Search Results

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 limitations/implications - Furthers the linkages between the opportunities for learning in the workplace with how satisfied employees are with their jobs. Also establishes the importance of informal and incidental learning, rather than formal learning. Practical implications - Emphasizes the need for managers to make learning opportunities available to enhance overall job satisfaction. In addition, helps place the need for expenditures on non-formal learning, not just formal learning where all the money is usually spent. Originality/value - Few studies have looked at the role of workplace learning in small businesses. Very few have linked workplace learning to the things that make people feel good enough about their work to stay on with a company. This study also solidifies the need to focus on something besides 'training'.

Published abstract reprinted by permission of the copyright owner. Show less

This paper provides an overview of research that is an exploration of the nature and role informal learning at the workplace. In the context of the research informal learning is viewed as an all-encompassing term to describe the learning that people undertake as they participate in the everyday activities at the workplace when learning is not the main aim. A scan of the literature about learning at work has identified a lack of documented research specifically about how an individual perceives the nature and role of the informal learning s/he undertakes as a part of everyday work activity. Furthermore, there is a limited research on the impact of informal learning at the workplace. The setting for the research project is an Australian Defence Force (ADF) workplace located within Australia. An exploration of informal learning in this particular workplace will be undertaken using grounded theory methodology to collect and analyse data about the nature and role of the informal learning of employees in the everyday activities at the workplace. The goal of this research is to contribute to the wider understanding of informal learning at the workplace through the exploration of the lived experiences of a particular group of people. It is anticipated that the data from this study will be used to derive a theoretical framework to explain the nature and role of informal learning at the workplace.

Published abstract. Show less

The research reported in this paper attempts to document the actual learning practices of working-class people in the context of the much heralded’ knowledge-based economy’. Our primary thesis is that working-class peoples’ indigenous learning capacities have been denied, suppressed, degraded or diverted within most capitalist schooling, adult education institutions and employer-sponsored training programs, at the same time as working class informal learning and tacit knowledge are heavily relied on to actually run paid workplaces. Our analysis is based on five case studies of Canadian union locals which document the learning practices of hired workers based in different industries and employment sites with strikingly different support systems for education and training and working-class learning generally. We criticise dominant theories of adult education for preoccupation with ahistorical and individualised, psychological processes and motives while ignoring the collective learning processes that working-class people rely upon most. For this reason we rely on a cultural-historical theory of adult learning. These case studies show that workers are generally active learners, that they do much of their learning informally and that much of this learning is of high quality.

Published abstract reprinted by permission of the copyright owner. Show less

This article discusses aspects of the informal learning of tertiary teachers in a polytechnic, a wananga (Maori tertiary institution) and a university in New Zealand. Case studies showed that they gained their teaching knowledge and skills mainly on the job, through informal, experiential learning, and much less through formal courses, professional development or familiarity with the literature of learning and teaching: that teaching knowledge was mainly tacit and procedural, rather than propositional. The case studies also showed that the contexts in which teachers worked, such as their institution, department or programme team, were significant. This article argues that, since informal learning was shown to be so important, a 'community of practice' framework may be a useful new approach for supporting the development of teachers' working knowledge and identities.

Published abstract reprinted by permission of the copyright owner. Show less

New Literacy Studies is the theoretical basis for this research, providing a social view of literacy. Recent work in New Literacy Studies has extended further the notion of literacy and demonstrated the ways in which people engage in practices in their everyday lives that do not always get translated into their studies. This article draws on research within the Teaching and Learning Research Programme that attempts to explore these issues in the context of further education in the United Kingdom. It draws upon data collected over the last year to illustrate, first, how rich the students’ home-based literacy practices are and, secondly, how these are differently mobilised within their curriculum. The article argues that an understanding of literacy as embedded in social practice could result in practices that enhance students’ learning.

Published abstract reprinted by permission of the copyright owner. Show less

The concept of lifelong learning indicates that learning should encompass the whole spectrum of formal, non-formal and informal learning, occurring in many contexts that include work, involvement in social and community activities. In order to enable the individual to learn throughout life, equal value should be given to all these forms of learning regardless of source, how it is achieved or when in life it is achieved. A major objective of the National Framework of Qualifications is to recognise all learning achievements. It aims to do this by supporting the development of alternative pathways to qualifications (or awards) and by promoting the recognition of prior learning. This paper sets out the principles and operational guidelines for the recognition of prior learning in further and higher education and training established by the National Qualifications Authority of Ireland following consultation with stakeholders. Sections include: Rationale for a national approach to the recognition of prior learning; Benefits of developing principles for the recognition of prior learning; Principles for the recognition of prior learning; and Operational guidelines and implementation. Show less

The Scottish Credit and Qualifications Framework (SCQF) has been established as a national unified framework through which learning of all types can be recognised and the relationships between qualifications clarified. It is a comprehensive framework which includes higher education, academic and vocational qualifications, and aims to include informal learning. This research is a small scale qualitative study looking at the initial impact of the SCQF. The SCQF is currently at a developmental stage, and it is felt that such an evaluation will assist in providing shape and coherence to the future development and use of the framework. The Scottish Executive has commissioned the Centre for Research and Lifelong Learning (Glasgow Caledonian University, University of Stirling), and Edinburgh University to carry out this evaluation.

Published summary. Show less

This explores the constructivist understanding that shared practitioner research in collaborative online spaces leads to deeper learning. The research was developed within the context of building the National College of School Leadership's (NCSL's) online learning communities. A community and a learning scale, both emerging through grounded analysis, are applied to six conversations across both formal and informal learning contexts. When representing the findings, a strong similarity in the community and learning graphs suggests an association between the two. Recommendations point to the importance of building collaboration and community, integrating formative assessment, and freeing the learning-facilitator from tasks that the community can fulfil, so that they can focus on their primary role of facilitating quality learning.

Published abstract reprinted by permission of the copyright owner. Show less

Twenty six small communities and 260 community leaders from across South Australia participated in comprehensive research on what makes a successful community. Social capital was used as a measure of success, and the research explored the dynamic relationships and processes operating in communities across the state. Statistical modelling techniques of PLSPATH and HLM have provided two models and levels of community operation. The models demonstrate the direct relationship between informal learning, leadership and interaction in building successful communities.

Published abstract reprinted by permission of the copyright owner.

The conference web page with links to the papers is indexed at TD/NSW 85.08 and the individual papers are indexed from TD/NSW 85.09 to TD/NSW 85.27. Show less

This publication details the findings of a research study which aimed to explore young parents' understanding and experience of family learning in informal education settings. Questionnaires were circulated nationally to young parents and providers. Eleven projects were visited and a Young Parents' Consultation Event was held to explore further young parents' understanding of family learning. This report considers how young parents are represented in policy terms, identifies some of the characteristics of young parents and their learning needs and interests, identifies those organisations offering learning activities to young parents, establishing the characteristics of effective practice and explores young parents' perceptions of family learning and what enables them to or prevents them from accessing it. The study identified the following significant factors in effective learning provision for young parents: staff being non-judgemental; flexibility in learning provided; learning programs tailored to individual students; relevant and interesting learning experiences; provision of child care as well as practical and emotional support; and accreditation for successful completion. Show less