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This study investigates the Role and Time model of learning transfer to see how it can help this complex task. Taylor outlines the work of Broad and Newstrom (1992) in identifying the three major roles - the instructor, the trainee and the supervisor - and the three key time frames for transfer - before, during and after training. A National Advisory Committee selected 11 Canadian workplace education programs and examined the common types of transfer strategies used. The study concludes that this model is a useful classification system to identify, measure and support the transfer of learning.

Selected papers, roundtables and symposia are indexed from TD/TNC 70.310 to TD/TNC 70.347. Volumes of papers are indexed from TD/TNC 70.306 to TD/TNC 70.309. Show less

Purpose: Marginalization exists in many organizations, despite a zero-tolerance stance on discrimination, abuse and harassment. Human resource development (HRD) professionals are increasingly asked to respond to the calls for crucial conversations on race and diversity. However, traditional HRD methods and tools may not be sufficient to address and eradicate racism in the workplace. The usage of testimonio could enable oppressed groups to communicate their narratives to counter stereotypes. This paper aims to describe testimonio and the various ways it can be used as a research methodology and to perturb the dominant practices in the workplace. Design/methodology/approach: This conceptual paper uses testimonio, a narrative methodology with Latin American roots in indigenous oral storytelling, to expand beyond Eurocentric qualitative approaches to capture the voices of marginalized groups. This study gives examples and theorizes how leaders, including human resource professionals, may use this approach to give voice to underrepresented stakeholders in the margins of organizations. Testimonio serves as a non-Eurocentric framework and venue to legitimize their stories. Their voices are assets, enriching while transforming and perturbing and so are needed for communities and organizations to foster a just and sustainable culture and climate. Findings: The use of testimonio as an HRD approach to amplify unrepresented voices in the workplace may be an asset to HRD professionals. However, to realize the full potential of this research tradition in HRD, researchers and practitioners must create more space where trust is present for these groups to tell stories that matter most to them.

Research limitations/implications: This study on the testimonio approach provides a view into organizational power dynamics and voices from the margins. It serves as a means to acknowledge the voices of underrepresented stakeholders in the workplace. HRD scholars should contribute to organizational effectiveness and inclusive workplace climate by using scholarship to highlight the harm of marginalizing policies and behaviors. Practical implications: Testimonio implies that HRD practitioners in positions of privilege should use their authority to foreground the voices of marginalized individuals who are typically silenced. This can be accomplished by prioritizing unheard voices in the work of HRD professionals. Testimonio as a methodological approach and workplace tool highlights the personal experiences of oppressed groups who experience social injustice, particularly racism. This method encourages organizations that do not operate in a culturally sensitive and inclusive environment to reconsider the discourse that influences their social position. Originality/value: While there is a clear need to address inequities, few practical inquiry tools are presented. Moreover, through their epistemologies and research procedures, scholars and practitioners may unintentionally maintain and reinforce existing inequitable structures and processes. This paper presents testimonio as a non-Western alternative to Eurocentric qualitative research methodologies to perturb dominant practices in HRD.

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Workbase provides advice for New Zealand businesses on how to improve the literacy, English language and numeracy skills of their employees. This publication focuses on the experiences of learners in workplace literacy programs in New Zealand. The nine contributors give their views on the changing nature of work, their attitudes to, and experiences of, formal schooling and the motivation leading them to participation in literacy learning opportunities available in their workplaces. The contributions outline how learning is fitted into busy lives and the benefits of skill development for the learners and their families, and their employers.

A companion document, 'Voices from management' is indexed at TD/TNC 73.321. Show less

This white paper presents various possible visions of what the future of work might look like by the year 2030. Based on how different combinations of three core variables - the rate of technological change and its impact on business models; the evolution of learning among the current and future workforce; and the magnitude of talent mobility across geographies - are likely to influence the nature of work in the future, the paper provides a starting point for considering a range of options around the multiple possible futures of work. It is stressed that the scenarios presented are designed to create a basis for discussion among policy-makers, businesses, academic institutions and individuals; they are not predictions. Instead, they are a practical tool to help identify and prioritize key actions towards proactively shaping a new, positive future of work that maximizes opportunities for all across their working lifetimes.

Edited excerpts from publisher's website. Show less

Under [Coronavirus Disease 2019] COVID-19, low-wage service sector workers found themselves as essential workers vulnerable to intensified precarity. Based on in-depth interviews with a sample of 52 low-wage service workers interviewed first in Summer 2019 and then in the last two weeks of April 2020, we argue that COVID-19 has created new and heightened dimensions of precarity for low-wage workers. They experience (1) moments of what we call 'precarious stability', in which an increase in hours and predictable schedules is accompanied by unpredictability in the tasks workers are assigned, (2) increased threats to bodily integrity, and (3) experiences of fear and anxiety as background conditions of work and intensified emotional labor. The impacts of COVID-19 on workers' lives warrant an expanded conceptualization of precarity that captures the dynamic and shifting nature of precarious stability and must incorporate workers' limited control over their bodily integrity and emotions as core components of precarious working conditions.

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The changing nature of work raises implications for those responsible for policy and practice in secondary education in relation to developing the secondary school curriculum to meet new skill demands. This exploratory study used three approaches to examine the relationships between academic and non-academic skills and work and identify issues for educators and policymakers. A literature review identified empirical research and issues related to academic skill needs and two data analyses viewed skills from the perspective of individuals in the workplace. The first examined academic skills in context through several case studies of sub-baccalaureate technical jobs in four industries. The emphasis was on the application of mathematics, science and technology in these occupations and illustrated how academic skill requirements are contextually bound. The second analysed existing longitudinal survey data on high school students and explored the relationships between academic skills, non-academic skills, and labour market performance. The idea that skills need to be viewed as multivariate is upheld in all three areas of research presented in this report. Show less

This paper questions the nature of reform advocated by the present changes to the workplace and its culture, and argues that competency-based training (CBT) is out of alignment with the construction of an agenda for workplace reform that should be a collaborative action. CBT may be viewed as aligning with the interests of the status quo and inappropriate to the interests of working people. Show less

One of the key challenges in work-integrated learning (WIL) courses is how to account for learning that takes place away from campus, where the work space, daily routines and emergent actions within an organisation shape the possibilities for student learning. What do students do on placement to open the possibilities of working and learning in temporary sites of work? Using a practice-based approach, this paper outlines an ethnographic study of learning on placement. The paper draws on Gherardi's ([2019]. How to Conduct a Practice-Based Study: Problems and Methods. 2nd ed. (Cheltenham: Edward Elgar Publishing) work on learning and knowing in practice to demonstrate how students learn to participate in situated practices to accomplish work tasks. It employs a rock-climbing metaphor to illuminate what students do in order to continue on with work when they encounter something surprising, make an error or have a question.

The findings suggest student learning relies on the sociomaterial practices that produce and are produced by each unique workplace situation. The paper shows how learning on placement comprises the identification and use of distinct 'handhold' activities performed through simultaneous processes of knowing, doing and inventing.

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

This research project was funded by Queensland Working Women's Service (QWWS) for Security4Women, which is an incorporated body that is funded by the Australian Government through the Office for Women (OfW), Department of Families, Community Services and Indigenous Affairs (FaCSIA). Security4Women works to promote lifelong economic wellbeing for women and is now called economic Security4Women (eS4W). QWWS is an organisation providing information, referral and support to women who work in Queensland. Driving this eS4W project is a commitment to inform government and the actions and interventions of agencies, like QWWS, and on how to best serve Indigenous women in the workplace. Though the project focuses on Indigenous women, the authors wish to make clear that the issues raised affect many Indigenous people (including men). The current project builds upon our work in a recent report entitled: Indigenous Women and QWWS. Whilst that report was primarily concerned with the ways in which QWWS might improve it service to Indigenous women in Queensland, it also provided a glimpse of Indigenous women's employment experiences, which was the catalyst to the current project. The current work is designed to examine Indigenous women's experiences of work, with a focus on key issues in urban Queensland. Its main objective is to explore those issues that continue to impede Indigenous women's employment and promotion at work. This objective is seen to be of crucial importance to enhancing the economic security and wellbeing of Indigenous women and their families. Though the findings are limited to the urban context in which they were carried out, it is envisaged that they will contribute to a national analysis of the working experiences of Indigenous women and families across Australia.

Excerpt from introduction. Show less

This article reports on a qualitative study of the experiences and knowledge acquired through contextual learning during apprenticeships. The study sought to: (i) identify and describe the kinds of teaching-learning experiences that took place between youth apprentices and their mentors; (ii) investigate and determine the methods employed by mentors in the teaching of job-related skills; and (iii) elicit student perspectives towards teaching methods, learning experiences, and the relevance of the workplace experience element of their apprenticeships. The article provides details of the methodology, site selection, study findings, and a discussion of the implications that may be relevant to the component of youth apprenticeships involving learning in the workplace. Show less