Learning at work in technology intensive environments

Tikkanen, Tarja

doi:10.1108/13665620210421902

Cited by 33 publications

(34 citation statements)

References 3 publications

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“…We see this in the many studies (e.g. Jensen, 2007;Tikkanen, 2002) of how new recruits, fresh from education continue their learning at work. Management studies frequently draw upon findings from WPL, this applies particularly within the areas of organisational learning (Elkjaer & Wahlgren, 2005).…”

Section: The Contributions Of Wplmentioning

confidence: 99%

“…While WPL can be individual and self-directed (Straka, 1990), much of learning at work happens collectively, in dialog and collaboration with colleagues (e.g. Tikkanen, 2002). Different working contexts give employees different opportunities to learn, and not all work is conducive to learning (Skule & Reichborn, 2002).…”

Section: How Does the Workplace Affect Learning?mentioning

confidence: 99%

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The developing field of workplace learning and the contribution of PIAAC

Olsen

Tikkanen

2018

International Journal of Lifelong Education

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There has been a prolific production of research papers on workplace learning (WPL) during the last two decades. Several reviews of the field discuss the development of themes, the use of foundational terms and some different models and frameworks have been developed. The purpose of this article is to analyse the recent development of the field of WPL, as presented in research literature, and to evaluate the potential of international survey data from the Programme for the International Assessment of Adult Competencies (PIAAC) to contribute to this development. Our study is organised in three stages. Firstly, we summarise the main topics and trends emerging from recent literature on WPL. Secondly, we analyse how peer-reviewed publications using data from the OECD PIAAC survey have contributed to WPL. Thirdly, we compare and discuss the different contributions and make some suggestions as to how PIAAC survey data might be used to further develop our understanding of WPL.

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Section: The Contributions Of Wplmentioning

confidence: 99%

Section: How Does the Workplace Affect Learning?mentioning

confidence: 99%

The developing field of workplace learning and the contribution of PIAAC

Olsen

Tikkanen

2018

International Journal of Lifelong Education

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“…Tikkanen (2002) reveals that formal training is the least contributing source of job competence. It is also interesting to note that his study shows that no one preferred to develop their job competence via formal training.…”

Section: Which Methods Is Superior?mentioning

confidence: 99%

“…Studies also show that workplace-related experience and formal training leads to positive learning outcomes. Example of outcomes from job experience are increased capability, increased self-assurance, improved attainment, greater confidence, and greater ability to exert control over various situations and environment (Evans et al, 2004); work-based knowledge and skills, motivation, work-related values and attitudes, performance (Tesluk & Jacobs, 1998); and job competence (Tikkanen, 2002). Evans et al (2004) indicate that confidence is an important learning outcome from formal training.…”

Section: Learning Via Job Experiences and Formal Trainingmentioning

confidence: 99%

A Direct Comparison of the Learning Outcomes from Training Programs and Job Experiences in Malaysian Organizations

Jusoh

Lim

2008

Journal of Transnational Management

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In organizational settings, employees learn mainly through performing their jobs and by attending training programs. Empirical evidences that compare on the types and extent of learning occur from these two methods, however, are lacking and thus worthwhile examining. Hence, a questionnaire-based survey was conducted among one hundred seventy-five employees from various firms in Malaysia. This paper reports findings from the survey which addresses two main research questions: (1) What are the differences and similarities in learning outcomes of job experiences and formal training programs? and (2) Which method is superior? The respondents were asked to rate, using a five-point scale, five learning outcomes attributable to formal training programs and job experiences: recognition, job knowledge, communication and interpersonal skills, job quantity and quality, and independence and flexibility. The mean rating shows communication and interpersonal skills as the first-ranked learning outcome from both methods. On the other hand, recognition was ranked the lowest. T-test results indicate a significant overall superiority of job experiences over formal training programs.

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“…Billett (2000) writes, if we are thinking and acting we are learning. Learning is continuous active improvisation (Tikkanen, 2002), or continuous collective construction of a social reality (Samra-Fredericks, 2003). But if learning embraces all conscious experience and sense-making, individual and collective, what then is not learning?…”

Section: Learning As Product As Process As Practicementioning

confidence: 99%

Workplace 'learning' and adult education

Fenwick

2010

RELA

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If a field called 'workplace learning' can be argued to exist, it would need to embrace research and interventions now proliferating within a wide range of fields. Adult education is only one of these regions, itself a highly multi-disciplinary, conflictual and elusive group of activities and actors. Adult education finds itself tackling issues of workplace learning alongside fields which often operate with fundamentally different starting points and purposes, yet share equally strong interest and investment in workplace learning. These fields include, at the minimum, human resource development with its focus on developing organizations and individual careers; organization and management studies with primary interests in understanding and improving organizational performance and culture; professional and vocational education concerned with training individuals; and labour studies oriented to workers' well-being and collective empowerment. While the same terms -'learning', 'development', 'pedagogy' and 'education' -are visible in the discourses of all of these fields, they bear radically different meanings, framed by different logics and questions. These terms

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Learning at work in technology intensive environments

Cited by 33 publications

References 3 publications

The developing field of workplace learning and the contribution of PIAAC

The developing field of workplace learning and the contribution of PIAAC

A Direct Comparison of the Learning Outcomes from Training Programs and Job Experiences in Malaysian Organizations

Workplace 'learning' and adult education

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