“…Similarly, other scholars have investigated the different approach of mature workers to the learning opportunities granted by organizations (Fuller & Unwin, ; Kyndt et al ., ).…”
Section: Formal Versus Informal Learning In the Workplace: Reconcilinmentioning
The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast-moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of learning both inside and outside of the workplace have become unable to explain the complexity of such a process, weaving between and overlapping formal and informal components. Starting with this premise, the aim of the present paper was to analyse the role of knowledge and experience as important learning frames, which allow the acquisition and development of competencies in the workplace. A human resource development perspective was adopted, aimed at reconciling both the organizational and individual stances implied in the process. The methodology of achieving this was to review the most recent literature on workplace learning, with a special focus on its formal and informal dimensions.
“…Similarly, other scholars have investigated the different approach of mature workers to the learning opportunities granted by organizations (Fuller & Unwin, ; Kyndt et al ., ).…”
Section: Formal Versus Informal Learning In the Workplace: Reconcilinmentioning
The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast-moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of learning both inside and outside of the workplace have become unable to explain the complexity of such a process, weaving between and overlapping formal and informal components. Starting with this premise, the aim of the present paper was to analyse the role of knowledge and experience as important learning frames, which allow the acquisition and development of competencies in the workplace. A human resource development perspective was adopted, aimed at reconciling both the organizational and individual stances implied in the process. The methodology of achieving this was to review the most recent literature on workplace learning, with a special focus on its formal and informal dimensions.
“…The LNT also assumes that HRD is a tool that every stakeholder uses for their own purposes (Poell, ). Based on previous research (Kyndt et al , ), Poell and Van Der Krogt (, p. 1047) stated that ‘managers tend to emphasize the role of professional development in optimizing the primary work process, whereas employees place more of a premium on its ability to contribute to career progress and work enjoyment’. Therefore, the second hypothesis is formulated as follows:H2A.…”
This exploratory study uses the learning-network theory as a framework to investigate how managers and employees differ in their preference for the human resource development (HRD) activities of employees and in the functions they attribute to HRD. The research design was quantitative and cross-sectional. Data collection took place in six countries in Europe, Asia and North America. A new instrument was used, which views work improvement (WI), career development (CD) and personal development (PD) as three main functions of HRD that can serve managers and employees. Results show that managers and employees prefer different HRD activities for employees to undertake; respectively, formal courses and programs over job experiences, and vice versa. The two groups also differ in the scores they give to WI and PD as relevant functions that employee participation in HRD can provide. It is concluded, therefore, that differences between managers and employees in their views of the relevance of HRD activities should be taken into account in theory and practice when organizing employees' HRD activities.
“…The conflicts/difficulties dimension is present in studies of several authors including Kyndt et al . () who found that one of the major obstacles for older workers was a fear of ‘going back to school’ and that lack of time was an obstacle for younger workers. Brunet and Rodríguez‐Soler (), Farías and Sevilla (), Marhuenda et al .…”
Section: Methodsmentioning
confidence: 99%
“…A climate in the organization that promotes learning influences positively on the promotion of the participation of their employees in learning activities (Noe et al ., ). Younger workers and those who have less time in the Organization were more stimulated by do training (Kyndt et al ., ).…”
The main objective of this study is to identify the determinants that influence user demand for lifelong learning in institutions of higher education. Qualitative methodology was used to develop an instrument and a quantitative approach was used for the remainder of the study. After a literature review and in-depth interviews with experts in lifelong learning, we obtained the dimensions of the study and validated a questionnaire using expert opinion and a pilot test. The results and conclusions drawn from this study indicate the existence of three dimensions in user demand for lifelong learning in institutions of higher education: motivational, conflicts/difficulties and career-development. The constructs of current-work, career-change and personal improvement are linearly related to the motivational dimension; personal-constructs, external and time-related constructs are linked to the conflict/difficulties dimension; and working-environment and professional-experience constructs are related with the career development dimension. One of the novel contributions of this work is that it obtains empirical evidence on the determinants of demand for lifelong learning from the perspective of people who seek training.Postprint (author's final draft
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