Roles of informal workplace trainers in different organizational contexts: Empirical evidence from Australian companies

Abstract

Informal workplace trainers help employees learn what they need to know and do in order to get their job done. Little is known about the actionsOver the past decade, the workplace has been rediscovered as an important learning environment (Jacobs & Jones, 1995;Eraut, 2000;Streumer, 2006). As a result, studies examining employee training and learning have been broadened in at least two respects. First, attention has moved from formal training to informal training and learning in the workplace and to ways in

The development and empirical validation of the Q-PDN: A questionnaire measuring continuing professional development of nurses

“…In view of the factors mentioned above, our recommendation for further research is to focus on the impact that workplace characteristics (both cultural and structural) have on CPD participation of nurses, as Hallin and Danielson (2007) had indicated before (cf. Poell et al, 2006).…”

Effects of trainer expressiveness, seductive details, and trainee goal orientation on training outcomes

“…To facilitate the training process, trainers need to consider the best practices that enhance trainees' learning during instruction and to transfer this knowledge and these skills to the workplace. Trainers can shape the learning system of the organization through designing and delivering training programs that enable trainees to transfer their skills back to the workplace (Poell, Van der Krogt, Vermulst, Harris, & Simons, 2006). During training implementation, trainers' performance can influence trainees' level of engagement and motivation to facilitate transfer of material (Goldstein & Ford, 2002;Stammers, 1987).…”

Learning to Be Employable Through Volunteering: A Qualitative Study on the Development of Employability Capital of Young People

“…Examples of informal learning could be found both in self-directed and in collective learning, in contexts where education or training are mostly unstructured, as, for instance, in socialization processes or in occasions for incidental transfer of learning through informal coaching and mentoring situations (Livingstone, 2006). Therefore, as many other scholars confirmed, it could be concluded that a substantial amount of workplace learning is informal and non-formal (Cheetham and Chivers, 2001;Boud and Middleton, 2003;Enos, Kehrhahn and Bell, 2003;Skule, 2004;Sambrook, 2005;Poell et al, 2006;Gola, 2009;Jurasaite-Harbison, 2009).…”