Organizational Learning and Workplace Learning — Similarities and Differences

Elkjær, Bente; Wahlgren, Bjarne

doi:10.1057/9780230522350_2

Cited by 31 publications

(35 citation statements)

References 24 publications

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“…Jensen, 2007;Tikkanen, 2002) of how new recruits, fresh from education continue their learning at work. Management studies frequently draw upon findings from WPL, this applies particularly within the areas of organisational learning (Elkjaer & Wahlgren, 2005).…”

Section: The Contributions Of Wplmentioning

confidence: 99%

The developing field of workplace learning and the contribution of PIAAC

Olsen

Tikkanen

2018

International Journal of Lifelong Education

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There has been a prolific production of research papers on workplace learning (WPL) during the last two decades. Several reviews of the field discuss the development of themes, the use of foundational terms and some different models and frameworks have been developed. The purpose of this article is to analyse the recent development of the field of WPL, as presented in research literature, and to evaluate the potential of international survey data from the Programme for the International Assessment of Adult Competencies (PIAAC) to contribute to this development. Our study is organised in three stages. Firstly, we summarise the main topics and trends emerging from recent literature on WPL. Secondly, we analyse how peer-reviewed publications using data from the OECD PIAAC survey have contributed to WPL. Thirdly, we compare and discuss the different contributions and make some suggestions as to how PIAAC survey data might be used to further develop our understanding of WPL.

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Section: The Contributions Of Wplmentioning

confidence: 99%

The developing field of workplace learning and the contribution of PIAAC

Olsen

Tikkanen

2018

International Journal of Lifelong Education

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“…Within these harmonizing paradigms, there is an implicit normativity where learning is equated with the companies' ability to survive (Elkjaer & Wahlgren 2006;Senge 1994). …”

Section: Learning and Learning Environments In Institutionsmentioning

confidence: 99%

Learning Environment at Work: Dilemmas Facing Professional Employees

Andersen

2007

Human Resource Development Review

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“…Reflections on nursing practice raised questions about usual care processes and habits, a well‐known prerequisite for learning and change in action. Reflection is a semi‐conscious consideration of associations between actions and its consequences describing two levels of reflection: “how we will act” and “why we should act.” The question of why we should act has been termed “critical reflection” (Elkjaer & Wahlgren, ; Schön, ; Wahlgren, ). Critical reflection covers considerations of the purpose of actions and is supported when actions involve a conflict of values (Argyris & Schön, ; Berthelsen & Holge‐Hazelton, ; Elkjaer & Wahlgren, ).…”

Section: Discussionmentioning

confidence: 99%

Stimulated by insight: Exploration of critical care nurses' experience of research participation in a recovery programme for intensive care survivors

Lehmkuhl

Egerod

Overgaard

et al. 2020

Journal of Clinical Nursing

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Aims and objectives To explore critical care nurses' experiences of research participation during a one‐year recovery programme for intensive care survivors. Background Nurse‐led postintensive care follow‐up consultations have emerged to help patients to recover and overcome problems related to critical illness and admission at the intensive care unit (ICU). Previous research exploring post‐ICU follow‐up programmes have shown inconclusive evidence of their effectiveness on patient‐reported outcome measurements, and provider evaluation is scarce. The context of this study is the Recovery and Aftercare in Postintensive care Therapy (RAPIT) trial. Design A qualitative descriptive telephone interview study. Methods Data were collected after completion of the RAPIT trial. Participants (n = 14) were trained intensive care nurses, who delivered the post‐ICU recovery programme, representing nine out of ten sites from the RAPIT trial. Two focus group discussions were used to construct a semistructured interview guide. A thematic data analysis was performed using Braun and Clark's six‐step method. This study conforms to the COREQ Research Reporting Guidelines for qualitative studies. Results Our study indicated that nurses considered participation in research as a positive experience. The main finding “Stimulated by insight” described how nurses' engagement and professional growth was gained by reflection, patient feedback and research competencies acquired in the clinical setting. The research programmes stimulated to new knowledge, broaden their perspectives and enhanced critical reflection of ICU nursing practice. Conclusions The study indicates that nurses developed research competencies and enhanced their job satisfaction by using critical reflection and patient feedback. However, there is still a substantial need for support to strengthen nurses' competencies in collaboration with colleagues, managers and researchers. Relevance to Clinical Practice This study can contribute to the development of recommendations supporting nurses doing research and to optimise implementation of clinical research.

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Organizational Learning and Workplace Learning — Similarities and Differences

Cited by 31 publications

References 24 publications

The developing field of workplace learning and the contribution of PIAAC

The developing field of workplace learning and the contribution of PIAAC

Learning Environment at Work: Dilemmas Facing Professional Employees

Stimulated by insight: Exploration of critical care nurses' experience of research participation in a recovery programme for intensive care survivors

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