An Examination of Key Factors That Influence Employee Learning in the Workplace

Schwartz, G. J.

doi:10.1002/9781119227793.ch25

Cited by 7 publications

(3 citation statements)

References 31 publications

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“…In turn, studies emphasize social and practice-based learning theories (Olsen & Tikkanen, 2018) that characterize learning as both self-directed and occurring in dialogue and in collaboration with others (Tikkanen, 2002). Therefore, context and how it affords or constrains learning at work is a central focus of contemporary workplace learning research (Billett, 2004; Schwartz, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Social Characteristics of Jobs on the Cognitive Skills of Adults in the United States: A PIAAC Analysis

Lopes

Scully‐Russ

Zarestky

et al. 2019

Adult Education Quarterly

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There is contrary research around whether collaboration at work fosters individual learning and skill development. This study’s purpose was to examine the relationship between social characteristics of jobs on adults’ cognitive skills as measured by the Program for the International Assessment of Adult Competencies (PIAAC). For select industry sectors, we used a linear regression model to predict scores for PIAAC scales—literacy, numeracy, and problem solving in technology-rich environments—based on the independent variables gender, education level, frequency of workplace collaboration, and frequency of sharing work-related information. Results showed level of collaboration at work is negatively associated with PIAAC scores, contradicting current thinking on the role of social interactions in the workplace. We conclude there may be an overemphasis on the social characteristics in job design in some industries and workplaces, leaving little support and time for other activities known to support workplace learning, like management support and time for reflection.

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Section: Literature Reviewmentioning

confidence: 99%

The Effects of Social Characteristics of Jobs on the Cognitive Skills of Adults in the United States: A PIAAC Analysis

Lopes

Scully‐Russ

Zarestky

et al. 2019

Adult Education Quarterly

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“…The research of Kangas et al [3] determined that the level of learning satisfaction significantly improves when the teacher provides an interesting learning environment and stimulates the emotional participation of the student, thus verifying the significant correlation among the learning environment, the teaching method, and the degree of learning satisfaction. Hence, the application of the cognitive apprenticeship model is indisputably a direct and effective teaching method that may replace conventional teaching [4][5][6]. In Taiwan, hotel food and beverage (F&B) service training courses are usually taught using conventional teaching approaches, whereby the teacher lectures the students from a podium or desk.…”

Section: Introductionmentioning

confidence: 99%

“…In summary, situated learning emphasizes that effective learning occurs in authentic contextual situations, and cognitive apprenticeship teaching facilitates the students' acquisition of holistic cognition and postcognitive skills through observation, guidance, and practice. As there is a connection between situated learning theory and cognitive apprenticeship [3,4,6], the present study attempts to integrate and apply both in the F&B training course, thereby creating an authentic master-apprentice condition from which to observe the differences in learning satisfaction that result from two distinctly different teaching methods. We hope that the use of innovative and sustainable methods of instruction and training provided by the hospitality industry will facilitate the industry's sustainable operations and management.…”

Section: Introductionmentioning

confidence: 99%

Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach

Tsui

Chen

2020

Sustainability

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The main purpose of this study is to explore the impact of the cognitive apprenticeship teaching approach in food and beverage (F&B) service training courses on learning satisfaction. This study is a quasi-experimental research design conducted using pretest–post-test nonequivalent groups. Its research subjects are primarily new employees from the F&B departments of well-known five-star, high-end hotels in Taiwan who must undergo education and training. The new employees are divided into an experimental group and a control group for the eight-week teaching practicum. This study concludes that learning satisfaction achieved through the cognitive apprenticeship teaching approach during the F&B training course is superior to that achieved through the conventional teaching approach of lecturing. An innovative finding of the current research is that regardless of whether cognitive apprenticeship teaching is adopted, the master–apprentice relationship is the most important factor in the five-facet measurement of learning satisfaction. This point also explains why the cognitive apprenticeship approach is a suitable teaching and training strategy. The greatest contribution of this study is that it provides a direction for the application and sustainable development of hotel staff training and offers references for the improvement of future hotel training programs.

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Work-Based Learning and Wellbeing

Watson

Tregaskis

2021

Handbook on Management and Employment Practices

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An Examination of Key Factors That Influence Employee Learning in the Workplace

Cited by 7 publications

References 31 publications

The Effects of Social Characteristics of Jobs on the Cognitive Skills of Adults in the United States: A PIAAC Analysis

The Effects of Social Characteristics of Jobs on the Cognitive Skills of Adults in the United States: A PIAAC Analysis

Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach

Work-Based Learning and Wellbeing

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