellors engaged in self-care within a large health care organization became clearer. This article is based on data derived from a qualitative analysis of nine transcribed…

  8. An Investigation of Knowledge-Building Activities in an Online Community of Practice at Subaru of America

    ERIC Educational Resources Information Center

    Land, Susan M.; Draper, Darryl C.; Ma, Ziyan; Hsieh, Hsiu-Wei; Smith, Brian K.; Jordan, Robert

    2009-01-01

    Current approaches to workplace learning emphasize designing communities of practice that are intended to support both formal and informal knowledge acquisition. This article presents the design and research of a knowledge-based community of practice for Subaru, based on principles outlined by Scardamalia (2002) and Zhang, Scardamalia, Lamon,…

  9. 'Change of Heart!': A New E-Learning Model Geared to Addressing Complex and Sensitive Public Health Issues

    ERIC Educational Resources Information Center

    Hillier, Dawn; Mitchell, Alice; Millwood, Richard

    2005-01-01

    Psychosocial risk factors for poor health show that we are highly sensitive to particular dimensions of the social and work environments. Central is the contrast between mutually supportive collaborative relationships versus stressful relationships of social dominance--in the workplace and at home. These social ordeals can exacerbate the effect of…

  10. Collaboration Scripts for Mastership Skills: Online Game about Classroom Dilemmas in Teacher Education

    ERIC Educational Resources Information Center

    Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Derek; Westera, Wim

    2015-01-01

    Serious games are seen to hold potential to facilitate workplace learning in a more dynamic and flexible way. This article describes an empirical study into the feasibility of an online collaboration game that facilitates teachers-in-training to deal with classroom management dilemmas. A script to support these students in carrying out such…

  11. Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key

    ERIC Educational Resources Information Center

    Nilsson, Nina L.; Kong, Ailing; Hubert, Shantel

    2016-01-01

    Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English…

  12. Unveiling the Mobile Learning Paradox.

    PubMed

    Mather, Carey; Cummings, Elizabeth

    2015-01-01

    A mobile learning paradox exists in Australian healthcare settings. Although it is increasingly acknowledged that timely, easy, and convenient access to health information using mobile learning technologies can enhance care and improve patient outcomes, currently there is an inability for nurses to access information at the point of care. Rapid growth in the use of mobile technology has created challenges for learning and teaching in the workplace. Easy access to educational resources via mobile devices challenges traditional strategies of knowledge and skill acquisition. Redesign of learning and teaching in the undergraduate curriculum and the development of policies to support the use of mobile learning at point of care is overdue. This study explored mobile learning opportunities used by clinical supervisors in tertiary and community-based facilities in two Australian States. Individual, organisation and systems level governance were sub-themes of professionalism that emerged as the main theme and impacts on learning and teaching in situ in healthcare environments. It is imperative healthcare work redesign includes learning and teaching that supports professional identity formation of students during work integrated learning.

  13. Can E-Learning System Enhance Learning Culture in the Workplace? A Comparison among Companies in South Korea

    ERIC Educational Resources Information Center

    Yoo, Sun Joo; Huang, Wenhao David

    2016-01-01

    How organizations need to act in order to develop their learning capacities has always been a focal interest of research and practice in the workplace. In practice, an e-learning system is often utilized to foster professional development as it is capable of delivering information and knowledge to individuals across organizations. However, the…

  14. The Hidden Classroom of the Workplace: How Employees Learn at Work in Both Formal and Informal Ways

    ERIC Educational Resources Information Center

    Olson, Richard; Klein-Collins, Rebecca

    2014-01-01

    Many are accustomed to the idea that we learn at school and that a college education is acquired in college classrooms. In reality, however, learning takes place in all aspects of a person's life--through military experience, raising a family, volunteering, and, perhaps most significantly, in the workplace. Learning that occurs in the workplace…

  15. Mobile Web 2.0 in the Workplace: A Case Study of Employees' Informal Learning

    ERIC Educational Resources Information Center

    Gu, Jia; Churchill, Daniel; Lu, Jie

    2014-01-01

    Employees' informal learning in the workplace warrants more attention, and such learning could benefit from the latest mobile technologies such as Web 2.0 applications, which have increasingly been utilized and have the potential to enhance learning outcomes. This multiple-case study examined the impact of mobile Web 2.0 applications on…

  16. It Doesn't Matter, But: Examining the Impact of Ambient Learning Displays on Energy Consumption and Conservation at the Workplace

    ERIC Educational Resources Information Center

    Börner, Dirk; Kalz, Marco; Specht, Marcus

    2015-01-01

    This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design,…

  17. Federal Agencies Gather to Learn More about Workplace Charging Challenges

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Chehab, Nay; Olexsak, Sarah

    2016-10-20

    More than 150 leaders from 50 different federal organizations gathered in Washington, D.C. to learn more about the Energy Department’s Workplace Charging Challenge to help further the adoption of electric vehicles.

  18. "I couldn't do this with opposition from my colleagues": A qualitative study of physicians' experiences as clinical tutors

    PubMed Central

    2011-01-01

    Background Clinical contact in the early curriculum and workplace learning with active tutorship are important parts of modern medical education. In a previously published study, we found that medical students' tutors experienced a heavier workload, less reasonable demands and less encouragement, than students. The aim of this interview study was to further illuminate physicians' experiences as clinical tutors. Methods Twelve tutors in the Early Professional Contact course were interviewed. In the explorative interviews, they were asked to reflect upon their experiences of working as tutors in this course. Systematic text condensation was used as the analysis method. Results In the analysis, five main themes of physicians' experiences as clinical tutors in the medical education emerged: (a) Pleasure and stimulation. Informants appreciated tutorship and meeting both students and fellow tutors, (b) Disappointment and stagnation. Occasionally, tutors were frustrated and expressed negative feelings, (c) Demands and duty. Informants articulated an ambition to give students their best; a desire to provide better medical education but also a duty to meet demands of the course management, (d) Impact of workplace relations. Tutoring was made easier when the clinic's management provided active support and colleagues accepted students at the clinic, and (e) Multitasking difficulties. Combining several duties with those of a tutorship was often reported as difficult. Conclusions It is important that tutors' tasks are given adequate time, support and preparation. Accordingly, it appears highly important to avoid multitasking and too heavy a workload among tutors in order to facilitate tutoring. A crucial factor is acceptance and active organizational support from the clinic's management. This implies that tutoring by workplace learning in medical education should play an integrated and accepted role in the healthcare system. PMID:21975057

  19. Developing midwifery practice through work-based learning: an exploratory study.

    PubMed

    Marshall, Jayne E

    2012-09-01

    To explore what effect the introduction of a Work-Based Learning Module undertaken by midwives in a range of maternity settings has had on their personal professional development, as well as the impact on developing local maternity and neonatal care provision. A case study approach was used consisting of mixed methods. Quantitative data were collected through questionnaires from midwives and their Clinical Supervisors at the end of the module, with a survey questionnaire to each midwifery manager, six months following the implementation of the midwives' project in practice. Qualitative data were collected by focus groups at six different work place locations, with health professionals who had experienced the midwives' projects within the workplace. Quantitative data were manually analysed whereas content analysis was used to identify recurrent themes from the qualitative data, with the support of Computer Assisted Qualitative Data Analysis Software. The University of Nottingham granted ethical approval for the study. Twelve midwives who undertook the work-based module, their respective Clinical Supervisors (n = 12), their employers/managers (n = 12) and health professionals (n = 28) within six individual National Health Service Trusts in the East Midlands of the United Kingdom took part in the study. The work-based learning module not only led to the personal and professional development of the midwife, but also to improving multi-professional collaboration and the consequential development of maternity services within the local Trusts. The value of leading change by completing an innovative and tangible work-based project through a flexible mode of study strengthened the midwives' clinical credibility among colleagues and employers and supports the philosophy of inter-professional learning and working. This novel Work Based approach to learning has the potential to further develop the provision of post-registration education for midwives and other health professionals, as it helps to bridge the theory-practice gap. Learning in the workplace is efficient and cost effective to employee and employer and serves in increasing the link between higher education and the workplace. Furthermore, as the principles of work-based learning could be transferred to other contexts outside of the United Kingdom, such an approach has the potential to directly influence the development of global midwifery education and maternity services and ultimately benefit mothers, their babies and families throughout the world. Copyright © 2012 Elsevier Ltd. All rights reserved.

  20. Development of the Animal Management and Husbandry Online Placement Tool.

    PubMed

    Bates, Lucy; Crowther, Emma; Bell, Catriona; Kinnison, Tierney; Baillie, Sarah

    2013-01-01

    The workplace provides veterinary students with opportunities to develop a range of skills, making workplace learning an important part of veterinary education in many countries. Good preparation for work placements is vital to maximize learning; to this end, our group has developed a series of three computer-aided learning (CAL) packages to support students. The third of this series is the Animal Management and Husbandry Online Placement Tool (AMH OPT). Students need a sound knowledge of animal husbandry and the ability to handle the common domestic species. However, teaching these skills at university is not always practical and requires considerable resources. In the UK, the Royal College of Veterinary Surgeons (RCVS) requires students to complete 12 weeks of pre-clinical animal management and husbandry work placements or extramural studies (EMS). The aims are for students to improve their animal handling skills and awareness of husbandry systems, develop communication skills, and understand their future clients' needs. The AMH OPT is divided into several sections: Preparation, What to Expect, Working with People, Professionalism, Tips, and Frequently Asked Questions. Three stakeholder groups (university EMS coordinators, placement providers, and students) were consulted initially to guide the content and design and later to evaluate previews. Feedback from stakeholders was used in an iterative design process, resulting in a program that aims to facilitate student preparation, optimize the learning opportunities, and improve the experience for both students and placement providers. The CAL is available online and is open-access worldwide to support students during veterinary school.

  1. Between Policy and Practice: Structuring Workplace Learning in Higher Vocational Education in Sweden and Finland

    ERIC Educational Resources Information Center

    Lindell, Mats; Stenstrom, Marja-Leena

    2005-01-01

    Purpose: This study considers the recently established higher vocational education reforms with Swedish advanced vocational education (AVE) and Finnish polytechnics in terms of organisational structure, the design of workplace learning, and furthermore, what kind of practical implications these new models of learning at work have resulted in.…

  2. How Dutch Employees Experience Freedom of Learning for Work

    ERIC Educational Resources Information Center

    van Dellen, Theo; Heidekamp, Ina

    2015-01-01

    This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is "voluntary" or "compulsory". The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe…

  3. The Integrative Principle: Higher Education and Work-Based Learning in the UK.

    ERIC Educational Resources Information Center

    Saunders, Murray

    1995-01-01

    The United Kingdom's developing policy to integrate higher education curriculum and the demands of the workplace is explored, particularly in the context of undergraduate and graduate programs based on learning within the workplace. The policy itself, the relationship between work-based learning and conventional college instruction, and validation…

  4. Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs

    ERIC Educational Resources Information Center

    Riddell, Sheila; Ahlgren, Linda; Weedon, Elisabet

    2009-01-01

    Workplace learning is identified by UK and Scottish governments as an important means of achieving social mobility, and therefore producing a more equal society. However, there appears to be a patchwork of provision and funding arrangements, making it difficult for employers and employees to identify suitable routes. Analysis of large scale survey…

  5. Psychological and Organizational Variables Associated with Workplace Learning in Small and Medium Manufacturing Businesses in Korea

    ERIC Educational Resources Information Center

    Moon, Se-Yeon; Na, Seung-Il

    2009-01-01

    The purpose of this study was to determine the relationship between workplace learning and psychological variables, such as learning competency, motivation, curiosity, self-esteem and locus of control, and organizational variables, such as centralization of power, formality, merit system and communication. The studied population consisted entirely…

  6. Context Dependent Learning: Its Value and Impact for Workplace Education

    ERIC Educational Resources Information Center

    Lynch, Richard; Leo, Soon; Downing, Kevin

    2006-01-01

    Purpose: The purpose of this paper is to describe how a management development programme based on situated learning theory resulted in change for individuals, organisational culture and performance. The case study illustrates how new understandings about learning in the workplace and in higher education points towards the need to take account of…

  7. Adult Learning in Vocational Education. EEE700 Adults Learning: The Changing Workplace A.

    ERIC Educational Resources Information Center

    Little, David; And Others

    This monograph is part of the study materials for the one-semester distance education unit, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University (Australia). It explores four complex and interrelated issues: how vocational educators view their own practice, the characteristics and aspirations that distinguish…

  8. Factors Associated with Transfer of Training in Workplace E-Learning

    ERIC Educational Resources Information Center

    Park, Ji-Hye; Wentling, Tim

    2007-01-01

    Purpose--The purpose of this study is to investigate the effect of factors associated with e-learning, particularly computer attitudes and usability, on transfer of training in workplace e-learning courses. Design/methodology/approach--This study relied on quantitative data obtained from four online survey questionnaires. The sample of this study…

  9. Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

    ERIC Educational Resources Information Center

    Bannister, Nicole A.

    2009-01-01

    This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

  10. Practice-based learning and improvement.

    PubMed

    Moore, Donald E; Pennington, Floyd C

    2003-01-01

    Workplace learning is becoming increasingly important in all fields. While workplace learning in medicine, also called practice-based learning and improvement (PBLI) is not new, understanding how it works and how it fits with an individual physician's continuing professional development is new. In this article, we describe seven issues associated with PBLI and then pose questions for reflections, as continuing medical education (CME) planners consider working with PBLI.

  11. Balancing health care education and patient care in the UK workplace: a realist synthesis.

    PubMed

    Sholl, Sarah; Ajjawi, Rola; Allbutt, Helen; Butler, Jane; Jindal-Snape, Divya; Morrison, Jill; Rees, Charlotte

    2017-08-01

    Patient care activity has recently increased without a proportionate rise in workforce numbers, impacting negatively on health care workplace learning. Health care professionals are prepared in part by spending time in clinical practice, and for medical staff this constitutes a contribution to service. Although stakeholders have identified the balance between health care professional education and patient care as a key priority for medical education research, there have been very few reviews to date on this important topic. We conducted a realist synthesis of the UK literature from 1998 to answer two research questions. (1) What are the key workplace interventions designed to help achieve a balance between health care professional education and patient care delivery? (2) In what ways do interventions enable or inhibit this balance within the health care workplace, for whom and in what contexts? We followed Pawson's five stages of realist review: clarifying scope, searching for evidence, assessment of quality, data extraction and data synthesis. The most common interventions identified for balancing health care professional education and patient care delivery were ward round teaching, protected learning time and continuous professional development. The most common positive outcomes were simultaneous improvements in learning and patient care or improved learning or improved patient care. The most common contexts in which interventions were effective were primary care, postgraduate trainee, nurse and allied health professional contexts. By far the most common mechanisms through which interventions worked were organisational funding, workload management and support. Our novel findings extend existing literature in this emerging area of health care education research. We provide recommendations for the development of educational policy and practice at the individual, interpersonal and organisational levels and call for more research using realist approaches to evaluate the increasing range of complex interventions to help balance health care professional education and patient care delivery. © 2017 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

  12. Federal Agencies Gather to Learn More about Workplace Charging Challenges

    ScienceCinema

    Chehab, Nay; Olexsak, Sarah

    2018-06-12

    More than 150 leaders from 50 different federal organizations gathered in Washington, D.C. to learn more about the Energy Department’s Workplace Charging Challenge to help further the adoption of electric vehicles.

  13. Interactive training improves workplace climate, knowledge, and support towards domestic violence.

    PubMed

    Glass, Nancy; Hanson, Ginger C; Laharnar, Naima; Anger, W Kent; Perrin, Nancy

    2016-07-01

    As Intimate Partner Violence (IPV) affects the workplace, a supportive workplace climate is important. The study evaluated the effectiveness of an "IPV and the Workplace" training on workplace climate towards IPV. IPV training was provided to 14 intervention counties and 13 control counties (receiving training 6 months delayed). Measures included workplace climate surveys, IPV knowledge test, and workplace observations. (i) Training significantly improved supervisor knowledge on IPV and received positive evaluations, (ii) training improved workplace climate towards IPV significantly which was maintained over time, and (iii) after the training, supervisors provided more IPV information to employees and more IPV postings were available in the workplace. The study provides evidence to support on-site interactive, computer based training as a means for improved workplace safety. IPV and the Workplace training effectively increased knowledge and positively changed workplace climate. Am. J. Ind. Med. 59:538-548, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  14. A Foundation for Understanding Knowledge Sharing: Organizational Culture, Informal Workplace Learning, Performance Support, and Knowledge Management

    ERIC Educational Resources Information Center

    Caruso, Shirley J.

    2017-01-01

    This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as…

  15. Learning Language for Work and Life: The Linguistic Socialization of Immigrant Canadians Seeking Careers in Healthcare.

    ERIC Educational Resources Information Center

    Duff, Patricia A.; Wong, Ping; Early, Margaret

    2002-01-01

    Discusses research in English-as-a-Second-Language in the workplace, identifying gaps in the existing literature and promising directions for new explorations. Reports on a qualitative study conducted in one type of program for immigrant women and men in Western Canada seeking to become long-term resident care aides or home support workers.…

  16. The Future of Work in the Public Sector: Learning and Workplace Inequality. Working Paper.

    ERIC Educational Resources Information Center

    Rainbird, Helen; Munro, Anne; Holly, Lesley; Leisten, Ruchira

    The patterns of manual and clerical workers' access to learning opportunities in the workplace in the United Kingdom were examined through case studies of three local authorities and three National Health Service trusts and a survey examining their employees' learning experiences. The workers occupying the lowest- grade jobs at the study…

  17. Beyond Instruction; Beyond a Website: Distance Learning, Disability Inclusiveness and Changing Workplace Practices

    ERIC Educational Resources Information Center

    Rudstam, Hannah; Gower, Wendy Strobel

    2012-01-01

    Often, the aim of distance learning (DL) is to enhance individual learning, not to change workplace practices. Changing organizational policies, practices and behaviors related to disability calls for a different DL approach that engages users and contextualizes knowledge. In the disability arena, there is a need for programming that brings about…

  18. Workplace Learning during the Science Doctorate: What Influences Research Learning Experiences and Outcomes?

    ERIC Educational Resources Information Center

    Hum, Gregory

    2015-01-01

    This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, the following were gathered over 2.5 years: biographic questionnaires, 6-10 activity logs of a week's experiences, 2 pre-interview questionnaires, and 2 semi-structured interviews. Amongst the…

  19. The Implications of SCORM Conformance for Workplace e-Learning

    ERIC Educational Resources Information Center

    Witthaus, Gabrielle

    2009-01-01

    This paper explores the impact that SCORM conformance has had on workplace e-learning. The author describes a project in which she was requested to "repurpose" some materials that had originally been designed for the face-to-face teaching of English as a Foreign Language, into SCORM conformant e-learning materials. The rationale for this request…

  20. Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments

    ERIC Educational Resources Information Center

    Cleveland-Innes, Martha; Ally, Mohamed

    2004-01-01

    Research employing an experimental design pilot-tested two delivery platforms, WebCT™ and vClass™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects…

  1. Self-Assessment and Self-Evaluation in New Forms of Training Near the Workplace.

    ERIC Educational Resources Information Center

    Geldermann, Brigitte

    The project Self-Assessment and Self-Evaluation in New Forms of Training near the Workplace--A Step Towards the Learning Organisation was undertaken in Bavaria, Germany, to help companies begin the process of becoming learning organizations by helping workers manage their own learning. The project is based on the following principles and…

  2. Development Engineers' Work and Learning as Shared Practice

    ERIC Educational Resources Information Center

    Collin, Kaija

    2008-01-01

    The field of workplace learning lacks empirical studies that view workplace practices as places for learning and see these practices in a critical light. Accordingly, the aim of this study is, first, to describe examples of everyday shared practice and consider what kinds of various conflicting aims and demands exist in it. Second, the purpose is…

  3. Enabling Transformative Learning in the Workplace: An Educative Research Intervention

    ERIC Educational Resources Information Center

    Wilhelmson, Lena; Åberg, Marie Moström; Backström, Tomas; Olsson, Bengt Köping

    2015-01-01

    The aim of this article is to discuss the potential of an educative research intervention to influence the quality of the learning outcome in the workplace as interpreted from the perspectives of adult learning theory. The research project was designed as a quasi-experimental, mixed-methods study. In this article, quantitative survey data were…

  4. Working at Community Boundaries: A Micro-Analysis of the Activist's Role in Participatory Learning Networks

    ERIC Educational Resources Information Center

    Thorpe, Mary; Kubiak, Chris

    2005-01-01

    The interaction of agency and context in workplace learning is explored through a micro-analysis of the implementation of networked learning communities in schools in England. Interviews with local activists show evidence of co-participation between individuals' responses and their workplace roles and experience as they take up the opportunity to…

  5. The Emotions of Socialization-Related Learning: Understanding Workplace Adaptation as a Learning Process.

    ERIC Educational Resources Information Center

    Reio, Thomas G., Jr.

    The influence of selected discrete emotions on socialization-related learning and perception of workplace adaptation was examined in an exploratory study. Data were collected from 233 service workers in 4 small and medium-sized companies in metropolitan Washington, D.C. The sample members' average age was 32.5 years, and the sample's racial makeup…

  6. Action Planning for Personal Competitiveness in the "Broken Workplace."

    ERIC Educational Resources Information Center

    Feller, Richard W.

    1995-01-01

    The workplace and the psychological contract between employees and employer have structurally changed. Discusses realities of global economy and competitive workplace. Suggests ways counselors can help clients take action to enhance their personal competitiveness in the workplace such as understanding relationships between learning and work, and…

  7. Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship.

    PubMed

    van der Zwet, J; Zwietering, P J; Teunissen, P W; van der Vleuten, C P M; Scherpbier, A J J A

    2011-08-01

    Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students' learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to suffice. There is also a paucity of research which, from a perspective other than the cognitive or descriptive one, investigates student learning in general practice settings, which are often characterised as powerful learning environments. In this study we took a socio-cultural perspective to clarify how students learn during a general practice clerkship and to construct a conceptual framework that captures this type of learning. Our analysis of group interviews with 44 fifth-year undergraduate medical students about their learning experiences in general practice showed that students needed developmental space to be able to learn and develop their professional identity. This space results from the intertwinement of workplace context, personal and professional interactions and emotions such as feeling respected and self-confident. These forces framed students' participation in patient consultations, conversations with supervisors about consultations and students' observation of supervisors, thereby determining the opportunities afforded to students to mind their learning. These findings resonate with other conceptual frameworks and learning theories. In order to refine our interpretation, we recommend that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education.

  8. Promoting Health and Safety in San Francisco's Chinatown Restaurants: Findings and Lessons Learned from a Pilot Observational Checklist

    PubMed Central

    Gaydos, Megan; Bhatia, Rajiv; Morales, Alvaro; Lee, Pam Tau; Liu, Shaw San; Chang, Charlotte; Salvatore, Alicia L.; Krause, Niklas; Minkler, Meredith

    2011-01-01

    Noncompliance with labor and occupational health and safety laws contributes to economic and health inequities. Environmental health agencies are well positioned to monitor workplace conditions in many industries and support enhanced enforcement by responsible regulatory agencies. In collaboration with university and community partners, the San Francisco Department of Public Health used an observational checklist to assess preventable occupational injury hazards and compliance with employee notification requirements in 106 restaurants in San Francisco's Chinatown. Sixty-five percent of restaurants had not posted required minimum wage, paid sick leave, or workers' compensation notifications; 82% of restaurants lacked fully stocked first-aid kits; 52% lacked antislip mats; 37% lacked adequate ventilation; and 28% lacked adequate lighting. Supported by a larger community-based participatory research process, this pilot project helped to spur additional innovative health department collaborations to promote healthier workplaces. PMID:21836739

  9. Human ergology that promotes participatory approach to improving safety, health and working conditions at grassroots workplaces: achievements and actions.

    PubMed

    Kawakami, Tsuyoshi

    2011-12-01

    Participatory approaches are increasingly applied to improve safety, health and working conditions of grassroots workplaces in Asia. The core concepts and methods in human ergology research such as promoting real work life studies, relying on positive efforts of local people (daily life-technology), promoting active participation of local people to identify practical solutions, and learning from local human networks to reach grassroots workplaces, have provided useful viewpoints to devise such participatory training programmes. This study was aimed to study and analyze how human ergology approaches were applied in the actual development and application of three typical participatory training programmes: WISH (Work Improvement for Safe Home) with home workers in Cambodia, WISCON (Work Improvement in Small Construction Sites) with construction workers in Thailand, and WARM (Work Adjustment for Recycling and Managing Waste) with waste collectors in Fiji. The results revealed that all the three programmes, in the course of their developments, commonly applied direct observation methods of the work of target workers before devising the training programmes, learned from existing local good examples and efforts, and emphasized local human networks for cooperation. These methods and approaches were repeatedly applied in grassroots workplaces by taking advantage of their the sustainability and impacts. It was concluded that human ergology approaches largely contributed to the developments and expansion of participatory training programmes and could continue to support the self-help initiatives of local people for promoting human-centred work.

  10. Issues in developing valid assessments of speech pathology students' performance in the workplace.

    PubMed

    McAllister, Sue; Lincoln, Michelle; Ferguson, Alison; McAllister, Lindy

    2010-01-01

    Workplace-based learning is a critical component of professional preparation in speech pathology. A validated assessment of this learning is seen to be 'the gold standard', but it is difficult to develop because of design and validation issues. These issues include the role and nature of judgement in assessment, challenges in measuring quality, and the relationship between assessment and learning. Valid assessment of workplace-based performance needs to capture the development of competence over time and account for both occupation specific and generic competencies. This paper reviews important conceptual issues in the design of valid and reliable workplace-based assessments of competence including assessment content, process, impact on learning, measurement issues, and validation strategies. It then goes on to share what has been learned about quality assessment and validation of a workplace-based performance assessment using competency-based ratings. The outcomes of a four-year national development and validation of an assessment tool are described. A literature review of issues in conceptualizing, designing, and validating workplace-based assessments was conducted. Key factors to consider in the design of a new tool were identified and built into the cycle of design, trialling, and data analysis in the validation stages of the development process. This paper provides an accessible overview of factors to consider in the design and validation of workplace-based assessment tools. It presents strategies used in the development and national validation of a tool COMPASS, used in an every speech pathology programme in Australia, New Zealand, and Singapore. The paper also describes Rasch analysis, a model-based statistical approach which is useful for establishing validity and reliability of assessment tools. Through careful attention to conceptual and design issues in the development and trialling of workplace-based assessments, it has been possible to develop the world's first valid and reliable national assessment tool for the assessment of performance in speech pathology.

  11. Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature.

    PubMed

    Innes, Tiana; Calleja, Pauline

    2018-05-01

    Transition into critical care areas for new graduate nurses may be more difficult than transitioning into other areas due to the specialised knowledge needed. It is unknown which aspects of transition programs best support new graduate nurses improve competence and confidence to transition into critical care nursing specialties. Identifying these aspects would assist to design and implement best practice transition programs for new graduates in critical care areas. Themes identified in the literature include; having a designated resource person, workplace culture, socialisation, knowledge and skill acquisition, orientation, and rotation. Allocation of a quality resource person/s, supportive workplace culture, positive socialisation experiences, knowledge and skill acquisition and structured orientation based on new graduates' learning needs all positively supported increased confidence, competence and transition into nursing practice. Rotations between areas within graduate programs can potentially have both positive and negative impacts on the transition process. Negative impacts of including a rotation component in a transition program should be carefully considered alongside perceived benefits when designing new graduate nurse transition programs. Copyright © 2018. Published by Elsevier Ltd.

  12. Workplace Learning of High Performance Sports Coaches

    ERIC Educational Resources Information Center

    Rynne, Steven B.; Mallett, Clifford J.; Tinning, Richard

    2010-01-01

    The Australian coaching workplace (to be referred to as the State Institute of Sport; SIS) under consideration in this study employs significant numbers of full-time performance sport coaches and can be accurately characterized as a genuine workplace. Through a consideration of the interaction between what the workplace (SIS) affords the…

  13. Enhancing reflective practice through online learning: impact on clinical practice

    PubMed Central

    Sim, J; Radloff, A

    2008-01-01

    Purpose Traditionally, radiographers and radiation therapists function in a workplace environment that is protocol-driven with limited functional autonomy. The workplace promotes a culture of conformity and discourages practitioners from reflective and critical thinking, essential attributes for continuing learning and advancing workplace practices. As part of the first author’s doctoral study, a continuing professional development (CPD) educational framework was used to design and implement an online module for radiation therapists’ CPD activities. The study aimed to determine if it is possible to enhance healthcare practitioners’ reflective practice via online learning and to establish the impact of reflective learning on clinical practice. Materials and methods The objectives of the online module were to increase radiation therapists’ knowledge in planning for radiation therapy for the breast by assisting them engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists (twenty-six participants) from Australia, New Zealand and Canada. Results The online module was evaluated using Kirkpatrick’s four-level evaluation model. Evidence indicated that participants were empowered as a result of participation in the module. They began reflecting in the workplace while assuming a more proactive role and increased clinical responsibilities, engaged colleagues in collaborative reflections and adopted evidence-based approaches in advancing clinical practices. Conclusion The study shows that it is possible to assist practitioners engage in reflective practice using an online CPD educational framework. Participants were able to apply the reflective learning they had developed in their workplace. As a result of their learning, they felt empowered to continue to effect changes in their workplace beyond the cessation of the online module. PMID:21614319

  14. To belong or not to belong: nursing students' interactions with clinical learning environments - an observational study.

    PubMed

    Liljedahl, Matilda; Björck, Erik; Kalén, Susanne; Ponzer, Sari; Bolander Laksov, Klara

    2016-08-05

    Belongingness has been argued to be a prerequisite for students' learning in the clinical setting but making students feel like they belong to the workplace is a challenge. From a sociocultural perspective, workplace participatory practices is a framework that views clinical learning environments to be created in interaction between students and the workplace and hence, are dependent on them both. The aim of this study was to explore the interdependence between affordances and engagement in clinical learning environments. The research question was: How are nursing students influenced in their interactions with clinical learning environments? An observational study with field observations and follow-up interviews was performed. The study setting comprised three academic teaching hospitals. Field observations included shadowing undergraduate nursing students during entire shifts. Fifty-five hours of field observations and ten follow-up interviews with students, supervisors and clinical managers formed the study data. A thematic approach to the analysis was taken and performed iteratively with the data collection. The results revealed that students strived to fill out the role they were offered in an aspirational way but that they became overwhelmed when given the responsibility of care. When students' basic values did not align with those enacted by the workplace, they were not willing to compromise their own values. Workplaces succeeded in inviting students into the community of nurses and the practice of care. Students demonstrated hesitance regarding their desire to belong to the workplace community. The results imply that the challenge for clinical education is not to increase the experience of belongingness but to maintain students' critical and reflective approach to health care practice. Additionally, results suggest students to be included as an important stakeholder in creating clinical learning environments rather than being viewed as consumer of clinical education.

  15. Professional/Peer-Learning Community: Impacts on Workplace Training at Bangkok Metropolitan Administration (BMA) Schools

    ERIC Educational Resources Information Center

    Phusavat, Kongkiti Peter; Delahunty, David; Kess, Pekka; Kropsu-Vehkapera, Hanna

    2017-01-01

    Purpose: The study aims to examine the issues relating to workplace learning at the upper secondary school level. This study is based on the two questions. How should the professional/peer-learning community or PLC be developed and deployed to help strengthen in-service teacher training? The second question is what are the success factors which…

  16. Toward a 3-P Model of Workplace Learning: A Literature Review

    ERIC Educational Resources Information Center

    Tynjala, Paivi

    2013-01-01

    The interest in research focusing on learning taking place at work, through work and for work has considerably increased over the past two decades. The purpose of the paper is to review and structure this wide and diverse research field. A tentative holistic model--the 3-P model of workplace learning--is presented, in relation to which the…

  17. A Critical Evaluation of the Contribution of Trust to Effective Technology Enhanced Learning in the Workplace: A Literature Review

    ERIC Educational Resources Information Center

    Short, Heather

    2014-01-01

    This paper offers a critical review of the literature that explores the building and development of trust in workplace learning, particularly in a virtual context and its implications for Technology Enhanced Learning (TEL) in business. Trust is increasingly recognised as important in both business and education, and is the focus of increasing…

  18. Interprofessional Workplace Learning in Primary Care: Students from Different Health Professions Work in Teams in Real-Life Settings

    ERIC Educational Resources Information Center

    Bondevik, Gunnar Tschudi; Holst, Lone; Haugland, Mildrid; Baerheim, Anders; Raaheim, Arild

    2015-01-01

    Interprofessional education may be defined as an occasion when two or more professions learn with, from, and about each other in order to improve collaboration and quality of care. We studied the self-reported experiences from Norwegian health care students participating in interprofessional workplace learning in primary care. We discuss the…

  19. Understanding Self-Directed Learning in the Context of Mobile Web 2.0--Case Study with Workplace Learners

    ERIC Educational Resources Information Center

    Gu, Jia

    2016-01-01

    This paper presents the findings from a multiple-case study which has investigated the impact of mobile Web 2.0 technologies on self-directed learning (SDL) of workplace learners by exploring participants' learning experiences with a mobile App. Drawing on existing literatures, we examined learners' SDL personal attributes and process in the…

  20. VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

    ERIC Educational Resources Information Center

    Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

    2018-01-01

    In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

  1. Authentic leadership, social support and their role in workplace bullying and its mental health consequences

    PubMed Central

    Warszewska-Makuch, Magdalena; Bedyńska, Sylwia; Żołnierczyk-Zreda, Dorota

    2015-01-01

    The aim of this study was to show how authentic leadership is related to social support and exposure to workplace bullying and how these variables are related to mental health. For our sample of 820 office workers employed in different Polish organizations and sectors, social support from supervisors moderated the relationship between authentic leadership and workplace bullying. Social support from co-workers moderated the relationship between workplace bullying and mental health and authentic leadership moderated the relationship between workplace bullying and mental health. PMID:26323771

  2. Authentic leadership, social support and their role in workplace bullying and its mental health consequences.

    PubMed

    Warszewska-Makuch, Magdalena; Bedyńska, Sylwia; Żołnierczyk-Zreda, Dorota

    2015-01-01

    The aim of this study was to show how authentic leadership is related to social support and exposure to workplace bullying and how these variables are related to mental health. For our sample of 820 office workers employed in different Polish organizations and sectors, social support from supervisors moderated the relationship between authentic leadership and workplace bullying. Social support from co-workers moderated the relationship between workplace bullying and mental health and authentic leadership moderated the relationship between workplace bullying and mental health.

  3. Policies aren't enough: the importance of interpersonal communication about workplace breastfeeding support.

    PubMed

    Anderson, Jenn; Kuehl, Rebecca A; Drury, Sara A Mehltretter; Tschetter, Lois; Schwaegerl, Mary; Hildreth, Marilyn; Bachman, Charlotte; Gullickson, Heidi; Yoder, Julia; Lamp, Jamison

    2015-05-01

    Formal policies can establish guidelines and expectations for workplace breastfeeding support. However, interpersonal communication between employees and managers is the context where such policies are explained, negotiated, and implemented. As such, this article focuses on interpersonal communication about breastfeeding support in the workplace. The objective of this article is to describe interpersonal communication related to workplace breastfeeding support. We conducted 3 focus groups with 23 business representatives from a rural city in the Midwest United States. Participants were recruited through the area chamber of commerce. We analyzed the transcripts of the focus groups and derived themes related to the study objective. Our analysis of responses from business representatives in the focus groups revealed 3 major themes about interpersonal communication concerning breastfeeding support in the workplace: (1) interpersonal communication may be more important than written communication for enacting breastfeeding support, (2) multiple factors (age, sex, and power dynamics) complicate the interpersonal communication required to enact breastfeeding support in local businesses, and (3) positive interpersonal communication strategies may improve the success of workplace breastfeeding support. Interpersonal communication between employees and managers is where the specifics of workplace breastfeeding support (eg, policies) are determined and applied. Interpersonal communication about breastfeeding can be challenging due to issues such as age, sex, and power dynamics. However, positive and open interpersonal communication can enhance workplace breastfeeding support. © The Author(s) 2015.

  4. The Concept of Common Sense in Workplace Learning and Experience.

    ERIC Educational Resources Information Center

    Gerber, Rod

    2001-01-01

    A phenomenological study of 56 manufacturing workers revealed 7 different conceptions of "common sense" in workplace experiences: gut feeling, innate ability, knowing how, learning, using others purposefully, demonstrable cognitive ability, and personal attributes. These varied conceptions should be taken into account in workplace…

  5. Working Information

    ERIC Educational Resources Information Center

    Lloyd, Annemaree; Somerville, Margaret

    2006-01-01

    Purpose: The purpose of this article is to explore the contribution that an information literacy approach to the empirical study of workplace learning can make to how people understand and conceptualise workplace learning. Design/methodology/approach: Three cohorts of fire-fighters working in two regional locations in NSW, Australia were…

  6. Workplace Learning: A Concept in Off-Campus Teaching.

    ERIC Educational Resources Information Center

    Rose, Emma; McKee, Willie; Temple, Bryan K.; Harrison, David K.; Kirkwood, D.

    2001-01-01

    Discusses types of university-provided workplace learning; identifies problems posed by employee turnover and lack of equipment. Suggests that the problem of too few students to have a cost-effective program can be solved by clustering program offerings for small businesses. (Contains 25 references.) (SK)

  7. Outcomes of a clinical partnership model for undergraduate nursing students.

    PubMed

    Newton, Jennifer M; Cross, Wendy M; White, Karin; Ockerby, Cherene; Billett, Stephen

    2011-08-01

    Over the last decade several innovative approaches to enhance students' transition to graduate nurse year have been implemented or piloted. This paper describes a study that investigated how the social practices of clinical partnership placement model underpin workplace learning for undergraduate students as they transitioned to graduate. A mixed method approach was utilized comprising individual interviews with students, observation of clinical workplaces across six different areas of nursing practice, student surveys of the clinical learning environment and participant workshops. Three themes were identified that influenced participants' preparedness for work and enhanced the transition into the workplace: 'organizational familiarity', 'continuity' and 'social participation'. A clinical partnership model offers a degree of work readiness for novices when commencing their professional practice role. It enables individuals to participate and engage in workplace activities which are a central component of their learning.

  8. Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces.

    PubMed

    Yardley, Sarah; Brosnan, Caragh; Richardson, Jane; Hays, Richard

    2013-12-01

    This paper addresses the question 'what are the variables influencing social interactions and learning during Authentic Early Experience (AEE)?' AEE is a complex educational intervention for new medical students. Following critique of the existing literature, multiple qualitative methods were used to create a study framework conceptually orientated to a socio-cultural perspective. Study participants were recruited from three groups at one UK medical school: students, workplace supervisors, and medical school faculty. A series of intersecting spectra identified in the data describe dyadic variables that make explicit the parameters within which social interactions are conducted in this setting. Four of the spectra describe social processes related to being in workplaces and developing the ability to manage interactions during authentic early experiences. These are: (1) legitimacy expressed through invited participation or exclusion; (2) finding a role-a spectrum from student identity to doctor mindset; (3) personal perspectives and discomfort in transition from lay to medical; and, (4) taking responsibility for 'risk'-moving from aversion to management through graded progression of responsibility. Four further spectra describe educational consequences of social interactions. These spectra identify how the reality of learning is shaped through social interactions and are (1) generic-specific objectives, (2) parallel-integrated-learning, (3) context specific-transferable learning and (4) performing or simulating-reality. Attention to these variables is important if educators are to maximise constructive learning from AEE. Application of each of the spectra could assist workplace supervisors to maximise the positive learning potential of specific workplaces.

  9. Factors associated with the effectiveness of continuing education in long-term care.

    PubMed

    Stolee, Paul; Esbaugh, Jacquelin; Aylward, Sandra; Cathers, Tamzin; Harvey, David P; Hillier, Loretta M; Keat, Nancy; Feightner, John W

    2005-06-01

    This article examines factors within the long-term-care work environment that impact the effectiveness of continuing education. In Study 1, focus group interviews were conducted with staff and management from urban and rural long-term-care facilities in southwestern Ontario to identify their perceptions of the workplace factors that affect transfer of learning into practice. Thirty-five people were interviewed across six focus groups. In Study 2, a Delphi technique was used to refine our list of factors. Consensus was achieved in two survey rounds involving 30 and 27 participants, respectively. Management support was identified as the most important factor impacting the effectiveness of continuing education. Other factors included resources (staff, funding, space) and the need for ongoing expert support. Organizational support is necessary for continuing education programs to be effective and ongoing expert support is needed to enable and reinforce learning.

  10. Workplace wellness using online learning tools in a healthcare setting.

    PubMed

    Blake, Holly; Gartshore, Emily

    2016-09-01

    The aim was to develop and evaluate an online learning tool for use with UK healthcare employees, healthcare educators and healthcare students, to increase knowledge of workplace wellness as an important public health issue. A 'Workplace Wellness' e-learning tool was developed and peer-reviewed by 14 topic experts. This focused on six key areas relating to workplace wellness: work-related stress, musculoskeletal disorders, diet and nutrition, physical activity, smoking and alcohol consumption. Each key area provided current evidence-based information on causes and consequences, access to UK government reports and national statistics, and guidance on actions that could be taken to improve health within a workplace setting. 188 users (93.1% female, age 18-60) completed online knowledge questionnaires before (n = 188) and after (n = 88) exposure to the online learning tool. Baseline knowledge of workplace wellness was poor (n = 188; mean accuracy 47.6%, s.d. 11.94). Knowledge significantly improved from baseline to post-intervention (mean accuracy = 77.5%, s.d. 13.71) (t(75) = -14.801, p < 0.0005) with knowledge increases evident for all included topics areas. Usability evaluation showed that participants perceived the tool to be useful (96.4%), engaging (73.8%) and would recommend it to others (86.9%). Healthcare professionals, healthcare educators and pre-registered healthcare students held positive attitudes towards online learning, indicating scope for development of further online packages relating to other important health parameters. Copyright © 2016 Elsevier Ltd. All rights reserved.

  11. Gratitude in Workplace Research: A Rossian Approach

    ERIC Educational Resources Information Center

    Gibbs, Paul

    2009-01-01

    Workplace learning is complex in form. It is explorative, social and creative enquiry, and because it is carried out in the socio-political domain of the workplace, it is potentially exploitative of all who contribute. This paper suggests that the workplace researcher might conceptualise the contributions of participants as benefits and/or gifts,…

  12. Training for Basic Skills or Educating Workers?: Changing Conceptions of Workplace Education Programs.

    ERIC Educational Resources Information Center

    Schultz, Katherine

    Although the National Workplace Literacy Program is relatively new, a new orthodoxy of program development based on particular understandings of literacy and learning has emerged. Descriptions of two model workplace education programs are the beginning points for an examination of the assumptions contained in most reports of workplace education…

  13. Bring Workplace Assessment into Business Communication Classrooms: A Proposal to Better Prepare Students for Professional Workplaces

    ERIC Educational Resources Information Center

    Yu, Han

    2010-01-01

    To help students better understand and be better prepared for professional workplaces, the author suggests that business communication teachers examine and learn from workplace assessment methods. Throughout the article, the author discusses the rationale behind this proposal, reviews relevant literature, reports interview findings on workplace…

  14. Educating for interprofessional practice: moving from knowing to being, is it the final piece of the puzzle?

    PubMed

    Ward, Helena; Gum, Lyn; Attrill, Stacie; Bramwell, Donald; Lindemann, Iris; Lawn, Sharon; Sweet, Linda

    2017-01-06

    Professional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought together university-based educators responsible for teaching health professional students and health service-based practitioners who supervise students in the field. Interviews and focus groups with university-based educators and health service-base practitioners were used to explore perceptions of capabilities required for interprofessional practice. The qualitative data were then examined to explore similarities and differences in the language used by these groups. This analysis identified that there were language differences between the university-based educators and health service based practitioners involved in the project. The former demonstrated a curriculum lens, focusing on educational activities, student support and supervision. Conversely, health service-based practitioners presented a client-centred lens, with a focus on communication, professional disposition, attitude towards clients and co-workers, and authenticity of practice. Building on these insights, we theorise about the need for students to develop the self in order to be an interprofessional practitioner. The implications for health professional education in both university and workplace settings are explored.

  15. Workplace rehabilitation and supportive conditions at work: a prospective study.

    PubMed

    Ahlstrom, Linda; Hagberg, Mats; Dellve, Lotta

    2013-06-01

    To investigate the impact of rehabilitation measures on work ability and return to work (RTW), specifically the association between workplace rehabilitation/supportive conditions at work and work ability and RTW over time, among women on long-term sick leave. Questionnaire data were collected (baseline, 6 and 12 months) from a cohort of women (n = 324). Linear mixed models were used for longitudinal analysis of the repeated measurements of work ability index (WAI), work ability score and working degree. These analyses were performed with different models; the explanatory variables for each model were workplace rehabilitation, supportive conditions at work and time. The individuals provided with workplace rehabilitation and supportive conditions (e.g. influence at work, possibilities for development, degree of freedom at work, meaning of work, quality of leadership, social support, sense of community and work satisfaction) had significantly increased WAI and work ability score over time. These individuals scored higher work ability compared to those individuals having workplace rehabilitation without supportive conditions, or neither. Additionally, among the individuals provided with workplace rehabilitation and supportive conditions, working degree increased significantly more over time compared to those individuals with no workplace rehabilitation and no supportive conditions. The results highlight the importance of integrating workplace rehabilitation with supportive conditions at work in order to increase work ability and improve the RTW process for women on long-term sick leave.

  16. The impact of a faculty learning community on professional and personal development: the facilitator training program of the American Academy on Communication in Healthcare.

    PubMed

    Chou, Calvin L; Hirschmann, Krista; Fortin, Auguste H; Lichstein, Peter R

    2014-07-01

    Relationship-centered care attends to the entire network of human relationships essential to patient care. Few faculty development programs prepare faculty to teach principles and skills in relationship-centered care. One exception is the Facilitator Training Program (FTP), a 25-year-old training program of the American Academy on Communication in Healthcare. The authors surveyed FTP graduates to determine the efficacy of its curriculum and the most important elements for participants' learning. In 2007, surveys containing quantitative and narrative elements were distributed to 51 FTP graduates. Quantitative data were analyzed using descriptive statistics. The authors analyzed narratives using Burke's dramatistic pentad as a qualitative framework to delineate how interrelated themes interacted in the FTP. Forty-seven respondents (92%) identified two essential acts that happened in the program: an iterative learning process, leading to heightened personal awareness and group facilitation skills; and longevity of learning and effect on career. The structure of the program's learning community provided the scene, and the agents were the participants, who provided support and contributed to mutual success. Methods of developing skills in personal awareness, group facilitation, teaching, and feedback constituted agency. The purpose was to learn skills and to join a community to share common values. The FTP is a learning community that provided faculty with skills in principles of relationship-centered care. Four further features that describe elements of this successful faculty-based learning community are achievement of self-identified goals, distance learning modalities, opportunities to safely discuss workplace issues outside the workplace, and self-renewing membership.

  17. Exploring the influence of workplace supports and relationships on safe medication practice: A pilot study of Australian graduate nurses.

    PubMed

    Sahay, Ashlyn; Hutchinson, Marie; East, Leah

    2015-05-01

    Despite the growing awareness of the benefits of positive workplace climates, unsupportive and disruptive workplace behaviours are widespread in health care organisations. Recent graduate nurses, who are often new to a workplace, are particularly vulnerable in unsupportive climates, and are also recognised to be at higher risk for medication errors. Investigate the association between workplace supports and relationships and safe medication practice among graduate nurses. Exploratory study using quantitative survey with a convenience sample of 58 nursing graduates in two Australian States. Online survey focused on graduates' self-reported medication errors, safe medication practice and the nature of workplace supports and relationships. Spearman's correlations identified that unsupportive workplace relationships were inversely related to graduate nurse medication errors and erosion of safe medication practices, while supportive Nurse Unit Manager and supportive work team relationships positively influenced safe medication practice among graduates. Workplace supports and relationships are potentially both the cause and solution to graduate nurse medication errors and safe medication practices. The findings develop further understanding about the impact of unsupportive and disruptive behaviours on patient safety and draw attention to the importance of undergraduate and continuing education strategies that promote positive workplace behaviours and graduate resilience. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Four Essential Dimensions of Workplace Learning

    ERIC Educational Resources Information Center

    Hopwood, Nick

    2014-01-01

    Purpose: This conceptual paper aims to argue that times, spaces, bodies and things constitute four essential dimensions of workplace learning. It examines how practices relate or hang together, taking Gherardi's texture of practices or connectedness in action as the foundation for making visible essential but often overlooked dimensions of…

  19. Inequalities and Agencies in Workplace Learning Experiences: International Student Perspectives

    ERIC Educational Resources Information Center

    Wall, Tony; Tran, Ly Thi; Soejatminah, Sri

    2017-01-01

    National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical…

  20. Distributed Systems of Generalizing as the Basis of Workplace Learning

    ERIC Educational Resources Information Center

    Virkkunen, Jaakko; Pihlaja, Juha

    2004-01-01

    This article proposes a new way of conceptualizing workplace learning as distributed systems of appropriation, development and the use of practice-relevant generalizations fixed within mediational artifacts. This article maintains that these systems change historically as technology and increasingly sophisticated forms of production develop.…

  1. Managing the Collaborative Learning Environment.

    ERIC Educational Resources Information Center

    Wagner, June G.

    2002-01-01

    The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…

  2. Informal Learning in Work Environments: Training with the Social Web in the Workplace

    ERIC Educational Resources Information Center

    Garcia-Penalvo, Francisco J.; Colomo-Palacios, Ricardo; Lytras, Miltiadis D.

    2012-01-01

    The Internet and its increasing usage has changed informal learning in depth. This change has affected young and older adults in both the workplace and in higher education. But, in spite of this, formal and non-formal course-based approaches have not taken full advantage of these new informal learning scenarios and technologies. The Web 2.0 is a…

  3. Facilitating Workplace Learning and Change: Lessons Learned from the Lectores in Pre-War Cigar Factories

    ERIC Educational Resources Information Center

    Germain, Marie-Line; Grenier, Robin S.

    2015-01-01

    Purpose: This study aims to describe the lectores (readers) who read the world news and works of literature to workers in pre-World War II cigar factories in Tampa, Florida, and in New York City. The paper addresses the need for more examination of some neglected aspects of workplace learning by presenting a more critical approach to workplace…

  4. Flowers in the Desert: The Impact of Policy on Basic Skills Provision in the Workplace

    ERIC Educational Resources Information Center

    Finlay, Ian; Hodgson, Ann; Steer, Richard

    2007-01-01

    In this paper we argue that learning in the workplace can bring considerable benefits for learners and employers. It draws on data from in-depth interviews and secondary sources from eight sites of work-based learning as part of wider research into the effects of five national policy mechanisms within the Learning and Skills Sector. We also have…

  5. Workplace social support in job satisfaction among veterans with posttraumatic stress symptoms: A preliminary correlational study

    PubMed Central

    Harris, J. I.; Strom, Thad Q.; Ferrier-Auerbach, Amanda G.; Kaler, Matthew E.; Erbes, Christopher R.

    2017-01-01

    For Veterans managing PTSD symptoms, returning to vocational functioning is often challenging; identifying modifiable variables that can contribute to positive vocational adjustment is critical to improved vocational rehabilitation services. Workplace social support has proven to be important in vocational adjustment in both general population and vocational rehabilitation samples, but this area of inquiry has received little attention among Veterans with PTSD symptoms. In this small correlational study, employed Veterans (N = 63) presenting for outpatient PTSD treatment at a VA Health Care System completed surveys assessing demographic variables, PTSD symptoms, workplace social support, and job satisfaction. Workplace social support contributed to the prediction of job satisfaction. It is of note that workplace social support predicted a larger proportion of the variance in employment satisfaction than PTSD symptoms. Further research on workplace social support as a vocational rehabilitation resource for Veterans with PTSD is indicated. PMID:28777812

  6. Workplace social support in job satisfaction among veterans with posttraumatic stress symptoms: A preliminary correlational study.

    PubMed

    Harris, J I; Strom, Thad Q; Ferrier-Auerbach, Amanda G; Kaler, Matthew E; Hansen, Lucas P; Erbes, Christopher R

    2017-01-01

    For Veterans managing PTSD symptoms, returning to vocational functioning is often challenging; identifying modifiable variables that can contribute to positive vocational adjustment is critical to improved vocational rehabilitation services. Workplace social support has proven to be important in vocational adjustment in both general population and vocational rehabilitation samples, but this area of inquiry has received little attention among Veterans with PTSD symptoms. In this small correlational study, employed Veterans (N = 63) presenting for outpatient PTSD treatment at a VA Health Care System completed surveys assessing demographic variables, PTSD symptoms, workplace social support, and job satisfaction. Workplace social support contributed to the prediction of job satisfaction. It is of note that workplace social support predicted a larger proportion of the variance in employment satisfaction than PTSD symptoms. Further research on workplace social support as a vocational rehabilitation resource for Veterans with PTSD is indicated.

  7. Social support and the working hours of employed mothers in Europe: The relevance of the state, the workplace, and the family.

    PubMed

    Abendroth, Anja-Kristin; van der Lippe, Tanja; Maas, Ineke

    2012-05-01

    This paper studies the influence of state, workplace, and family support on the working hours of employed mothers and how these different support sources interact. Data taken from the European Social Survey 2004/2005 as well as country-specific information were used to estimate several hierarchical models. We find evidence that the availability of supportive workplace arrangements and family support positively impact the working hours of employed mothers and that state policies facilitating the traditional family have a negative effect. There is weak support for a positive relationship between state policies facilitating the dual-earner family and working hours of employed mothers. In addition, most of the sources of support appear to be complementary. Supportive family role models and supportive workplace arrangements have a reinforcing relationship, as do publicly funded child care and supportive workplace arrangements. Copyright © 2012 Elsevier Inc. All rights reserved.

  8. Informal interprofessional learning: visualizing the clinical workplace.

    PubMed

    Wagter, Judith Martine; van de Bunt, Gerhard; Honing, Marina; Eckenhausen, Marina; Scherpbier, Albert

    2012-05-01

    Daily collaboration of senior doctors, residents and nurses involves a major potential for sharing knowledge between professionals. Therefore, more attention needs to be paid to informal learning to create strategies and appropriate conditions for enhancing and effectuating informal learning in the workplace. The aim of this study is to visualize and describe patterns of informal interprofessional learning relations among staff in complex care. Questionnaires with four network questions - recognized as indicators of informal learning in the clinical workplace - were handed out to intensive and medium care unit (ICU/MCU) staff members (N = 108), of which 77% were completed and returned. Data were analyzed using social network analysis and Mokken scale analysis. Densities, tie strength and reciprocity of the four networks created show MCU and ICU nurses as subgroups within the ward and reveal central but relatively one-sided relations of senior doctors with nurses and residents. Based on the analyses, we formulated a scale of intensity of informal learning relations that can be used to understand and stimulate informal interprofessional learning.

  9. Culturally tailored diabetes prevention in the workplace: focus group interviews with Hispanic employees.

    PubMed

    Brown, Sharon A; García, Alexandra A; Steinhardt, Mary A; Guevara, Henry; Moore, Claire; Brown, Adama; Winter, Mary A

    2015-04-01

    The purpose was to conduct focus groups with Hispanic employees to obtain input into adaptation of previous DSME interventions for use as a workplace diabetes prevention program. From a list of interested Hispanic employees who attended a local health fair (n = 68), 36 were randomly selected to participate in focus groups held during supper mealtime breaks. An experienced bilingual moderator directed the sessions, using interview guidelines developed by the research team. Participants' ages ranged from 22 to 65 years (mean = 50.4, n = 36, SD = 10.7), 7 males and 29 females attended, and 53% had type 2 diabetes mellitus (T2DM). Employees expressed a keen interest in diabetes classes and recommended a focus on preparing healthier Hispanic foods. Primary barriers to promoting healthier lifestyles were work schedules; many employees worked 2 part-time or full-time jobs. Administrators and direct supervisors of the employees were highly supportive of a workplace diabetes prevention program. The consistent message was that a workplace program would be the ideal solution for Hispanic employees to learn about diabetes and healthy behaviors, given their busy schedules, family responsibilities, and limited resources. If found to be effective, such a workplace program would be generalizable to other service employees who have disproportionate diabetes rates. © 2015 The Author(s).

  10. A Training Intervention for Supervisors to Support a Work-Life Policy Implementation

    PubMed Central

    Laharnar, Naima; Glass, Nancy; Perrin, Nancy; Hanson, Ginger; Kent Anger, W.

    2013-01-01

    Background Effective policy implementation is essential for a healthy workplace. The Ryan-Kossek 2008 model for work-life policy adoption suggests that supervisors as gatekeepers between employer and employee need to know how to support and communicate benefit regulations. This article describes a workplace intervention on a national employee benefit, Family and Medical Leave Act (FMLA), and evaluates the effectiveness of the intervention on supervisor knowledge, awareness, and experience with FMLA. Methods The intervention consisted of computer-based training (CBT) and a survey measuring awareness and experience with FMLA. The training was administered to 793 county government supervisors in the state of Oregon, USA. Results More than 35% of supervisors reported no previous training on FMLA and the training pre-test revealed a lack of knowledge regarding benefit coverage and employer responsibilities. The CBT achieved: (1) a significant learning effect and large effect size of d = 2.0, (2) a positive reaction to the training and its design, and (3) evidence of increased knowledge and awareness regarding FMLA. Conclusion CBT is an effective strategy to increase supervisors' knowledge and awareness to support policy implementation. The lack of supervisor training and knowledge of an important but complex employee benefit exposes a serious impediment to effective policy implementation and may lead to negative outcomes for the organization and the employee, supporting the Ryan-Kossek model. The results further demonstrate that long-time employees need supplementary training on complex workplace policies such as FMLA. PMID:24106648

  11. Safety in the c-suite: How chief executive officers influence organizational safety climate and employee injuries.

    PubMed

    Tucker, Sean; Ogunfowora, Babatunde; Ehr, Dayle

    2016-09-01

    According to social learning theory, powerful and high status individuals can significantly influence the behaviors of others. In this paper, we propose that chief executive officers (CEOs) indirectly impact frontline injuries through the collective social learning experiences and effort of different groups of organizational actors-including members of the top management team (TMT), organizational supervisors, and frontline employees. We found support for our collective social learning model using data from 2,714 frontline employees, 1,398 supervisors, and 229 members of TMTs in 54 organizations. TMT members' experiences within a CEO-driven TMT safety climate was positively related to organizational supervisors' reports of the broader organizational safety climate and their subsequent collective support for safety (reported by frontline employees). In turn, supervisory support for safety was associated with fewer employee injuries at the individual level. We discuss the theoretical and practical implications of these findings for workplace safety research and practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  12. Low-Income Low-Qualified Employees' Access to Workplace Learning

    ERIC Educational Resources Information Center

    McPherson, Rebecca; Wang, Jia

    2014-01-01

    Purpose: The purpose of this paper was to investigate the embedded process that enables or constrains low-income low-qualified employees' access to workplace learning in small organizations. Design/methodology/approach: Informed by the sociomaterial approach and cultural historical activity theory, this study adopted a qualitative cross-case study…

  13. Getting Closer: Workplace Guidance for Lifelong Learning

    ERIC Educational Resources Information Center

    Plant, Peter; Turner, Bob

    2005-01-01

    The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co-operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about…

  14. Exploring the Link between Self-Efficacy, Workplace Learning and Clinical Practice

    ERIC Educational Resources Information Center

    Cox, Jennifer; Simpson, Maree Donna

    2016-01-01

    Pre-registration nurse education includes both conceptual and practical elements to prepare graduates for the transition to clinical practice. Workplace learning plays an important role in developing students' confidence, clinical skills and competency. This paper explores the, perhaps overlooked, centrality of self-efficacy to all areas of…

  15. TESOL in Context: Authentic Workplace Learning for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Thomsett, Janeen; Leggett, Bridget; Ainsworth, Sharon

    2011-01-01

    The action research project entitled "Engaging pre-service TESOL teachers in authentic workplace learning" aimed to enhance the TESOL practicum experience of pre-service teachers in the Graduate Diploma of Education at Edith Cowan University in Perth, Western Australia. Integrated into the relevant TESOL curriculum unit was the…

  16. Self-Directed Workplace Learning.

    ERIC Educational Resources Information Center

    1998

    This document contains four papers from a symposium on self-directed workplace learning. "Self-Directed Work Teams: Implementation and Performance" (Marcel van der Klink, Hilde ter Horst) discusses the results of a study examining the implementation and effects of self-directed work teams in a land register office and the role of the…

  17. Inside the VA: How Workplace Training Evaluation Impacts Employee Performance

    ERIC Educational Resources Information Center

    Emerson, Timica F.

    2017-01-01

    Employee performance and patient satisfaction are strong indicators of the current state of a healthcare organization. Workplace training programs are used to teach employees the knowledge and skills necessary to effectively perform on the job. Instructor-led, online, blended and independent learning events are produced to address learning needs…

  18. The Employer Perspective: A Survey of Employer Participation in Structured Workplace Learning, 2000.

    ERIC Educational Resources Information Center

    AMR Interactive (Australia).

    In 2000, a quantitative telephone survey of 2,098 businesses in Australia determined employer awareness of and participation in structured workplace learning (SWL) programs. It explored "drivers" of participation and employers' decision-making process. Comparisons with a 1998 survey identified changes in employer awareness, attitudes,…

  19. Adaptive Feedback Improving Learningful Conversations at Workplace

    ERIC Educational Resources Information Center

    Gaeta, Matteo; Mangione, Giuseppina Rita; Miranda, Sergio; Orciuoli, Francesco

    2013-01-01

    This work proposes the definition of an Adaptive Conversation-based Learning System (ACLS) able to foster computer-mediated tutorial dialogues at the workplace in order to increase the probability to generate meaningful learning during conversations. ACLS provides a virtual assistant selecting the best partner to involve in the conversation and…

  20. Workplace Stress and the Student Learning Experience

    ERIC Educational Resources Information Center

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  1. Making Work-Based Learning Work

    ERIC Educational Resources Information Center

    Cahill, Charlotte

    2016-01-01

    Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

  2. Status of knowledge on student-learning environments in nursing homes: A mixed-method systematic review.

    PubMed

    Husebø, Anne Marie Lunde; Storm, Marianne; Våga, Bodil Bø; Rosenberg, Adriana; Akerjordet, Kristin

    2018-04-01

    To give an overview of empirical studies investigating nursing homes as a learning environment during nursing students' clinical practice. A supportive clinical learning environment is crucial to students' learning and for their development into reflective and capable practitioners. Nursing students' experience with clinical practice can be decisive in future workplace choices. A competent workforce is needed for the future care of older people. Opportunities for maximum learning among nursing students during clinical practice studies in nursing homes should therefore be explored. Mixed-method systematic review using PRISMA guidelines, on learning environments in nursing homes, published in English between 2005-2015. Search of CINAHL with Full Text, Academic Search Premier, MEDLINE and SocINDEX with Full Text, in combination with journal hand searches. Three hundred and thirty-six titles were identified. Twenty studies met the review inclusion criteria. Assessment of methodological quality was based on the Mixed Methods Appraisal Tool. Data were extracted and synthesised using a data analysis method for integrative reviews. Twenty articles were included. The majority of the studies showed moderately high methodological quality. Four main themes emerged from data synthesis: "Student characteristic and earlier experience"; "Nursing home ward environment"; "Quality of mentoring relationship and learning methods"; and "Students' achieved nursing competencies." Nursing home learning environments may be optimised by a well-prepared academic-clinical partnership, supervision by encouraging mentors and high-quality nursing care of older people. Positive learning experiences may increase students' professional development through achievement of basic nursing skills and competencies and motivate them to choose the nursing home as their future workplace. An optimal learning environment can be ensured by thorough preplacement preparations in academia and in nursing home wards, continuous supervision and facilitation of team learning. © 2018 John Wiley & Sons Ltd.

  3. Workplace Literacy: The Effects of an In-house Program on the Organization.

    ERIC Educational Resources Information Center

    Fretz, Barbara

    The effects of an in-house workplace literacy program on an organization are examined. A small Canadian manufacturing plant that began a workplace literacy program called Learning in the Workplace in 1990 was the site of this case study research. The plant was CCL Custom Manufacturing, which specialized in household powder-based products. Four…

  4. Knowledge Types Used by Researchers and Wool Producers in Australia under a Workplace Learning Typology: Implications for Innovation in the Australian Sheep Industry

    ERIC Educational Resources Information Center

    Thompson, Lyndal-Joy; Reeve, Ian

    2011-01-01

    This paper reports on research into the learning aspects of adopting integrated parasite management practices for sheep (IPM-s) applying a workplace learning framework. An analysis of four primary data sources was conducted; a postal survey of Australian wool producers, a Delphi process with IPM-s researchers, focus groups and interviews with wool…

  5. Let's Get Real: Deeper Learning and the Power of the Workplace. Deeper Learning Research Series. Executive Summary

    ERIC Educational Resources Information Center

    Hoffman, Nancy

    2015-01-01

    In the United States, we tend to assume that young people should become educated and then go to work, as though the two were entirely separate stages of life. This dichotomy blinds us to the fact that work itself can be a powerful means of education. Indeed, the workplace is where many young people become most engaged in learning high-level skills…

  6. Advanced life support (ALS) instructors experience of ALS education in Western Australia: a qualitative exploratory research study.

    PubMed

    Taplin, John; McConigley, Ruth

    2015-04-01

    When cardiac arrest occurs, timely competent advanced life support (ALS) interventions by nursing staff can influence patient outcomes. Ongoing ALS education influences maintenance of competency and avoids skill decay. To explore the methods of ALS education delivery for nurses in the workplace; describe the issues relating to maintaining ALS competency; explore ALS competency decay for nurses and develop recommendations for the provision of continuing ALS education. A qualitative exploratory design was used to study ALS education provision in the workplace. Data were collected from ALS nurse experts in Western Australia by face-to-face and phone interviews. Semi-structured interviews were conducted and organised around a set of predetermined questions. Two major themes were identified; the first theme Demand and Supply describes the increasing demand for ALS education for nurses and the challenges with providing timely cost effective traditional face-to-face ALS education. The second theme, Choosing The Best Education Options describes new ways to provide ALS education using emerging technologies. The study suggested that using e-learning methods would assist with educating the maximum amount of nurses in a timely manner and e-learning and teleconferencing offer opportunities to reach nurses in distant locations. Delivering ALS education more frequently than annually would increase skills maintenance and lessen skill decay. Further research is required to explore which blended e-learning model is best suited to ALS education. Copyright © 2014 Elsevier Ltd. All rights reserved.

  7. Practice development for midwifery education: an innovative way forward.

    PubMed

    Donsante, Jackie; Edgar, Denise; Gill, Leeanne; Thomson, Ceri; Williamson, Moira; Walsh, Kenneth

    2013-01-01

    Within workplaces there can be several different cultures operating, and it is widely recognised that this occurs in health services. Midwifery and maternity care has, and continues to face many challenges as services continually change and develop to meet the needs of women and their families. To help meet these challenges a practice development initiative was undertaken within a large maternity service in Australia to improve the learning and workplace culture. This service consisted of four separate units providing care for women and their families in the antenatal, birthing, postnatal and neonatal periods. The coming together of these four units as a service began with the creation of a shared values statement which was adopted by all midwifery staff. To obtain evidence of the current workplace, observations of practice, the review of women's stories, and audits of clinical data were undertaken. Nine midwives were trained and supported to facilitate critical discussions of the data. These critical discussions, reflections and analysis of the data, led to the identification of four domains or key areas the staff prioritised for change. This led to practice development groups being formed within the maternity service, who developed collaborative and creative ways of thinking about the issues or problems identified. This paper highlights how the processes of practice development were implemented to improve one of these domains "the learning and workplace culture", especially in relation to educational information and resources for women, their families and staff. The journey began over three years ago and continues to evolve. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

  8. Management of Nursing Workplace Incivility in the Health Care Settings: A Systematic Review.

    PubMed

    Armstrong, Nancy

    2018-05-01

    Workplace incivility is a well-documented issue in nursing in the health care setting. It has the potential to cause emotional and physical distress in victims and potentially affects the quality of care provided. The purpose of this study was to critique and summarize the most recent, available evidence related to interventions in assisting nursing staff working in health care settings in managing incivility. This systematic review of literature yielded 10 studies meeting the criteria. The studies were mostly identified as lower quality research. Despite the lower quality of research, the collection of evidence suggests the use of a combination of educational training about workplace incivility, training about effective responses to uncivil workplace behaviors, and active learning activities to practice newly learned communication skills, in assisting nurses in improving their ability to manage incivility in the workplace.

  9. Social firms: building cross-sectoral partnerships to create employment opportunity and supportive workplaces for people with mental illness.

    PubMed

    Paluch, Tamar; Fossey, Ellie; Harvey, Carol

    2012-01-01

    A major barrier to employment for people with mental illness is limited access to supportive and non-discriminatory workplaces. Social firms are businesses committed to employing up to 50% of people with a disability or other disadvantage and to providing supportive work environments that benefit workers. Little research has been conducted to understand the features and social processes that support the vocational experiences of employees with mental health issues in social firms. This ethnographic study sought to explore the experiences of nine employees at one Australian social firm. Nine employees of a social firm, with and without mental illness. Study methods used included participant observation, interviewing and document analysis. The study highlights the complexity of running a socially-invested business, and the importance of cross-sectoral partnerships to support their operational success. Natural workplace supports, adequate training and support infrastructure and enabling participation in the business, were identified as important to creating a supportive workplace. Partnerships within the workplace and in support of the workplace are discussed. Future growth and development of partnerships are recommended to support the establishment of social firms.

  10. Learning to "Fit In": The Emotional Work of Chinese Immigrants in Canadian Engineering Workplaces

    ERIC Educational Resources Information Center

    Shan, Hongxia

    2012-01-01

    Purpose: The paper aims to explore the emotion learning experiences of some Chinese immigrants in Canadian engineering workplaces. Design/methodology/approach: The paper is based on life history style interviews with 14 Chinese immigrant engineers and 14 key informant interviews. Findings: Research respondents constructed a competitive, masculine,…

  11. Workplace Learning for the Public Good: Implementation of a Standardized, Competency-Based Curriculum in Texas WIC

    ERIC Educational Resources Information Center

    Kessler, Seth A.; Horton, Karissa D.; Gottlieb, Nell H.; Atwood, Robin

    2012-01-01

    Purpose: The purpose of this study is to describe preceptors' implementation experiences after implementing a workplace learning program in Texas WIC (women, infant, and children) agencies and identify implementation best practices. Design/methodology/approach: This research used qualitative description methodology. Data collection consisted of 11…

  12. Workplace Learning: The Roles of Knowledge Accessibility and Management

    ERIC Educational Resources Information Center

    Li, Jessica; Brake, Gary; Champion, Angeline; Fuller, Tony; Gabel, Sandy; Hatcher-Busch, Lori

    2009-01-01

    Purpose: The purpose of this paper is to examine how knowledge management systems have been used by the studied organizations to improve knowledge accessibility and knowledge sharing in order to increase workplace learning. Design/methodology/approach: The study relies on a qualitative multisite case study method. Data were obtained from five…

  13. VISIONS2 Learning for Life Initiative. Workplace Literacy Implementation Model.

    ERIC Educational Resources Information Center

    Walsh, Chris L.; Ferguson, Susan E.; Taylor, Mary Lou

    This document presents a model for implementing workplace literacy education that focuses on giving front-line workers or first-line workers basic skills instruction and an appreciation for lifelong learning. The introduction presents background information on the model, which was developed during a partnership between a technical college and an…

  14. Should Mobile Learning Be Compulsory for Preparing Students for Learning in the Workplace?

    ERIC Educational Resources Information Center

    Fuller, Richard; Joynes, Viktoria

    2015-01-01

    From the contexts of current social, educational and health policy, there appears to be an increasingly inevitable "mobilisation" of resources in medicine and health as the use mobile technology devices and applications becomes widespread and culturally "normed" in workplaces. Over the past 8 years, students from the University…

  15. A Foot in Both Camps: School Students and Workplaces.

    ERIC Educational Resources Information Center

    Smith, Erica; Green, Annette; Brennan, Ros

    A research study in Australia examined the nature, extent, and methods of workplace learning for school students. Following a literature review that found that the proportion of school students who work part-time is increasing but that there is relatively little research on the learning outcomes of either work experience or work placements,…

  16. Boundary Crossings: Using Participatory Theatre as a Site for Deepening Learning

    ERIC Educational Resources Information Center

    Kumrai, Rajni Rani; Chauhan, Vipin; Hoy, Jane

    2011-01-01

    Amongst the academic community there has been an increasing acceptance that knowledge and learning is no longer situated solely within academic settings and that workplace settings are also legitimate spaces for reflecting on practice in order to enhance professional capabilities. Learners are uniquely placed to draw on their workplace experiences…

  17. Learning Documentations in VET Systems: An Analysis of Current Swiss Practices

    ERIC Educational Resources Information Center

    Caruso, Valentina; Cattaneo, Alberto; Gurtner, Jean-Luc

    2016-01-01

    Swiss vocational education and training (VET) is defined as a dual-track system where apprentices weekly alternate between vocational school and a (real) workplace. At the workplace, they have to keep a learning documentation throughout their training, in which they are expected to regularly document their professional development. The actual use…

  18. Towards a Knowledge-Rich Learning Environment in Preparatory Secondary Education

    ERIC Educational Resources Information Center

    van Schaik, Martijn; van Oers, Bert; Terwel, Jan

    2011-01-01

    In this case study a novel educational programme for students in preparatory vocational education was studied. The research questions were: (1) Which teaching/learning processes occur in a simulated workplace using the concept of a "knowledge-rich" workplace? (2) What is the role of models and modelling in the teaching/learning…

  19. An Action Learning Project on Diversity: Pitfalls and Possibilities.

    ERIC Educational Resources Information Center

    Hite, Linda M.

    1997-01-01

    In a college course on diversity in the workplace, students' experiences with conducting a cultural audit of the university as a workplace illustrate the dilemmas that can arise when students conduct action research in a real client system. Despite the inherent problems, the project resulted in significant student learning about the subject and…

  20. Workplace Learning Issues. Symposium 31. [AHRD Conference, 2001].

    ERIC Educational Resources Information Center

    2001

    This document contains three papers on workplace learning issues and human resource development. "The Impact of Self-Management on Training Participation" (Jasper B. van Loo, Andries de Guip, Jo G.L. Thijssen) combines HRD and economic theory to in an attempt to explain the relationship between self-management and training participation.…

  1. Context, Agency and Professional Workplace Learning: Trainee Accountants in Large and Small Practices

    ERIC Educational Resources Information Center

    Bishop, Daniel

    2017-01-01

    Purpose: The purpose of this paper is to investigate the ways in which organisational context and individual agency interact (co-participate) to shape the workplace learning of graduate trainee accountants, and to examine the role of firm size in conditioning this interaction. Design/methodology/approach: A qualitative, comparative approach was…

  2. Technological Change and Skills Development. EEE700 Adults Learning: The Changing Workplace A.

    ERIC Educational Resources Information Center

    Bernard, Elaine

    This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University. The first part of the document examines the relationship between technological change and skills development. The following topics are discussed: the new technological…

  3. 7 Principles for Effective Work-Based Learning

    ERIC Educational Resources Information Center

    Cahill, Charlotte

    2016-01-01

    Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

  4. Language and Literacy in Workplace Education: Learning at Work. Language in Social Life Series.

    ERIC Educational Resources Information Center

    Mawer, Giselle; Fletcher, Lee; McCall, Julia; O'Grady, Catherine; Ong, Bee Jong

    Interweaving theory and commentary with case studies, this book explores a multifaceted approach to workplace education that develops workers' skills and integrates learning, language, and cross-cultural issues into work, communication, and management practices. Chapter 1 explores the changing world of work and implications for workforce skill…

  5. Senior Secondary Workplace Learning and Transition Success in Australia

    ERIC Educational Resources Information Center

    Gemici, Sinan; Curtis, David D.

    2012-01-01

    Purpose: The purpose of this paper is to examine the effectiveness of participation in workplace learning among senior secondary students in Australia. Work placements are deemed to be effective if they meet policy objectives of improving student transitions by (a) enhancing Year 12 completion rates and (b) increasing the engagement of…

  6. Learning in Workplace Simulations in Vocational Education: A Student Perspective

    ERIC Educational Resources Information Center

    Jossberger, Helen; Brand-Gruwel, Saskia; van de Wiel, Margje W. J.; Boshuizen, Henny

    2018-01-01

    In vocational education, workplace simulations (WPS) have been implemented to ensure a better connection between the educational setting and the labour market. Moreover, WPS are supposed to motivate students and promote self-directed learning. So far, however, not much is known about the way students experience these WPS. The aim of the present…

  7. The Impact of Emotion and Power Relations on Workplace Learning

    ERIC Educational Resources Information Center

    Sebrant, Ulla

    2008-01-01

    In a previous ethnographic study (Sebrant, 2000) a social constructionist view of how social identity is produced among professional groups in Swedish healthcare was developed. Looking at the workplace as an important environment for identity construction suggested that these processes were conditions for learning. The purpose of this paper is to…

  8. Learning "Social Responsibility" in the Workplace: Conjuring, Unsettling, and Folding Boundaries

    ERIC Educational Resources Information Center

    Fenwick, Tara

    2011-01-01

    This article proceeds from the argument that while the discourse of social responsibility (SR) is increasingly evident in pedagogies circulating through the workplace, its actual practices tend to be obscured beneath complex tensions and moral precepts presented as self-evident. Through an examination of individuals' learning of SR in the…

  9. Workplace Learning: A Trade Union Failure to Service Needs

    ERIC Educational Resources Information Center

    Stroud, Dean; Fairbrother, Peter

    2008-01-01

    Purpose: The purpose of this paper is to open up discussion about the relationship between trade unions and workplace learning. Design/methodology/approach: The paper is based on an analysis of a series of case-studies of restructuring in the European steel industry, incorporating interviews, observation and documentary analysis. Findings: The…

  10. Organising Workplace Learning: An Inter-Organisational Perspective

    ERIC Educational Resources Information Center

    Svensson, Lennart; Randle, Hanne; Bennich, Maria

    2009-01-01

    Purpose: The purpose of this paper is to argue that both the supply-based model and the demand-based form of vocational education and training (VET) have their limitations and propose a "third way" in which reflective learning in the workplace is a central ingredient. Design/methodology/approach: The data was collected from several…

  11. The new organization: Rethinking work in the age of virtuality

    NASA Technical Reports Server (NTRS)

    Sutherland, Duncan B., Jr.

    1996-01-01

    Like two enormous steam engines, throttles wide-open, bells clanging and whistles screeching, careening toward each other down the same track, two powerful forces are about to collide and the point of collision will be smack in the middle of the white-collar workplace. Moreover, once the dust has settled, it is quite likely that we will never be able to think about the white-collar workplace in quite the same way again. The forces couldn't be more different. One force, the theory of complex adaptive systems, has its roots in the radical new sciences of chaos and complexity. The other force, the notion of organizations being learning systems, more like living organisms than 'information factories,' is an outgrowth of the new management thinking of leading organizational theorists like the Claremont Graduate School's Peter Drucker, MIT's Peter Senge, and Hitotsubashi University's Ikujiro Nonaka. Nevertheless, both the new science and the new management thinking seem to point to a similar and perhaps even startling conclusion: the business organization of the 21st century will look nothing like the bureaucratic organizational model that prevails in most companies today, a model that has remained largely unchanged since the manufacturing heydays of 1950s. While the details of the new organization remain sketchy, its rough outline is already beginning to take shape. Rather than simply being flatter through the elimination of layer upon layer of 'middle management,' the new organization is likely to be made up of networks of specialists who will be, for all practical purposes, self-managing. Rather than focusing on issues like re-engineering business processes, a holdover from Taylorism, the focus will be on supporting the continuous learning of an organization's specialists, the sharing of this learning with other specialists, and the embedding of this learning in the organization's physical structure. Finally, rather than viewing themselves as going through relatively long periods of stability punctuated by shorts bursts of 'reorganization,' business enterprises will come to realize that their very survival depends upon their being in a state of continuous organization. The implications of the new organization with respect to how companies approach the planning, design, and management of the technology infrastructure that enables individual learning, self-management, and continuous orgsnization, are both numerous and far-reaching. As part of this technology infrastructure, the white-collar workplace exists in the form it does today as a direct result of management's beliefs about how time, space, and tools ought to be organized and managed in order to accomplish useful intellectual work. Obviously, if these beliefs change radically, as both the new science and the new management thinking suggest is about to happen, then it is almost inevitable that the form and function of the white-collar workplace will change radically, as well. Will there even be a white-collar workplace in the 21st century, in the sense of purpose-built facilities designed to support the co-location of large numbers of white-collar workers? Only time will tell. However, the leading indicators seem to suggest that, as the old saying goes, 'We ain't seen nothin' yet!'

  12. Rural Workplace Literacy Demonstration Project. Welding Curriculum. Dorsey Trailers, Inc.

    ERIC Educational Resources Information Center

    Enterprise State Junior Coll., AL.

    This curriculum guide contains workplace-specific instructional materials developed for use in a rural workplace literacy demonstration project, specifically with welders. Contents include a student assessment form, instructional objectives, pre- and posttests, learning activities (some locally developed and some selected from commercially…

  13. Evaluation of empowerment processes in a workplace health promotion intervention based on learning in Sweden.

    PubMed

    Arneson, Hanna; Ekberg, Kerstin

    2005-12-01

    The aim of this study was to evaluate a theory-based method for workplace health promotion (WHP) with regard to possible facilitation of empowerment processes. The intervention tool was the pedagogic method known as problem-based learning (PBL). The aim of the intervention was to promote empowerment and health among the employees. The intervention was implemented in three organizations within the public sector in Sweden, in a bottom-up approach. All employees, including management, in each organization, were offered the opportunity to participate (n = 113) and 87% (n = 97) participated. The intervention was implemented in 13 groups of six to eight participants who met once a week over a period of 4 months. The predetermined overall goal of the intervention was to promote employee health within the organizational setting. A facilitator in each group and a group-specific mutual agreement guided the intervention, as did the problem solving process. The participants set goals and developed strategies to reach their goals between the meetings. Thirty informants were interviewed in seven focus groups after the intervention about the intervention method and the process, following a semi-structured theme guide. The phenomenographic analysis resulted in six descriptive categories: reflection, awareness and insight, self-direction and self-management, group coherence, social support and actions. The results correspond to established theories of components of empowerment processes. The method initiated processes of change at organizational, workplace and individual levels as the participants examined their work situation, determined problems and initiated solutions. Social support and group coherence were expressed as essential in order to transform challenging strategies into action and goal realization. The findings indicate that systematic improvements of social support and group coherence among employees ought to be facilitated by the organization as a health-promoting arena. PBL appears to be a profitable and powerful instrument with the potential to enable empowerment.

  14. Workplace, psychosocial factors, and depressive symptoms among working people with arthritis: a longitudinal study.

    PubMed

    Li, Xin; Gignac, Monique A M; Anis, Aslam H

    2006-09-01

    To examine the role of demographic, illness-related, workplace support, workplace activity limitations, arthritis-related work changes, and psychosocial factors in predicting subsequent depressive symptoms among employed people with arthritis. In a prospective study, 366 employed individuals with arthritis were recruited from Toronto, Canada. Respondents completed a structured questionnaire assessing demographic, disease-related factors, workplace support, and employment-related transitions, as well as psychosocial variables at 2 timepoints 18 months apart. Depression was assessed using the Center for Epidemiologic Studies Depression Scale. Hierarchical multiple regression was used for analyses. Individuals with greater education reported significantly less depression. Lower workplace support and greater workplace activity limitations were significantly associated with future depressive symptoms. No relationship was found between work transitions and later depression, but more work changes were strongly associated with concurrent depressive symptoms. An association was also found between greater pain catastrophizing and future depressive symptoms. Our results highlight the need to assess the influence of work-related changes, workplace support, and psychosocial variables on depressive symptoms among people with arthritis. These findings suggest that workplace interventions should address not only ways to reduce workplace activity limitations, but also ways to better manage emotional distress related to working with arthritis.

  15. Process and outcomes evaluation of retention strategies within a nursing workforce diversity project.

    PubMed

    Escallier, Lori A; Fullerton, Judith T

    2009-09-01

    A commitment to enhancing the diversity of the nursing workforce is reflected in the recruitment and retention strategies designed by Stony Brook University with support of a grant received from the Department of Health and Human Services, Health Resources and Services Administration. Three specific student retention strategies are evaluated in terms of their influence on student inclusion and promotion of student success. A review of the cultural competence of teaching and learning strategies and the promotion of cultural self-awareness underpinned these strategies. A mentorship program designed to provide individual support for students, particularly for those engaged in distance learning, proved to be challenging to implement and underused by students. Students found other means of support in their workplace and through individual connections with the faculty. Instructional programs that enhanced individual skills in the use of computer hardware and software were particularly effective in promoting student success.

  16. An Internship Model for Culturally Relevant Success for Native American High School Students

    NASA Astrophysics Data System (ADS)

    Nall, J.; Graham, E. M.

    2004-12-01

    Culturally relevant educational practices can be challenging to implement in the workplace. In an effort to support equity in access to undergraduate internship opportunities for Native American students, NASA Jet Propulsion Laboratory's (JPL) Education Office, Minority Education Initiatives offers a unique approach to supporting students from Native American reservation high schools in Washington State to participate in eight-week technical (Science, Technology, Engineering and Mathematics related) summer internships. This talk will address the Alliance for Learning and Vision for Americans (ALVA) program's twelve years of success based on four programmatic principals, annual review and the critical support of scientists and engineers.

  17. Supporting Workplace Diversity: Emerging Roles for Employment Counselors

    ERIC Educational Resources Information Center

    Neault, Roberta A.; Mondair, Suneet

    2011-01-01

    Employment counselors generally understand the benefits of workplace diversity; most are actively engaged in supporting diverse clients to attach to the workforce. However, they are less likely to be involved in supporting organizations to create workplaces where diverse workers are welcomed, appreciated, and fully engaged. In this article,…

  18. Educating Managers to Create Healthy Workplaces

    ERIC Educational Resources Information Center

    Gilbreath, Brad

    2012-01-01

    This article provides management educators with a comprehensive, research-based set of concepts they can use to enrich students' understanding of how to create healthy workplaces. To assist with that endeavor, learning objectives related to creating healthy workplaces are provided. Work environment stressors are discussed along with human and…

  19. Workplace Math. EPIC Workplace Learning Project, 1996.

    ERIC Educational Resources Information Center

    King, Catherine; Cyr, Anne Reis; Gross, Mary; Armstrong, Ray

    Designed as a reference for teaching mathematics in the workplace, this manual presents teaching strategies and activities for beginning, intermediate, and advanced learners in four mathematics-related topics. Following an overview of the manual's purpose, definitions are provided of the three skill levels targeted by the activities. Strategies…

  20. Empowering the ESL Worker within the New Work Order.

    ERIC Educational Resources Information Center

    Moore, Rita A.

    1999-01-01

    Investigates issues of empowerment and language learning for English-as-a-Second-Language workers (in workplace literacy projects) making the transition from one type of workplace culture to another. Describes the project and participants, how workplace structures and linguistic hierarchies disempowered second-language learners, benefits of…

  1. Employee experience of workplace supervisor contact and support during long-term sickness absence.

    PubMed

    Buys, Nicholas J; Selander, John; Sun, Jing

    2017-12-07

    Workplace support is an important factor in promoting successful return to work. The purpose of this article is to examine relationships between supervisor contact, perceived workplace support and demographic variables among employees on long-term sickness absence. Data were collected from 204 public employees at a municipality in Sweden who had been on long term sickness absence (60 days or more) using a 23 question survey instrument that collected information on demographic variables, supervisor contact and perceived workplace support. Most injured employees (97%) reported having contact with their supervisors during their sickness absence, with a majority (56%) reporting high levels of support, including early (58.6%) and multiple (70.7%) contacts. Most were pleased with amount of contact (68.9%) and the majority had discussed workplace accommodations (68.1%). Employees who self-initiated contact, felt the amount of contact was appropriate, had a personal meeting with their supervisors and discussed workplace adjustments reported experiencing higher levels of support from supervisors. Employees on long-term sickness absence appreciate contact from their supervisors and this is associated with perceived workplace support. However, the amount and employee experience of this contact is important. It needs to be perceived by employees as supportive, which includes a focus on strategies (e.g., work adjustment) to facilitate a return to work. Supervisor training is required in this area to support the return to work process. Implications for Rehabilitation Contact and support from workplace supervisors is important to workers on long-term sickness absence. Employees appreciate frequent contact from supervisors during long-terms sickness absence. Employees appreciate a personal meeting with supervisors and the opportunity to discuss issues related to return to work such as work adjustment. Employers should provide training to supervisors on how to communicate and assist employees on long-term sickness absence.

  2. Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

    ERIC Educational Resources Information Center

    Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

    2017-01-01

    Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

  3. Rethinking UK Small Employers' Skills Policies and the Role of Workplace Learning

    ERIC Educational Resources Information Center

    Kitching, John

    2008-01-01

    Small business employers in the UK are widely perceived as adopting a reactive, ad hoc approach to employee skill formation. Employer reliance on workplace learning is often treated, explicitly or implicitly, as evidence of such an approach. Small employers' approaches to skill creation are investigated using data from two employer samples. Three…

  4. Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

    ERIC Educational Resources Information Center

    Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

    2015-01-01

    Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

  5. Technology and the Organisation of Work. EEE701 Adults Learning: The Changing Workplace B.

    ERIC Educational Resources Information Center

    Littler, Craig R.

    This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace B, in the Open Campus Program at Deakin University. The first part of the document analyzes the relationship between technology, skill, and work within the context of the debates concerning deskilling and managerial control…

  6. Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity. Digital Education and Learning

    ERIC Educational Resources Information Center

    Phillips, Michael

    2016-01-01

    This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated…

  7. Using Problem-Based Learning to Bring the Workplace into the Classroom

    ERIC Educational Resources Information Center

    Dadd, Kelsie A.

    2009-01-01

    A modified form of problem-based learning (PBL) with problems based on real workplace scenarios was trialled in a third year university class on Environmental Geology. Problems were developed in consultation with industry and based on their recent projects. These were then modified to allow for the shorter timeframe available, the less developed…

  8. University-Preschool Partnership and Workplace-Based Learning: A Collaborative "Third Space" or No Space at All?

    ERIC Educational Resources Information Center

    Jónsdóttir, Arna H.

    2015-01-01

    The article examines the aims of the workplace-based learning of prospective preschool teachers in Iceland and associated cooperative practices between the University of Iceland and preschools. A "third space" of collaboration between these two sites is considered necessary if the education of preschool student teachers is to be…

  9. Recognising Workplace Learning: The Emerging Practices of e-RPL and e-PR

    ERIC Educational Resources Information Center

    Cameron, Roslyn

    2012-01-01

    Purpose: The use of e-portfolios in recognition of prior learning (RPL) processes in workplace and professional practice contexts has attracted little attention in the literature due to its emergent nature. This study seeks to explore the growing incidence of e-portfolio-based RPL (e-RPL) and professional recognition (e-PR) processes in Australia…

  10. Going beyond Competencies: An Exploratory Study in Defining Exemplary Workplace Learning and Performance Practitioners

    ERIC Educational Resources Information Center

    Smith, Terri Freeman

    2009-01-01

    This study was an exploratory investigation used to identify exemplary performance in four of the areas of expertise (AOEs) as described in the American Society for Training and Development's "Mapping the Future: New Workplace Learning and Performance Competencies" (2004). Qualitative data were collected from the following four AOEs: (1)…

  11. Workplace Learning & Leadership: A Handbook for Library and Nonprofit Trainers

    ERIC Educational Resources Information Center

    Reed, Lori; Signorelli, Paul

    2011-01-01

    The best kind of learning is that which never ends--and a culture of training means that staff will be more flexible and responsive to new ideas and strategies, imperative in today's libraries. In this practical resource, leading workplace trainers Reed and Signorelli offer guidance on improving the effectiveness of training programs. Their book…

  12. How to Measure the Efficacy of VET Workplace Learning: The FET-WL Model

    ERIC Educational Resources Information Center

    Pineda-Herrero, Pilar; Quesada-Pallarès, Carla; Espona-Barcons, Berta; Mas-Torelló, Óscar

    2015-01-01

    Purpose: Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL…

  13. The Study of Workplace Learning and Performance Competencies among Pakistani Practitioners

    ERIC Educational Resources Information Center

    Sherwani, Naseem Saeed

    2010-01-01

    The purpose of this study was to investigate Pakistani Workplace Learning and Performance (WLP) practitioners' perceptions of the importance of WLP competencies at the present time and in the next five years. The goals were to: (1) identify and characterize a profile of Pakistani WLP practitioners; (2) analyze perceptions of the current and future…

  14. When Are Workload and Workplace Learning Opportunities Related in a Curvilinear Manner? The Moderating Role of Autonomy

    ERIC Educational Resources Information Center

    van Ruysseveldt, Joris; van Dijke, Marius

    2011-01-01

    Building on theoretical frameworks like the Job Demands Control model and Action Theory we tested whether the relationship between workload and employees' experiences of opportunities for workplace learning is of an inverted u-shaped nature and whether autonomy moderates this relationship. We predicted that--at moderate levels of…

  15. Workplace Learning, Job Satisfaction, and Organizational Commitment in Small to Midsize Companies in Taiwan

    ERIC Educational Resources Information Center

    Chiang, Ti-Lin; Wang, Jia

    2008-01-01

    This quantitative study explored the relationships among workplace learning, job satisfaction, and organizational commitment (OC) in the context of small to midsize information technology companies in Taiwan. Twenty-six companies participated in the study, and a total of 206 valid surveys were collected and analyzed out of 450 that were…

  16. The Importance of Workplace Learning for Trade Unions: A Study of the Steel Industry

    ERIC Educational Resources Information Center

    Stroud, Dean; Fairbrother, Peter

    2008-01-01

    This paper is concerned with the relationship between trade unions and learning in the workplace, particularly in relation to the enhancement of worker employability profiles. With the restructuring and modernising of the European steel industry as its context, this paper argues that the organisational and structural features of a sector have a…

  17. Relationship of maternal perceptions of workplace breastfeeding support and job satisfaction.

    PubMed

    Waite, Whitney M; Christakis, Dimitri

    2015-05-01

    Decades of research supports the health benefits of breastfeeding. Prior research has shown that unsupportive work environments are frequently cited as reasons women abandon breastfeeding early. The objective of this study is to determine if mothers' perceptions of workplace lactation support are associated with job satisfaction. Female employees of Seattle Children's Hospital (SCH) and a large corporation were e-mailed a survey to measure perceptions of workplace lactation support. Women were eligible to participate if they had a child born within the last 5 years. Questions were asked about lactation support across five domains; organization, manager, coworker, time, and physical environment. The main outcome was job satisfaction. Linear regression models were run to evaluate the association between workplace support scores and the outcome of interest. The survey was completed by 420 women at SCH and 131 women at the large corporation (response rate, 47%). Ninety-eight percent of study participants initiated breastfeeding, and most sustained breastfeeding for at least 6 months. Increased total workplace support score was associated with increased job satisfaction at both companies (p<0.001). Increased support scores within each domain were independently associated with increased job satisfaction (p values<0.005). When all domains were considered together, only manager and coworker supports were significant at SCH (p=0.04), and only time support was significant at the large corporation (p=0.01). The workplace support score was not significantly associated with breastfeeding duration at either institution. Improved lactation support in the workplace may improve new mothers' job satisfaction, which could be beneficial to businesses.

  18. Improving Work Outcome in Supported Employment for Serious Mental Illness: Results From 2 Independent Studies of Errorless Learning.

    PubMed

    Kern, Robert S; Zarate, Roberto; Glynn, Shirley M; Turner, Luana R; Smith, Kellie M; Mitchell, Sharon S; Sugar, Catherine A; Bell, Morris D; Liberman, Robert P; Kopelowicz, Alex; Green, Michael F

    2018-01-13

    Heterogeneity in work outcomes is common among individuals with serious mental illness (SMI). In 2 studies, we sought to examine the efficacy of adding errorless learning, a behavioral training intervention, to evidence-based supported employment to improve SMI work outcomes. Work behavior problems were targeted for intervention. We also explored associations between early work behavior and job tenure. For both studies (VA: n = 71; community mental health center: n = 91), randomization occurred at the time of job obtainment with participants randomized (1:1) to either errorless learning plus ongoing supported employment or ongoing supported employment alone and then followed for 12 months. Dependent variables included job tenure, work behavior, and hours worked and wages earned per week. For the primary intent-to-treat analyses, data were combined across studies. Findings revealed that participants in the errorless learning plus supported employment group stayed on their jobs significantly longer than those in the supported employment alone group (32.8 vs 25.6 wk). In addition, differential treatment effects favoring errorless learning were found on targeted work behavior problems (50.5% vs 27.4% improvement from baseline to follow-up assessment). There were no other differential treatment effects. For the prediction analyses involving work behavior, social skills explained an additional 18.3% of the variance in job tenure beyond levels of cognition, symptom severity, and past work history. These data support errorless learning as an adjunctive intervention to enhance supported employment outcomes and implicate the relevance of workplace social difficulties as a key impediment to prolonged job tenure. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center 2017.

  19. Breastfeeding Support in the Workplace: The Relationships Among Breastfeeding Support, Work-Life Balance, and Job Satisfaction.

    PubMed

    Jantzer, Amanda M; Anderson, Jenn; Kuehl, Rebecca A

    2018-05-01

    Women are increasingly faced with decisions about how to combine breastfeeding with work, but few researchers have directly measured how breastfeeding relates to the work-life interface. Research aim: The authors examined how perceptions of work enhancement of personal life and work interference with personal life were influenced by workplace breastfeeding support, including organizational, manager, and coworker support, as well as adequate time to express human milk. Then, we examined how workplace breastfeeding support predicted work-life variables and job satisfaction. Using a self-report, survey design, the authors analyzed online surveys from 87 women in a rural, community sample who indicated that they had pumped at work or anticipated needing to pump in the future. According to regression results, provision of workplace breastfeeding support, particularly providing adequate time for human milk expression, predicted work enhancement of personal life. Conversely, we found that as workplace support diminished, employees perceived greater work interference with personal life. Results of path analysis further suggested that providing time for expressing milk improved job satisfaction via a partially mediated relationship where work enhancement of personal life acted as a mediator. These results suggest that employers can enhance the lives of their breastfeeding employees both at work and at home by providing workplace breastfeeding support, especially through providing time for expressing human milk in the workplace.

  20. Alienation and engagement in postgraduate training at a South African medical school.

    PubMed

    Bezuidenhout, Juanita; Cilliers, Francois; Van Heusden, Martie; Wasserman, Elizabeth; Burch, Vanessa

    2011-01-01

    The importance of contextual factors, such as the learning environment and sociocultural characteristics of the student, are becoming increasingly evident. Mann [2001. Alternative perspectives on the student experience: Alienation and engagement. Stud High Educ 26(1):7-19.] proposed that all learning experiences can be viewed as either alienating or engaging and Case expanded on this work. The purpose of this study was to explore perceptions of alienation or engagement as experienced by residents in anatomical pathology at one South African university. A cross-sectional case study, with 16 semi-structured interviews was conducted. Residents were categorised as either alienated or engaged, based mainly on workplace experiences. Four relevant dimensions were identified; individual, home, workplace and institution. The personal attributes, strategies for coping and reasons for choosing pathology of alienated residents differed from those with engaged experiences. Poor socioeconomic background and schooling did not lead to predominantly alienating experiences, but this group still lacked some generic skills. In the workplace, two main factors resulting in alienated experiences were the interaction between residents and consultants and residents' comprehension of workplace-based learning. We present a simple model which may be used to identify factors that engage and alienate students in the learning experience in the workplace-based setting. Addressing these factors can contribute towards a more engaging experience for all residents.

  1. Workplace Literacy Teacher Training: The Context.

    ERIC Educational Resources Information Center

    Harrington, Lois G.; And Others

    These three learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package look at the unique environment and culture involved in providing education…

  2. The workplace and nurses with a mental illness.

    PubMed

    Joyce, Terry; McMillan, Margaret; Hazelton, Michael

    2009-12-01

    A qualitative approach was used to explore workplace experiences of nurses who have a mental illness. Interview transcripts from 29 nurses in New South Wales, Australia were subjected to discourse analysis. One significant finding was a theme depicting the need for support and trust. This superordinate theme encompassed four subelements: declaring mental illnesses, collegial support, managerial support, and enhancing support. Most of the participants portrayed their workplace as an unsupportive and negative environment. A number of colleagues were depicted as having little regard for the codes for professional nursing practice. This paper shows how nurses in the study dealt with the workplace support associated with mental illness.

  3. Alternative Fuels Data Center: Government Champions Workplace Charging

    Science.gov Websites

    in over 20 states, and at the federal level, to support EVSE installation. Workplace charging occurs . Federal Workplace Charging Support In 2012, the U.S. Department of Energy (DOE) established an initiative offering charging to their employees. State and federal agencies also benefit from WPCC support when

  4. Working women making it work: intimate partner violence, employment, and workplace support.

    PubMed

    Swanberg, Jennifer; Macke, Caroline; Logan, T K

    2007-03-01

    Partner violence may have significant consequences on women's employment, yet limited information is available about how women cope on the job with perpetrators' tactics and the consequences of her coping methods on employment status. This article investigates whether there is an association between workplace disclosure of victimization and current employment status; and whether there is an association between receiving workplace support and current employment status among women who disclosed victimization circumstances to someone at work. Using a sample of partner victimized women who were employed within the past year (N = 485), cross-tabulation and ANOVA procedures were conducted to examine the differences between currently employed and unemployed women. Binary logistic regressions were conducted to examine whether disclosure and receiving workplace support were significantly associated with current employment. Results indicate that disclosure and workplace support are associated with employment. Implications for clinical practice, workplace policies, and future research are discussed.

  5. Measuring workplace social support for workers with disability.

    PubMed

    Lysaght, Rosemary; Fabrigar, Leandre; Larmour-Trode, Sherrey; Stewart, Jeremy; Friesen, Margaret

    2012-09-01

    Social support in the workplace has been has been demonstrated to serve as a contributor to a worker's ability to manage work demands and to manage stress. Research in the area of disability management indicates that interpersonal factors play an important role in the success of return-to-work interventions. The role of workplace support has received limited attention in rehabilitation, despite the salience of support to the disability management process. Prior to this study, there existed no validated quantitative measure of social support for workers who re-enter the workplace following injury or disability. A support measure prototype, the Support for Workers with Disability Scale, was tested with 152 workers in accommodated work situations. Four validation tools were used to assess criterion validity. Factor analysis was used to validate the content structure and reduce the total number of response items. Additional analysis was conducted to determine the ability of the measure to discriminate between groups, and to provide insight into how social support operates in workplaces. Based on analysis, a reduced measure consisting of 41 items and measuring supervisor, co-worker, and non-work supports was created. Secondary analysis disclosed information concerning the nature of supports in the workplace. Higher levels of support were identified for workers with fewer work role limitations and for those with one versus multiple injury claims. This tool provides a validated outcome measure for research examining the social aspects of workplace disability. It can also serve as a quality management tool for human resource professionals engaged in continuous improvement of disability management programs.

  6. e-Learning initiatives to support prescribing

    PubMed Central

    Maxwell, Simon; Mucklow, John

    2012-01-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. PMID:22509885

  7. e-Learning initiatives to support prescribing.

    PubMed

    Maxwell, Simon; Mucklow, John

    2012-10-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. © 2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.

  8. Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces.

    PubMed

    Teunissen, Pim W

    2015-10-01

    Learning by working is omnipresent in healthcare education. It enables people to learn how to perform, think, and interact in ways that work for their specific context. In this paper, I review my approach to studying this process. It centers on the question why healthcare professionals do what they do and how their actions and learning are intertwined. The aim of this paper is to illustrate what I have learned from the research I have been involved in, in such a way that it enables other researchers, educators, and clinicians to understand and study practice-based learning in healthcare workplaces. Therefore, I build on a programmatic line of research to present a framework of practice-based learning consisting of three inextricably linked levels of analysis. The first level focuses on how situations lead to personal experiences, the second level looks at strings of experiences that lead to multiple trajectories, and the third level deals with reifications arising from recurrent activities. This framework, and its interrelations and inherent tensions, helps to understand why healthcare workplaces can be both a powerful learning environment and a frustratingly hard place to change.

  9. Building capacity for change: evaluation of an organisation-wide leadership development program.

    PubMed

    Schultz, Tim; Shoobridge, Jodie; Harvey, Gill; Carter, Libby; Kitson, Alison

    2018-05-23

    Objective. This study evaluated Leading 4 Change, a change leadership development program designed to support healthcare middle managers through a period of significant organisational change and enhance workplace resilience. Methods. A mixed methods evaluation was conducted within the program's framework of a quality improvement activity. Quantitative measures were participant responses (n=160) to online questionnaires, which were compared before and after the program, using an uncontrolled pre-post study design. Four questionnaires were used: Resilience @ Work, General Self-Efficacy, the 11-item Learning Organization Survey and organisational climate. Differences between the pre- and post-program periods were compared using linear mixed-effects models, incorporating repeated measures between 'pre' and 'post' periods. Qualitative data were obtained by interviewing four participants on three occasions during the program, and through text responses provided by participants during a presentation session after the program finished. Both interview data and textual data were subjected to thematic analysis. Results. Integration of data from quantitative and qualitative analyses generated three main findings: (1) participants were satisfied and engaged with the program, which met their learning objectives; (2) the program led to increased workplace resilience, in particular the ability to manage stress and self-efficacy for individuals; and (3) organisational learning perceptions were unchanged. Conclusion. Although conducted during a period of intense internal and external pressure, Leading 4 Change led to demonstrable effects. It effectively engaged middle managers across a health system. However, there was no evidence that the effect of the program extended beyond individual participants to their perceptions of their work environment as a learning organisation. What is known about the topic? Although much has been written about change management and change leadership within healthcare, the failure to manage the 'people' element and engage employees hampers the success of that change. However, how to engage employees and enhance their resilience and self-efficacy (self-belief to proactively manage) during change has been little explored. Further, the concept of a learning organisation has been developed in private, non-healthcare fields and there is little known about it in other areas, such as healthcare, particularly during change. What does this paper add? The paper describes the evaluation of a 16-week change leadership development program (Leading 4 Change) for middle managers of a public health system undergoing significant reform. It assesses how the program engaged employees, and how and to what extent their workplace resilience, self-efficacy and perceptions of their workplace as a learning organisation changed after the program. Based on the present study, individual development of staff does not necessarily translate directly to better staff perceptions of organisational outcomes. What are the implications for practitioners? Despite being clearly engaged with Leading 4 Change, quantitative and qualitative measures suggested mixed effects of the program on participants. Participants' self-rated workplace resilience, ability to manage stress and self-efficacy increased after the program. However, there was no evidence that the effect of the program improved staff perceptions of their work as a learning organisation. For complex public sector healthcare organisations to become learning organisations, other organisational factors, in addition to staff development and training, require consideration.

  10. Developing a workplace breast feeding support model for employed lactating mothers.

    PubMed

    Yimyam, Susanha; Hanpa, Wasana

    2014-06-01

    Resuming work is often considered an obstacle for continued breast feeding. The objectives of this participatory action research study were to develop a breast feeding support model in the workplace and to compare breast feeding rates before and after implementation of the breast feeding support campaign. Twenty-four women participated before the implementation of the breast feeding support campaign, whereas 31 women participated after the campaign. Data were collected by interviewing employed women about their breast feeding practices within six months post partum. Additional data were collected through interviews with the workplace administrator and head of work sections as well as observation of the breast feeding support campaigns. Qualitative data were analysed using thematic analysis, whereas quantitative data were analysed using descriptive statistics and χ(2) test. The workplace breast feeding support model was developed based on the concept of Mother-Friendly Workplace Initiatives by the World Alliance for Breastfeeding Action (WABA) and the Thai government׳s promotion of a workplace breast feeding corner. Within this model, a committee for breast feeding support was created for working with the research team to develop breast feeding activities and media for breast feeding education and breast feeding support campaigns in the workplace. Breast feeding rates at six months after implementation of the breast feeding support campaign were significantly higher than rates before, both for exclusive breast feeding and any breast feeding at levels .004 and .033, respectively. These results suggest that breast feeding should be encouraged in every workplace depending on context. Individual advice and help for employed mothers should be provided from pregnancy through weaning in the postpartum period. Copyright © 2014 Elsevier Ltd. All rights reserved.

  11. Gender Differences in Workplace Disclosure and Supports for Domestic Violence: Results of a Pan-Canadian Survey.

    PubMed

    MacGregor, Jennifer C D; Wathen, C Nadine; Olszowy, Laura P; Saxton, Michael D; MacQuarrie, Barbara J

    2016-12-01

    Although domestic violence is increasingly identified as a workplace issue, little is known about workplace supports and the role of gender in workplace disclosure experiences. Using a subset of 2,831 people who experienced domestic violence, we examined (a) who discloses at work and to whom, and reasons for not disclosing; (b) helpfulness of disclosure recipients, including types of supports received; and (c) overall outcomes of disclosing, including negative consequences. Data were analyzed using descriptive statistics and content analysis. More than 40% of participants disclosed domestic violence at work, usually to coworkers or supervisors. They received various supports which were generally seen as helpful. Although not common, negative consequences of disclosure were reported. Men were less likely to disclose, but few other gender differences emerged. Implications for improving workplace supports are discussed.

  12. What Is the Moral Imperative of Workplace Learning: Unlocking the DaVinci Code of Human Resource Development?

    ERIC Educational Resources Information Center

    Short, Tom

    2006-01-01

    In the course of the author's doctoral study, he is exploring the strategic linkages between learning activities in the modern workplace and the long-term success they bring to organisations. For many years, this challenge has been the Holy Grail of human resource (HR) development practitioners, who invest heavily on training and professional…

  13. In-App Reflection Guidance: Lessons Learned Across Four Field Trials at the Workplace

    ERIC Educational Resources Information Center

    Fessl, Angela; Wesiak, Gudrun; Rivera-Pelayo, Verónica; Feyertag, Sandra; Pammer, Viktoria

    2017-01-01

    This paper presents a concept for in-app reflection guidance and its evaluation in four work-related field trials. By synthesizing across four field trials, we can show that computer-based reflection guidance can function in the workplace, in the sense of being accepted as technology, being perceived as useful and leading to reflective learning.…

  14. People Passion Programme: Implementing an Innovative Workplace Learning Culture through Professional Development--The Case of KPMG Thailand

    ERIC Educational Resources Information Center

    Phornprapha, Sarote

    2015-01-01

    With a vision that changes within the organisation could only happen through people, Chief Executive Officer Ms. Kaisri Nuengsigkapian led the creation of a successful workplace learning programme, People Passion within KPMG Thailand, which is part of a global network of professional firms providing audit, tax and advisory services. This article…

  15. Student Teachers' Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings

    ERIC Educational Resources Information Center

    Ärlemalm-Hagsér, Eva

    2017-01-01

    Workplace-based learning experiences are integral to early childhood teacher education. In Sweden, the objectives of early childhood teacher education programmes require students to develop knowledge and skills about education for sustainability (EfS), in accordance with national policy documents. This includes how to work with EfS in everyday…

  16. Attitudes of Two Northwest Ohio UAW Locals regarding Lifelong Learning, Use of Online Strategies, and Union-Led Learning

    ERIC Educational Resources Information Center

    Heiser, David P.

    2010-01-01

    United States workers are facing a workplace in which globalization, outsourcing, accelerating technology innovation, and changing demographics demands changes in the way they keep their job skills current. As a primary representative of workers' interests in the workplace, unions want their members to acquire and improve the skills, knowledge,…

  17. Conditions for Employee Learning and Innovation--Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs

    ERIC Educational Resources Information Center

    Halvarsson Lundkvist, Agneta; Gustavsson, Maria

    2018-01-01

    The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small…

  18. The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace

    ERIC Educational Resources Information Center

    van Daal, Tine; Donche, Vincent; De Maeyer, Sven

    2014-01-01

    This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers' participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders…

  19. A Model to Operate an On-Campus Retail Store for Workplace Experiential Learning

    ERIC Educational Resources Information Center

    Truman, Kiru; Mason, Roger B.; Venter, Petrus

    2017-01-01

    Many retailers argue that university students do not have the practical experience and skills required in the workplace when graduating. This paper reports on research undertaken to address this issue and to identify a model to guide development and implementation of a retail store, on a university campus, to be used for work-integrated learning.…

  20. An Evaluative Study on Building the Bridge between the Training Room and the Workplace

    ERIC Educational Resources Information Center

    Chaloner, Brian

    2006-01-01

    A study is reported of the use of a personal journal as a tool for transferring learning from the training room to the workplace. The targeted learning event was an English for Communication training programme. This programme was an intensive four-day course that grouped together participants from the non-UK sites of the aircraft manufacturer…

Some links on this page may take you to non-federal websites. Their policies may differ from this site.
Top