Creating and Using Knowledge

PIAAC results on opportunities for informal learning in the workplace in Spain /Resultados PIAAC sobre las oportunidades para el aprendizaje informal en el puesto de trabajo en España

“…Así, por una parte, el AI, puede ser fomentado de manera intencionada por la organización (Marsick, Fernández De Álava, & Watkins, 2015) ofreciendo espacios físicos y virtuales (intranet, comunidades de práctica, foros…) e incluso incorporar agentes dinamizadores para potenciar el AI de sus trabajadores. Por otra parte, se puede dar de forma fortuita y poco consciente, en espacios como la realización de una tarea, las interacciones personales, la experimentación por prueba error, compartiendo información y conocimientos (Cseh, Watkins, & Marsick, 1999; Fuller et al, 2003; Jiménez-Cortés, 2015; Tynjälä, 2008).…”

“…Thus, on the one hand, IL can be intentionally promoted by the organization (Marsick, Fernández De Alava, & Watkins, 2015), offering physical and virtual spaces (intranet, communities of practice, forums …), and even by recruiting dynamizing agents to promote IL among employees. On the other hand, it can also arise by chance and in an unconscious way in different contexts, such as when carrying out tasks, during personal interactions, experimentation through trial and error or while sharing information and knowledge (Cseh, Watkins, & Marsick, 1999; Fuller et al, 2003; Jiménez-Cortés, 2015; Tynjälä, 2008).…”

“…), and even by recruiting dynamizing agents to promote IL among employees. On the other hand, it can also arise by chance and in an unconscious way in different contexts, such as when carrying out tasks, during personal interactions, experimentation through trial and error or while sharing information and knowledge (Cseh, Watkins, & Marsick, 1999;Fuller et al, 2003;Jiménez-Cortés, 2015;Tynjälä, 2008).…”

Problem Solving and Formal, Nonformal, and Informal Learning of Russian Employees (Based on PIAAC Data)

“…The intensity and the very context of the problems that workers have to solve at their workplace are constantly renewed. The capacity for problem-solving is commonly attributed to the so-called “fluid intelligence” that is a part of general intelligence (Kyllonen & Lee, 2005) and is formed most likely in connection with the content of the dominant activity. It is likely that its underuse after finishing formal education causes its more rapid deterioration than is the case with literacy and numeracy skills.…”

“…Cseh et al also differentiate between informal learning as the acquisition of information (by reading—type 1 and type 2) and informal (random) workplace learning, which is via problem-solving and interactions with coworkers and managers. The former can be planned and controlled by the company and worker, the latter is unexpected and occurs incidentally and unconsciously as a secondary effect of other actions undertaken by a worker (Cseh et al, 1999; Fuller et al, 2003; Jiménez-Cortés, 2015; Tynjälä, 2008), which is, however, also influenced by the organizational environment in the company.…”