Dimensions of On‐the‐Job Learning Styles

Abstract

The aim of this study is to identify dimensions of on-the-job learning styles that can create an awareness among employees and offer them opportunities for the improvement of their on-the-job learning. In order to be able to select relevant dimensions, we propose four criteria: dimensions should: (a) concern activities and behaviour; (b) be changeable by learners; (c) be applicable to the workplace context; and (d) be uni-dimensional. After reviewing the literature in light of these criteria, we conclude that employees need to be aware of four core dimensions of on-the-job learning styles: (a) whether they are reproductive or developmental learners; (b) whether they tend to learn alone, from others, or with others; (c) whether they are holistic or analytical learners; and (d) how they engage in reflection (e.g. the depth of reflection).Le but de cette étude est d'identifier les dimensions composant des styles d'apprentissage sur le tas et plus particulièrement la création d'une conscience parmi les salariés et l'opportunité d'accroître les possibilités d'apprentissage sur le tas. Afin de sélectionner des dimensions appropriées, nous proposons 4 critères: les dimensions doivent a) concerner des activités et le comportement, b) être variables selon les apprenants, c) être applicable dans un contexte de travail et d) être uni-dimensionnel. Une revue de la littérature à la lumière de ces critères montre que les salariés ont besoin d'être conscients de 4 dimensions fondamentales des styles d'apprentissage sur le tas: a) Sont-ils des apprenants "passifs" ou "actifs" ? b) Tendent-ils à apprendre seul, avec d'autres ou d'autres personnes ? c) Sont-ils des apprenants holistiques ou analytiques ? et d) Quelle est la façon dont ils s'engagent dans une réflexion (e.g. la profondeur de la réflexion)?

Great Expectations: The Relationship Between Future Time Perspective, Learning from Others, and Employability

“…For instance, this includes learning by doing, having discussions with colleagues, or engaging in reflection (Marsick 2009). Several studies suggest that these learning activities are more efficient than attending seminars and workshops of education and training institutions (Berings et al 2008;Billett 2002;Eraut 2007;Van der Heijden et al 2009). The social aspect of learning in the workplace plays an especially important role (Billett 1995;Boud and Middleton 2003;Eraut 2007).…”

Using a portfolio‐based process to develop agility among employees

“…And they can be more other-oriented, such as improving cooperation and information-sharing skills (Huang, 2012). In addition, goals can simply be focused on developing a more proactive instead of a reactive attitude at work (Berings, Poell, & Gelissen, 2008).…”

“…Complex behavior can only be changed when conscious thought is given to the process (Baumeister, Masicampo, & Vohs, 2011). Activities such as discussions with colleagues that lead to specific intentions to take action are seen as effective actions (Berings et al, 2008). By considering the "what, where, when, and why" of the situation, a person can set specific goals (Doornbos, Bolhuis, & Simons, 2004).…”

Who develops? Understanding the role of leadership mindset in developmental opportunities

“…The work of managers in organizations is generally more motivated by and focused on operational performance than learning (Berings, Poell, & Simons, 2008). Even in a learning situation, such as a challenging job experience, managers are often judged on their performance, not their learning growth.…”

“…This self-motivation to reflect may be especially challenging for leaders for several reasons. First, managerial work and motivation are generally focused on performance rather than learning (Berings et al, 2008). Additionally, leadership is stressful and leaders have extremely high time demands.…”