Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them

Abstract

Purpose -The purpose of this paper is to increase insight in the mechanisms of feedback processes by investigating what kind of feedback characteristics lead to what specific kind of informal learning activities (ILAs). Design/methodology/approach -The 31 persons participated were recruited by the snowball method, and work in education, healthcare or profit sector. They filled out a learning log. The respondents wrote down feedback incidents that occurred and the ILA they carried out in response. A total of 367 feedback incidents led to 913 ILA. Quantitative analyses such as correlations and regression analyses are conducted. Findings -Feedback led to ILA, especially to reflection, and communication with colleagues. There is no pattern found in the relation between outcomes. Timing aspects seem irrelevant for ILA. Feedback consisting of discussing possibilities for personal improvement leads to ILA. Precise, positive and helpful feedback leads to ILA. Research limitations/implications -Because of the aim and design of the study, the outcomes are not generalizable and individual characteristics (e.g. motivation, attitude) were not measured. A few ILA are mentioned only a few times. Practical implications -Feedback that consists of discussing possibilities for personal improvement can be used to increase ILA. Feedback can be used to increase reflection and communication at work. Creating a work culture that fosters learning from feedback is important. The quality of feedback providing competences is important. Originality/value -This paper gives in-depth insight into the relation between specific characteristics of feedback and the ILA. It also assesses to what ILA a specific feedback incident (directly) leads.

Informal workplace learning: Development and validation of a measure

“…We consider the Tannenbaum model to be very suitable for the operationalization of informal learning, as it represents IWL in a holistic way: all four components are important parts of the informal learning process. However, we should note that some studies that define informal learning in a different way or focus on formal learning consider the factors feedback (Mulder, ) and intention (Kyndt, Onghena, Smet, & Dochy, ) as predictors and determinants of learning. Furthermore, reflection was found as positive correlate of innovative work behavior (Messmann & Mulder, ), which might be similar to workplace learning behavior and was used as part of a scale to measure learning outcomes in a care worker sample (Kyndt, Govaerts, et al, ).…”

The effect of team learning behaviours and team mental models on teacher team performance

“…Individuals learn at work by doing the work itself, by interacting with colleagues, by coping with challenges or by reflecting on experiences. Learning at the workplace 1) occurs during daily work in which learning and work processes are interwoven, 2) results from experience, 3) has a low degree of structure, 4) is initiated by the learner him/herself (internal stimulus) and 5) is independent of time and place (Kyndt, Govaerts, Smet, & Dochy, 2018;Watkins & Marsick, 1992;Mulder, 2013). Learning behaviours at work can be cognitive or physical and are executed by employees while accomplishing their work tasks.…”

“…Team learning behaviours describe what happens when teams work and learn. They can be differentiated, on one hand, according to whether they are planned (deliberative) or spontaneous (reactive) learning behaviours and, on the other hand, according to whether they are cognitive or physical and consequently observable or not (Mulder, 2013). As previously mentioned, various team learning behaviours are considered in the different definitions and conceptualisations of team learning.…”

Graduating Physiotherapy Students’ Conceptions of their own Competence

“…Students are expected to be responsible for their own learning, and are encouraged to evaluate and reflect on their personal learning needs and the development of their competences. The teacher's role has transformed from "sage on the stage" to "guide on the side" (King 1993), that is, from just transmitting knowledge to guiding the learning process and encouraging students by mentoring and coaching them to reflect on their own learning processes (e.g., Mulder 2013;Nicoll and Salling Olesen 2013) and develop metacognitive, metastrategic, and epistemological competence (Rapanta, Garcia-Mila, and Gilabert 2013). Furthermore, it has been stated that identifying students' competence levels will improve students' learning processes (e.g., Achcaoucaou et al 2014).…”

“…Furthermore, it has been stated that identifying students' competence levels will improve students' learning processes (e.g., Achcaoucaou et al 2014). The overall aim is to better prepare students for working in different and dynamic professional communities and for facing their professional career with more flexibility and adaptability (Mulder 2013).…”