Poell / Woerkom Supporting Workplace Learning

Towards Evidence-based Practice
1. Auflage 2011
ISBN: 978-90-481-9109-3
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 5, 234 Seiten

Reihe: Professional and Practice-based Learning

During the 1990s, the workplace was rediscovered as a rich source of learning. The issue of workplace learning has since received increasing attention from academics and practitioners alike but is still under-researched empirically. This book brings together a range of state-of-the-art research papers addressing interventions to support learning in the workplace. The authors are experienced international scholars who have an interest in making HRD and workplace learning practices more evidence-based through practical relevant research.  Although workplace learning is largely an autonomous process, many organizations want to manage it as part of their broader HRD strategy. There are limits, however, to the extent to which the complex dynamics of learning in the workplace can be guided in pre-determined desirable directions. This tension between the possible strengths of workplace learning and the limits of managing it is at the heart of this volume.  The book is broken into three sections. The first section deals with workplace learning interventions, including HRD practitioners' strategies, training and development activities, and e-learning programs. The second section investigates the impact of social support, or lack thereof, in workplace learning, such as mentoring, coaching, and socialization practices. The third section addresses collective learning in the workplace, looking at teams, knowledge productivity, and collaborative capability building.

Autoren/Hrsg.

Woerkom, Marianne

Poell, Rob F.

Woerkom, Marianne van

Inhaltsverzeichnis

1;Series Editors Foreword;5
2;Contents;7
3;Contributors;9
4;1 Introduction: Supporting Workplace Learning;11
4.1; Structure and Contents of the Book;13
5;References;16
6;Part I Workplace Learning Interventions;18
6.1;2 Strategies of HRD Practitioners in Different Types of Organization: A Qualitative Study Among 18 South Australian HRD Practitioners;19
6.1.1; Theoretical Framework;20
6.1.1.1; Action Domains of HRD Practitioners;20
6.1.1.2; The Learning-Network Theory;20
6.1.2; Method;22
6.1.2.1; Design;22
6.1.2.2; Sample;22
6.1.2.3; Instrument;23
6.1.2.4; Data Analysis;23
6.1.3; Results;24
6.1.3.1; Strategies Employed by HRD Practitioners;26
6.1.3.1.1; Strategies in the Action Domain 'Material';26
6.1.3.1.2; Strategies in the Action Domain 'Participants';27
6.1.3.1.3; Strategies in the Action Domain 'Informal Style';27
6.1.3.1.4; Strategies in the Action Domain 'Learning Culture';27
6.1.3.1.5; Strategies Categorized According to the Learning-Network Theory;28
6.1.3.2; Strategies of Respondents Related to Type of Work in the Organization;28
6.1.4; Conclusions and Implications;30
6.2;References;32
6.3;3 Conceptualising Participation in Formal Training and Development Activities: A Planned Behaviour Approach;34
6.3.1; The Theoretical Context;35
6.3.1.1; The Role of General-Person Characteristics;36
6.3.1.1.1; Age;36
6.3.1.1.2; Gender;36
6.3.1.1.3; Educational Achievements;36
6.3.1.1.4; Hierarchical Position;37
6.3.1.1.5; Past Career Experience;37
6.3.1.1.6; Skills, Competencies and Abilities;38
6.3.1.1.7; Personality Characteristics;38
6.3.1.1.8; Cultural Value Orientations;38
6.3.1.2; Participation Attitudes;39
6.3.1.2.1; Personal and Career Growth Expectancies;39
6.3.1.2.2; Work-Related Expectancies;39
6.3.1.2.3; Achievement Expectancies;40
6.3.1.2.4; Training System Expectancies;40
6.3.1.3; Subjective Norms About Participation in Training and Development;41
6.3.1.3.1; Development Norms;41
6.3.1.3.2; Perceptions of the Transfer Environment;42
6.3.1.3.3; Contribution Expectations of the Organisation Culture;43
6.3.1.3.4; Achievement Norms;43
6.3.1.3.5; Norms Related to Staffing;43
6.3.1.4; Perceived Behavioural Control;44
6.3.1.4.1; Self-Directedness for Learning;44
6.3.1.4.2; Self-Efficacy;44
6.3.1.4.3; Confidence to Use Personal Learning Strategies;45
6.3.1.4.4; Task/Organisational Constraints;45
6.3.1.5; Intention to Participate and Training Participation Behaviour;47
6.3.2; Conclusions and Implications for Research and Practice;47
6.4;References;48
6.5;4 Experiences of E-Learning and Its Delivery Among Learners Who Work: A Systematic Review;53
6.5.1; Theoretical Background;53
6.5.2; Method;54
6.5.3; Results;56
6.5.3.1; Peer Communication;62
6.5.3.2; Flexibility;63
6.5.3.3; Support;63
6.5.3.4; Knowledge Validation;64
6.5.3.5; Presentation and Course Design;64
6.5.4; Discussion;65
6.5.4.1; Implications and Recommendations for Practice;68
6.5.4.2; Recommendations for Future Research;69
6.5.5; Conclusion;69
6.6;References;70
7;Part II The Role of Social Support;74
7.1;5 Managerial Coaching as a Workplace Learning Strategy;75
7.1.1; Differentiating Between Mentoring and Coaching;76
7.1.2; The Emergence of Coaching and Managerial Coaching in Business and Management Contexts;78
7.1.3; Defining Coaching and Managerial Coaching;79
7.1.4; Considering Catalysts for Managerial Coaching;80
7.1.5; Managerial Coaching Skills and Behaviors;81
7.1.6; The Mindset of the Managerial Coach;83
7.1.7; Creating the Context for Managerial Coaching;84
7.1.8; Benefits of Managerial Coaching;85
7.1.9; Conclusion;86
7.2;References;86
7.3;6 Direct and Indirect Effects of Supervisor Support on Transfer of Training;92
7.3.1; Theoretical Background and Problem Statement;92
7.3.2; Conceptual Model and Hypotheses;94
7.3.2.1; Classifying Social Support;94
7.3.2.2; Factors Mediating the Relationship Between Supervisor Support and Transfer of Training: Transfer Climate and Motivation to Transfer;96
7.3.2.2.1; Transfer Climate;96
7.3.2.2.2; Motivation to Transfer;97
7.3.3; Method;98
7.3.3.1; Design and Instrumentation;98
7.3.3.2; Sample;100
7.3.3.3; Analyses;101
7.3.4; Results;101
7.3.4.1; Descriptive Statistics;101
7.3.4.2; Results of SEM Analyses;102
7.3.5; Conclusions and Implications;104
7.3.5.1; Conclusions and Discussion;104
7.3.5.2; Practical Implications;106
7.3.5.3; Limitations;107
7.4;References;107
7.5;7 Understanding the Relational Characteristics of Effective Mentoring andINTtie;Developmental Relationships at Work;110
7.5.1; Theoretical Context;111
7.5.1.1; Defining Mentoring and Other Developmental Relationships;111
7.5.1.2; Theoretical Perspectives on Relationships at Work;115
7.5.2; Characteristics of Effective Mentoring and Other Developmental Relationships;119
7.5.2.1; Trust;120
7.5.2.2; Compatibility of Relationship Members;121
7.5.2.3; Authenticity;122
7.5.2.4; Dialogue, Reflection, and Feedback;123
7.5.2.5; Relationship Proximity;125
7.5.3; Conclusions and Implications for Research;125
7.6;References;127
7.7;8 Learning How Things Work Here: The Socialization ofINTtie;Newcomers in Organizations;131
7.7.1; Aim of This Chapter;131
7.7.2; Literature Review and Theoretical Context;132
7.7.2.1; Social Exchange Theory;132
7.7.2.2; Learning in Social Settings;134
7.7.3; Method;135
7.7.3.1; Sample;136
7.7.3.2; Data Collection and Analysis;136
7.7.4; Findings;137
7.7.4.1; Learning from Coworkers;137
7.7.4.2; Learning from the Manager;139
7.7.4.3; Learning from Self-Knowledge and Past Experiences;140
7.7.4.4; Differences Between New Grads and Experienced Hires;141
7.7.4.5; Managers0 Views of the Socialization Proces s ;141
7.7.5; Conclusions and Discussion;142
7.7.6; Implications for Human Resource Development and Socialization Practices;144
7.8;References;146
7.9;9 Learning Vocational Practice in Relative Social Isolation: The Epistemological and Pedagogic Practices of Small-Business Operators;149
7.9.1; Learning Vocational Practice in Relative Social Isolation;149
7.9.2; Learning and Engagements with the Social and Physical Environment;152
7.9.3; Small-Business Operators Personal Epistemologies;156
7.9.4; Supporting Learning in Situations of Limited Social Guidance;161
7.10;References;163
8;Part III Encouraging Collective Learning;165
8.1;10 Team Coaching in Teacher Teams;166
8.1.1; Theoretical Framework and Hypotheses;167
8.1.1.1; Coaching Leadership;167
8.1.1.2; Team Cohesion;168
8.1.1.3; The Relationship Between Team Coaching and Team Cohesion;168
8.1.1.4; Team Learning;169
8.1.1.5; The Relationship Between Team Cohesion and Team Learning;169
8.1.1.6; The Relationship Between Team Coaching and Team Learning;170
8.1.1.7; The Mediating Effect of Team Cohesion;171
8.1.2; Method;171
8.1.2.1; Instruments;172
8.1.2.2; Analysis;173
8.1.3; Results;173
8.1.3.1; Regression Analyses;173
8.1.4; Discussion;176
8.1.4.1; Practical Implications;177
8.1.4.2; Implications for Further Research;178
8.2;References;178
8.3;11 Learning with the Intention of Innovating: Eleven Design Principles for Knowledge Productivity;183
8.3.1; Problem Statement;184
8.3.1.1; Relevance;185
8.3.2; Theoretical Basis;185
8.3.2.1; Knowledge Productivity;185
8.3.2.2; Learning Processes Related to Knowledge Productivity;186
8.3.2.3; Breakthroughs as Critical Learning Moments in Innovation Processes;187
8.3.3; Method;187
8.3.3.1; Context of the Parallel Study;187
8.3.3.2; Selection of Pilot Projects;188
8.3.3.3; Search for Breakthroughs;188
8.3.3.4; Data Gathering;188
8.3.3.5; Data Analysis;189
8.3.4; Design Principles for Knowledge Productivity;190
8.3.4.1; Typical Questions That Form the Starting Point for Innovation;190
8.3.4.1.1; Design Principle 1: Formulate an Urgent and Intriguing Question;191
8.3.4.2; New Ways of Working That Deviate from the Traditional Approach;191
8.3.4.2.1; Example from the Polder Case;191
8.3.4.2.2; Design Principle 2: Create a New Approach;192
8.3.4.3; Individual Motivation as the Basis for Creativity;192
8.3.4.3.1; Example from the Industrial Area Case;192
8.3.4.3.2; Design Principle 3: Work from Individual Motivation;193
8.3.4.4; Novel Combinations as a Trigger for Innovation;193
8.3.4.4.1; Example from the Post-war District Case;193
8.3.4.4.2; Design Principle 4: Make Unusual Combinations of Subject Matter Expertise;194
8.3.4.5; Connecting Different Interests by Working from Mutual Attractiveness;194
8.3.4.5.1; Design Principle 5: Work from Mutual Attractiveness;194
8.3.4.6; A Positive Approach;195
8.3.4.6.1; Design Principle 6: Build on Strengths;195
8.3.4.7; Beyond a Polite Conversation by Creating Something;195
8.3.4.7.1; Design Principle 7: Create Something Together;196
8.3.4.8; Sensitivity for Weak Signals;196
8.3.4.8.1; Example from the Rhombus Case;196
8.3.4.8.2; Design Principle 8: Entice to See New Signals and to Give Them New Meaning;197
8.3.4.9; The Pilot Project Versus the Unit of Adoption;197
8.3.4.9.1; Design Principle 9: Connect the World Inside the Pilot Project to the World Outside;198
8.3.4.10; The Innovation Process as a Social Process;198
8.3.4.10.1; Design Principle 10: Pay Attention to the Social and Communicative Process;198
8.3.4.11; The Innovation Process as a Learning Process;198
8.3.4.11.1; Example from the Hinge Case;199
8.3.4.11.2; Design Principle 11: Actively Support the Development of Competences;199
8.3.5; Conclusion and Discussion;199
8.3.5.1; Practical Implications;200
8.3.5.2; Generalisability of the Findings;200
8.4;References;201
8.5;12 From Function-Based Development Practices toINTtie;Collaborative Capability Building: An Intervention toINTtie;Extend Practitionersx2019; Ideas;204
8.5.1; Contradiction Between the Systemic Nature of Organizational Capabilities and the Functional Organization of Development Activities;204
8.5.2; The Concept of Organizational Capability;205
8.5.3; Organizational Capabilities: An Alternative View;206
8.5.4; History of HRD and Capability Building at Destia;208
8.5.5; Theoretical Background of the Developer Workshop;209
8.5.5.1; Warm-Up Session: Two Aspects of Capability Building;210
8.5.5.2; Second and Third Session: The Organizational Learning System;211
8.5.5.3; Two Cases: ''Groundwork Construction'' and ''Managing of Data Flows'';212
8.5.5.4; Fourth Session: The Life Cycle of a Capability and the Development Forum;213
8.5.6; Structure of the Analysis;215
8.5.7; Analysis of Qualitative Changes in the Discussions;218
8.5.8; Development Forum and Planning of Concrete Pilot Projects;220
8.5.9; Conclusions and Practical Implications;221
8.6;References;223
8.7;13 Implications for Research and Practice;224
8.7.1; What Is Workplace Learning?;224
8.7.2; Interventions for Workplace Learning;226
8.7.3; Measures for Collective Learning in the Workplace;227
8.8;References;229
8.9;Index;230