Learning by… Knowledge and skills acquisition through work-based learning and research

Fergusson, Lee

doi:10.1108/jwam-12-2021-0065

Cited by 11 publications

(9 citation statements)

References 66 publications

(52 reference statements)

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“…Hitherto, the role of the expert facilitator has been widely accepted as essential in traditional practice; however, the paper offers alternative perspectives, challenging our previous assumptions and provoking discussion in this regard. Their findings resonate with Fergusson's (2022) to remind us of the significant role that reflective practice plays in work-applied learning.…”

supporting

confidence: 53%

mentioning

confidence: 99%

“…Moving from action orientated learning to a broader review of the literature relating to different work-applied learning strategies, Fergusson (2022) examines a range of ersatz modes of workplace, work-integrated and work-based learning. Through an investigative review of studies drawn from eight scholarly categories of work and learning, Fergusson (2022) is able to identify four main types of learning together containing twelve modes of learning to inform a proto-theoretical model, with reflective practice at its heart. In doing so, the paper provides a critical reminder that whilst work-based learning can provide participants with multiple opportunities to learn, programmes, strategies and interventions require flexibility, cognisant of inclusivity and diversity policies to widen participation and ensure fair equality of access.…”

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confidence: 99%

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Editorial: Exploring the impact of agility and learning in organisations

Rowe

Brook²

2022

JWAM

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Welcome to Volume 14, Issue 2 of the Journal of Work Applied Management, a Special Issue dedicated to examining how work-based learning, action learning and organisational development methods are delivering against the unprecedented and urgent need for organisational agility, flexibility and ambidexterity. The diversity of ways in which these work-applied approaches are effectively curated are increasingly evident across different levels of organisational learning, development and adaptation in response to the "megatrends" of technological hyperconnectivity, urbanisation, geopolitical tensions and a global climate crisis, amidst a challenging phase of post-pandemic economic recovery affecting workforce readiness, supply chains and inflation (Deloitte, 2017;Price Waterhouse Cooper, 2021.It is not surprising that the Special Issue features a range of work-applied approaches tackling contemporary challenges and across situations; its intention is to stimulate debate in relation to organisational agility, flexibility and ambidexterity in the context of work applied learning, action orientated learning, coaching, leadership and other applied learning methods across sectoral, cultural and multi-cultural settings to generate new dynamic capabilities.Here, these work-applied approaches are aligned to the practical commitment to change despite being fromin this issue at leastdifferent traditions including consultancy, apprenticeship education for managers, enterprise development or psychoanalysis though it is interesting to see that these work-applied methodologies are not necessarily branching out for multiple methodological practices for organisational change, as articulated by Zuber-Skerritt and Abraham (2017), where action learning and work-based learning are combined to address change.There is genuine diversity in the application of action learning in organisations including, for example, professional and personal development, change management, problem-solving, service and product improvement, innovation and even in attempting to tackle the wicked problems involved in achieving sustainability and social action. But there is also diversity in the form action learning takes around the world although many of its core principles remain constant, as the articles in this issue demonstrate. Action learning is adaptive and context sensitive, which may, in part, account for its longevity and its ambidexterity. These complex methodological interventions, characterised as work-applied learning, would seemingly provide complex solutions to complex challenges (Zuber-Skerritt and Abraham, 2017). JWAM would welcome practitioners and researchers to pursue these multifaceted approaches in future journal issues.

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confidence: 99%

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Editorial: Exploring the impact of agility and learning in organisations

Rowe

Brook²

2022

JWAM

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“…However, there is evidence that organizational changes can happen through action learning (Zabiegalski and Marquardt, 2022) and work-applied learning (Zuber-Skerritt and Abraham, 2017; Brook and Abbott, 2022). Furthermore, work-applied management learning (Fergusson, 2022; Quew-Jones and Rowe, 2022) such as workplace mentoring, counseling and collaborative support in a changing context, help adopt the change (Quew-Jones and Rowe, 2022). This action learning and work-applied learning of managers and employees in organizations may suggest adopting disruptive technologies for HRM as it is the prevailing technology in organizational agility, flexibility and ambidexterity.…”

Section: Discussionmentioning

confidence: 99%

Disruptive technologies for human resource management: a conceptual framework development and research agenda

Priyashantha

2022

JWAM

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PurposeDisruptive technologies for human resource management (HRM) lack evidence about synthesizing its antecedents and outcomes in the empirical research landscape. This review study was conducted addressing two objectives: (1) to identify the themes of HRM technology empirically researched and (2) to develop a conceptual framework for the antecedents and outcomes of disruptive technologies for HRM.Design/methodology/approachThis article was positioned as a literature review based on the systematic literature review (SLR) methodology. Seventeen articles published between 2000 and 2020 were included for the review from Scopus and LENS.ORG databases. The article screening, inclusion and analysis and findings reporting were based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA).FindingsIn addressing the first objective, the review found that the electronic human resource management (E-HRM) intention and communication technology support impacts E-HRM adoption, resulting in many outcomes. The outcomes include HRM service quality, organizational effectiveness, employee productivity and competitive advantage. In addressing the study's second objective, a conceptual framework was developed based on the gaps identified regarding the determinants and positive outcomes of disruptive technologies for HRM. Thus, the conceptual framework was presented from two perspectives. The perspectives were deduced with review results and theoretical grounds.Research limitations/implicationsThe findings related to the two objectives provide theoretical and practical implications. One significant practical implication is that action and work-based learning of managers and employees in organizations may suggest adopting disruptive technologies for HRM. Thus future studies can focus on them as determinants of adopting disruptive technologies for HRM to conduct empirical tests. Besides, the findings provide some other future research directions.Originality/valueThe study found empirically proven determinants of E-HRM intention and communication technology support impact E-HRM adoption, which results in many positive outcomes. These were synthesized based on the studies conducted during the period 2000–2020. This synthesis and theoretical grounding deduced a conceptual framework for determinants and outcomes of disruptive technologies for HRM.

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“…Moreover, it is inferred that personal growth and self-improvement are reported as essential attributes that could be acquired in educational settings where the acquisition of knowledge and skill culminates into the attainment of desirable outcomes [38]. In this regard, the skill imparted to the students could be used to improve practice in a professional context, thereby, creating behavioural changes resulting in positive impact [39,40]. In this study, the fitness status of the students with respect to the differences before and after instruction in the fitness parameters, i.e., flexibility and a combination of core and upper muscle endurance, were investigated.…”

Section: Measures Of Success Upon Course Completionmentioning

confidence: 99%

Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach

Eswaramoorthi

Kuan

Abdullah

et al. 2022

IJERPH

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Learners’ engagement is shown to be a major predictor of learning, performance, and course completion as well as course satisfaction. It is easier to engage learners in a face-to-face teaching and learning format since the teacher can observe and interpret the learner’s facial expression and body language. However, in a virtual setting with the students sitting behind cameras, it is difficult to ascertain engagement as the students might be absent-mindedly attending the class. Henceforth, with the rapid transition to online learning, designing course content that could actively engage the students towards achieving the said elements is, therefore, necessary. We applied a data-driven approach in designing a virtual physical education and sport science–related course via a learner engagement model. A fully online course catering to 132 students that runs for a total of 14 weeks was used as a case study to develop the course. The study was conducted during the 2020/2021 academic year, which was the period of the peak COVID-19 pandemic in Malaysia. The delivery of the course content was implemented in stages to achieve three essential educational outcomes namely, skill and knowledge acquisition, and personal development as well as course satisfaction. We hypothesised that the developed learners’ engagement approach will promote the students’ acquisition of skills and knowledge and foster the personal development of the students through fitness improvement. It is also hypothesised that the students will be satisfied with the course developed upon successful completion. A chi-square analysis projected a statistically significant difference in the skill and knowledge acquisition before and after the programme (p < 0.001). A Wilcoxon rank-sum test demonstrated personal improvement in the overall fitness of the student upon completing the prescribed activity of the course content. Moreover, a total of 96.2%, 95.5% and 93.2% of students expressed their satisfaction with the clarity of the learning objectives, good organisational and course content plan, and appropriate workload of the course designed, respectively. There is sufficient evidence to accept all hypotheses formulated, and hence, we postulated that, since students spend more time outside the classroom, out-of-class learners’ engagement activity should be considered when designing a virtual course to promote lifelong learning, experience, and higher-order thinking. The techniques presented herein could be useful to academics, professionals, and other relevant stakeholders in developing virtual course content within a specific domain of interest.

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Learning by… Knowledge and skills acquisition through work-based learning and research

Cited by 11 publications

References 66 publications

Editorial: Exploring the impact of agility and learning in organisations

Editorial: Exploring the impact of agility and learning in organisations

Disruptive technologies for human resource management: a conceptual framework development and research agenda

Design and Validation of a Virtual Physical Education and Sport Science–Related Course: A Learner’s Engagement Approach

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