Situated Learning and Planned Training on the Job

Stein, David

doi:10.1177/15234220122238472

Cited by 9 publications

(5 citation statements)

References 16 publications

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“…Content and participation explain how the broad pedagogical approaches, objectives and assessment of the multilevel mentoring program lead to specific outcomes similar to what Biggs (1999) terms as constructive alignment. Therefore, situated learning provides the foundation for explaining how learners acquire knowledge based on a type of work and work content, the work setting and the influences of a community of experts (Stein, 2001). These experts provide support to mentees within a professional learning space akin to what Lev Vygotsky refers to as the zone of proximal development where experienced individuals support the learning processes of less experienced others through scaffolding learning (Taber, 2018).…”

Section: Situated Learning Theory and The Professional Communitymentioning

confidence: 99%

Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education

Owusu-Agyeman

2023

JPCC

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PurposeScholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that include different pedagogical approaches could be used to enhance the professional development of academics. To address this knowledge gap, this article examines how an institutionalized multilevel mentoring program could be used to enhance the professional development of early-career academics and academics in designated groups in a South African university.Design/methodology/approachThe data for the study were gathered from 18 mentees and 2 program administrators using semi-structured interviews. The data gathered were assessed by way of thematic analysis that involved a detailed process of identifying, analyzing, organizing, describing and reporting the themes that were developed from the data set.FindingsThe findings revealed that when mentees participate in different mentoring and professional development activities that are structured based on different pedagogies, they can engage in higher-order thinking processes and develop multidisciplinary experiences within an expanded professional learning community. Enabled by the situated learning setting, mentees can negotiate the meaning of their professional practice within a professional community and comprehend the nuanced pedagogical approaches including scaffolding learning used by mentors to shape their career trajectory and guide them to secure promotions.Originality/valueThe current study contributes to the scholarly discourse on situated learning by showing that mentoring could be planned and implemented as a pedagogical endeavor with diverse learning activities and structured as a form of professional development program within a professional community.

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Section: Situated Learning Theory and The Professional Communitymentioning

confidence: 99%

Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education

Owusu-Agyeman

2023

JPCC

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“…Adult learning is "situated," meaning that humans use their social contexts to extend their own mental capacities (Lave & Wenger, 1991). In situated learning contexts, the role played by those who possess and transmit knowledge to others is particularly important (Stein, 2001). In transmitting knowledge, information providers sometimes use diagnostic frameworks to tailor the training that they provide (Jahns, 1981;Lave & Wenger, 1991).…”

Section: Technology Acceptance and Adult Learningmentioning

confidence: 99%

The Overlooked Role of Local Experts in Learning to use Technology in Public Organizations

Woldesenbet,

Klay

2016

Public Administration Quarterly

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Information technology (IT) can enhance organizational productivity, but only if it is learned well by employees. Unfortunately, researchers and practitioners have largely neglected the informal social processes through which employees learn to use IT. This is a study of public employees who voluntarily help others to learn. The objective was to learn how these “local experts” assist co-workers and why they do so. It finds they are motivated by both extrinsic and intrinsic factors, including altruism. Local experts seek to enhance their organization's productivity by taking the lead in learning new technology and helping others to master it. In doing so, they become sophisticated diagnosticians and trainers who are largely overlooked by top management. The findings of this study can be immediately applied by practitioners in nearly all organizations to help their local experts to enhance employees’ learning and productivity.

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“…The delivery of S-OJT is an interactive process based on one-on-one communication between the trainer and trainee (Osman-Gani and Zidan 2001). All events used to deliver S-OJT are based on widely mutual interactions between the trainer and trainee in more meaningful ways, including discussions, dialogs, and performance evaluations (Stein 2001). Although trainees are novice employees who lack the appropriate competence to fully perform their jobs, they have some degree of experience and knowledge derived from their lives.…”

Section: Definition and Features Of S-ojtmentioning

confidence: 99%

The impact of structured on-the-job training (S-OJT) on a trainer’s organizational commitment

Cho

2009

Asia Pacific Educ. Rev.

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The purpose of this study was to examine the causal relationships between S-OJT trainer preparation, self-efficacy as a trainer, trainers' delivery of S-OJT, and organizational commitment as a consequence of employing S-OJT. This study proposed a theoretical model from the review of related literature and then empirically investigated the fitness of the proposed model. This study was conducted in a life insurance company in Korea. A questionnaire was distributed to 334 randomly selected S-OJT trainers in Seoul. There were 235 usable questionnaires. structural equation modeling and principal factor analysis were applied to conduct a data analysis. The results showed that the chi-square was significant, along with good model fit indices. As a result, the causal links in the proposed model were established and these results fully supported the study hypotheses. Finally, the study discussed some implications for HRD, focusing on S-OJT.

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Situated Learning and Planned Training on the Job

Cited by 9 publications

References 16 publications

Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education

Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education

The Overlooked Role of Local Experts in Learning to use Technology in Public Organizations

The impact of structured on-the-job training (S-OJT) on a trainer’s organizational commitment

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