Learning through work: workplace affordances and individual engagement

Billett, Stephen

doi:10.1108/eum0000000005548

Cited by 591 publications

(656 citation statements)

References 14 publications

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“…Billett (2004) states that the workplace needs to provide an optimal context for the individual to develop and grow in his job. In order to create solidarity, it is important that the affordances of the organisation match the individual engagement of the employee (Billett, 2001). After all, "while the organisation of work sets the context and conditions for learning, it is still the reciprocal interaction between the individual and the workplace that determines learning" (Tynjälä, 2008, p. 12).…”

Section: Theoretical Background: Learning Conditionsmentioning

confidence: 99%

Learning conditions for non‐formal and informal workplace learning

Kyndt

Dochy²,

Nijs³

2009

Journal of Workplace Learning

183

195

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Purpose -The purpose of this research paper is to investigate the presence of learning conditions for non-formal and informal workplace learning in relation to the characteristics of the employee and the organisation he or she works for. Design/methodology/approach -The questionnaire developed by Clauwaert and Van Bree on learning conditions was administered to 1,162 employees of 31 different organisations. An explorative factor analysis was performed to reduce the number of variables and to look for underlying constructs in the data. Second, a series of analyses of variance were calculated in order to be able to compare the factors in different kinds of groups of employees. Findings -The authors concluded that for the five learning conditions that were identified in this research, different kinds of groups of employees have different chances for non-formal and informal learning. These learning conditions are "feedback and knowledge acquisition", "new learning approach and communication tools", "being coached", "coaching others", and "information acquisition". Originality/value -The value of this research is that it has shown that characteristics of the employee and his or her organisation have a relationship with the presence of learning conditions or chances for non-formal and informal workplace learning. Moreover, this research included all kinds of employees and not only those responsible for training and education in the organisation. This research focused on conceptions and perceptions of "regular" employees.

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Section: Theoretical Background: Learning Conditionsmentioning

confidence: 99%

Learning conditions for non‐formal and informal workplace learning

Kyndt

Dochy²,

Nijs³

2009

Journal of Workplace Learning

183

195

View full text Add to dashboard Cite

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“…2; learned at work, where client cases are both multifaceted and ill-defined. Their engagement in work-based learning was very strong, since they had internalised that learning, and professional developmental needs were a fundamental aspect of work (Billett, 2001). More than ever before, there is a growing need for governments, employers and workers themselves to update their skills throughout working life.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Becoming a Graduate Professional Psychologist: In What Ways are Professional Competences Perceived

Kuittinen¹,

Räty²

2015

IJPS

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Based on the evaluations of graduate professional psychologists, this study set out to explore perceptions of university training in the development of key competencies and skills required by psychologists. The participants (n=353) were a representative sample of young Finnish psychologists with professional experience of between one and six years. They were asked to rate seventeen different skills according to importance and the extent to which undergraduate training helped develop those skills. They were also asked to evaluate how their undergraduate training had fostered their skills and the work-related contexts that best nurtured their professional skills. The results show that psychology was seen as a profession requiring social interaction skills, whereas university training was seen to stress knowledge, theory and research. Respondents saw practical courses, a practicum, post-graduate education, actual work and reflecting with colleagues and with oneself as the most influential means of professional development; they saw statistical methods as being unnecessary at work. Only half of the participants could name a theory upon which their work was based. Still, graduate psychologists gave a rather positive evaluation of the correlation of their psychology training programme with the requirements of their profession.

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“…Different ways of motivating are required, for example, to attract the interest of and encourage the participation of reluctant employees. Opportunities to participate in the decision processes and learning activities as well as receive support for learning are essential for rich learning outcomes [Bi01].…”

Section: Situated Learningmentioning

confidence: 99%

Professional Knowledge Management

Althoff¹,

Dengel²,

Bergmann³

et al. 2005

Lecture Notes in Computer Science

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publishes this series in order to make available to a broad public recent findings in informatics (i.e. computer science and information systems), to document conferences that are organized in cooperation with GI and to publish the annual GI Award dissertation.Broken down into the fields of • Seminar • Proceedings • Dissertations • Thematics current topics are dealt with from the fields of research and development, teaching and further training in theory and practice. The Editorial Committee uses an intensive review process in order to ensure the high level of the contributions.The volumes are published in German or English.Information: http://www.gi-ev.de/service/publikationen/lni/ The WM2009 is the 5th conference of the bi-annual series "Professional Knowledge Management". A broad integrative overview on currents trends and new insights in organisational, social and technical aspects of knowledge management are provided to participants from academia and practice. The conference programme is composed of 11 Workshops, invited talks, tutorials, a poster and demo session and an exhibition. It also provides space to discuss problems and challenges, share experiences and for networking. This volume contains refereed contributions from the workshops. 145ISSN 1617-5468 ISBN 978-3-88579-239-0 PrefaceKnowledge has become more and more an imperative key success factor for each company. It plays a key role in many business processes, in product development and advanced customer satisfaction. This is particularly important as products are becoming more complex and processesm ore knowledge-intensive. Many companies are going to realize their knowledge potential and improve their knowledge management. New technologies like those known under the "Web2.0" label and new methods like intellectual capital statements support the improvement of knowledge management.The 5 th conference on Professional Knowledge Management provides a broad integrative overview of organizational,c ultural, social and technical aspects on knowledge management. Focus of the conference is bringing together different research disciplines and sharing experiences gained in the different areas where knowledge management is being applied. In particular the 5 th conference on Professional Knowledge Management consists of five tutorials and eleven workshops focusingo n current trends. Topics of these tutorials andworkshops include knowledge services and mashups, knowledge and social networks, convergence of knowledge management and e-learning, productive knowledge work, personal knowledge management, experience management, measuring and benchmarking the economical success of knowledge management, integrating knowledge base systems as well as knowledge management approaches specialised for SME, for companies from the financial sector, or for combination with enterprise communication.Ninety-five contributions were submitted to the workshops of which 45 were accepted as long papers and 20 as short paper. These 65 contributions are collected in this proceedin...

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Learning through work: workplace affordances and individual engagement

Cited by 591 publications

References 14 publications

Learning conditions for non‐formal and informal workplace learning

Learning conditions for non‐formal and informal workplace learning

Becoming a Graduate Professional Psychologist: In What Ways are Professional Competences Perceived

Professional Knowledge Management

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