Conditions promoting self-directed learning at the workplace

Straka, Gerald A.

doi:10.1080/136788600402708

Cited by 20 publications

(9 citation statements)

References 1 publication

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“…However, it is also possible that the student is in control. In that case learning is labelled as self-directed or self-regulated (Boekaerts, 1997;Knowles, 1975;Noss, 2000;Straka, 2000). Becoming a self-directed learner takes time and requires the help and support of others (Boekaerts, 1997).…”

Section: Parties Involved In Workplace Learning and Their Rolesmentioning

confidence: 99%

Evidence-based design of workplace learning

Blokhuis¹

2008

The Learning Potential of the Workplace

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Section: Parties Involved In Workplace Learning and Their Rolesmentioning

confidence: 99%

Evidence-based design of workplace learning

Blokhuis¹

2008

The Learning Potential of the Workplace

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“…For the most part, writers within this area have seen learning as a means to improve the well-being of individuals within organisations and have tended to reject the learning-performance paradigm. Instead the focus has been on the need to develop mechanisms suggested as facilitating informal workplace learning (Marsick and Watkins, 1997;Raelin, 2000;Straka, 2000). Here then the focus of assessment shifts from outcomes, to assessing learning conditions or opportunities for informal learning to take place.…”

Section: Suggestsmentioning

confidence: 99%

HRD and the challenges of assessing learning in the workplace

Clarke¹

2004

Int J Training Development

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Increasingly the different ways in which learning can be conceptualised alongside debates within the field of human resource development (HRD) regarding its nature and purpose, potentially lead to confusion regarding how learning is to be assessed in the workplace. This article identifies some of the complexities associated with assessing learning in today's workplace and presents empirical findings suggesting that different aspects of an organisation's training and development system are likely to differentially determine the extent to which either formal or informal learning is assessed. Explanations as to why this may be the case are put forward.

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“…through reflection, and respect for individual's history, with focus on individual's meaning-making and helping individuals to continually learn. Research preoccupations include how to promote individuals' self-directed learning capability, and understanding relation of work to individual developmental processes (Clardy 2000;Straka 2000). The role of the collective is described in terms primarily that foster the individual's learning ability.…”

Section: Individual Human Developmentmentioning

confidence: 99%

Understanding Relations of Individual—Collective Learning in Work: A Review of Research

Fenwick

2008

Management Learning

153

127

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Abstract:A review was conducted of literature addressing learning in work, focusing on relations between individual and collective learning published in nine journals during the period 1999-2004. The journals represent three distinct fields of management/organization studies, adult education, and human resource development: all publish material about workplace learning regularly. A total of 209 articles were selected for content analysis, containing a range of material including reports of empirical research to theoretical discussion. Eight themes of individual-collective learning were identified through inductive content analysis of this literature: individual knowledge acquisition, sensemaking/reflective dialogue, levels of learning, network utility, individual human development, individuals in community, communities of practice, and a co-participation or co-emergence theme. The discussion notes apparent lack of dialogue across the fields despite similar concepts, the ontological and ideological differences among the themes of learning currently in circulation, and the low frequency of analysis of power relations in the articles reviewed. IntroductionStudies in 'workplace learning' 1 arguably have expanded in volume of publication and diverse perspectives in the past decade (Bratton et al. 2003). Broadly speaking, these might be described as concerned with processes of development, movement and change in knowledge and practices that occur within particular activities and organizational arrangements of paid work. A wealth of workplace learning scholarship has accumulated in fields of organizational and management studies, sociology of work, labour studies, adult education, feminist studies, human resource development studies, and vocational education research. New understandings about the nature of learning processes appear to be emerging across these fields, and different issues and questions for research appear to be generating a wide range of empirical and theoretical research.Given this diversity of research, it seems timely to take stock of its issues, assumptions and findings. To this end a literature review was undertaken of workplace learning literature published in the six-year period of 1999-2004. In 1999 the first international cross-disciplinary Researching Work and Learning conference 2 was held, bringing together scholars in organization studies, labour studies, adult learning, continuing professional education, and vocational education and training. This and other recent interdisciplinary gatherings appear to be responding to converging scholarship and intensified proliferation of workplace learning.

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Conditions promoting self-directed learning at the workplace

Cited by 20 publications

References 1 publication

Evidence-based design of workplace learning

Evidence-based design of workplace learning

HRD and the challenges of assessing learning in the workplace

Understanding Relations of Individual—Collective Learning in Work: A Review of Research

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