Influences of formal learning, personal learning orientation, and supportive learning environment on informal learning

Choi, Woojae; Jacobs, Ronald L.

doi:10.1002/hrdq.20078

Cited by 166 publications

(203 citation statements)

References 51 publications

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“…Some studies have investigated how individual differences and the context affect informal learning. Choi & Jacobs (2011) found that personal learning orientation and participation in formal training positively influenced informal learning. Noe et al (2013) found that zest was the only significant predictor of informal learning when considered along with the Big Five traits and generalized self-efficacy.…”

Section: Informal Learningmentioning

confidence: 98%

“…Several studies have demonstrated the importance of a supportive learning culture in facilitating engagement in learning and knowledge-sharing behaviors. Choi & Jacobs (2011) found that a supportive learning environment had a significant positive indirect effect on informal learning through its influence on employees' participation in formal learning courses and programs. A supportive learning culture also has a positive and direct influence on team outcomes such as creativity and collaborative knowledge creation practices as well as an indirect effect on team performance (Yoon et al 2010).…”

Section: Work Environmentmentioning

confidence: 99%

See 1 more Smart Citation

Learning in the Twenty-First-Century Workplace

Noe

Clarke

Klein

2014

Annu. Rev. Organ. Psychol. Organ. Behav.

346

303

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Human capital resources are key for organizations to gain a competitive advantage. Learning based on formal training and development programs, informal learning, and knowledge sharing influences the development of human capital resources. This article provides a selective review of research on learning that occurs in many different forms and at the individual, team, and organizational levels. It is organized around five themes-thinking differently about learning, reconsidering the form and design of learning, facilitating learning in the workplace, expanding the scope of learning outcomes, and improving methodology in learning research. These themes provide a framework for understanding how learning can contribute to the development of human capital resources and organizations' competitive advantage. For each theme, relevant research is reviewed, and limitations and future research directions are provided.

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Section: Informal Learningmentioning

confidence: 98%

Section: Work Environmentmentioning

confidence: 99%

Learning in the Twenty-First-Century Workplace

Noe

Clarke

Klein

2014

Annu. Rev. Organ. Psychol. Organ. Behav.

346

303

View full text Add to dashboard Cite

show abstract

“…Aprendizagens de competências se dão, contudo, de várias formas, cabendo às organizações oferecer suportes aos seus funcionários para que se engajem continuamente em processos de aprendizagem e também façam uso do aprendido, seja em situações de trabalho, seja em treinamentos formais (CHENG; HAMPSON, 2008;BLUME et al, 2010;CHIABURU;HUTCHINS, 2010;CHOI;JACOBS, 2011;NOE;CLARKE;KLEIN, 2014).…”

Section: Lívia Maria Reis Pereira Elisabeth Loiola and Sonia Maria Gueunclassified

Aprendizagem de competências, suporte à transferência de aprendizagem e desempenho docente: evidências de validação de escala e teste de relações

Pereira

Loiola²,

Gondim

2016

Organ. Soc.

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ResumoE ste artigo relata procedimentos de construção e validação de um inventário que inclui escalas de aprendizagem de competências, de suporte à transferência de aprendizagem e de desempenho docente (ASOD), e apresenta resultados das relações entre aprendizagem, suporte e desempenho docente. O inventário mede tanto a aprendizagem quanto o desempenho de docentes em cinco domínios de competências (ensino, pesquisa, extensão, gestão e competências gerais). A escala de suporte à transferência subdivide-se em suportes psicossociais e materiais. Foram realizadas análises fatoriais, correlações e regressão múltipla. Os indicadores psicométricos sugerem que o inventário apresenta evidências de validação para a amostra de 219 docentes do IFBA participantes. Os resultados da regressão indicam que o desempenho em cada domínio é predito pela aprendizagem correspondente ao mesmo domínio. O suporte à aprendizagem não se mostrou preditor do desempenho docente. O inventário pode ser usado no aprimoramento de práticas institucionais de avaliação e desenvolvimento profissional do docente. AbstractT his study proposes and validates a new measure that includes scales of competency-based learning, learning transfer support, and academic performance. It presents the relationship between learning, learning transfer support, and performance. The measure tries to estimate both learning of new competencies and teacher`s performance in five domain of competencies (teaching, extension, research, managerial, and general competencies). Factorial analysis was performed, correlations were checked and multiple regression analysis was used. The psychometric indicators suggest that the measure is valid, based on a sample of 219 teachers who took part in the study. Regression results indicate that the performance in each domain can be predicted by the learning associated with each domain. The learning transfer support was not confirmed as a predictor of performance. This measure can be used to improve teachers´ evaluation and their personal development.

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“…The main role of adult training courses is to focus on the principles of stimulating, motivating, relevant and effective teaching with a concrete impact in professional and personal life, [2].…”

Section: Resultsmentioning

confidence: 99%

DESEM, Dokuz Eylül University lifelong learning center: Community-based, multilayer training support on lifelong

Pakdemirli

Baskın

Nart

et al. 2016

SHS Web of Conferences

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Abstract. Dokuz Eylul University Continuing Education Center has become a place, focusing on current and universal information transfer, bringing together the university students and also who live in Izmir and residential areas. Personal development is the lifelong process of understanding self-individual, developing and assessing the skills and qualities, considering their aims in life in order to achieve maximum potential. The course modules have been designed to provide in-depth training in the supporting of the academic progress, personal development, and long life learning on arts, literature and history. Personal development should be an important part of Lifelong Learning with multilayer training support.

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Influences of formal learning, personal learning orientation, and supportive learning environment on informal learning

Abstract: While workplace learning includes formal and informal learning, the rela-

Cited by 166 publications

References 51 publications

Learning in the Twenty-First-Century Workplace

Learning in the Twenty-First-Century Workplace

Aprendizagem de competências, suporte à transferência de aprendizagem e desempenho docente: evidências de validação de escala e teste de relações

DESEM, Dokuz Eylül University lifelong learning center: Community-based, multilayer training support on lifelong

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