Recognition of informal learning: challenges and issues

Hager, Paul

doi:10.1080/13636829800200064

Cited by 32 publications

(21 citation statements)

References 10 publications

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“…He defined implicit learning as "the acquisition of knowledge that takes place largely independently of conscious attempts 131 Drivers for informal learning to learn and largely in the absence of explicit knowledge about what was acquired" (Reber, 1993, p. 5). It is said that individuals are often unaware of the significance of their own informal learning (Eraut, 2004;Hager, 1998). In addition, Lohman (2006) used a framework of informal learning activities.…”

Section: Rq2 What Are the Drivers For Informal Learning?mentioning

confidence: 99%

What are drivers for informal learning?

Schürmann

Beausaert²

2016

European Journal of Training and Development

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services. AbstractPurpose -The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees engage and what are the drivers for informal learning. Design/methodology/approach -Semi-structured interviews were taken from ten human resources (HR) and ten marketing employees working at a German machinery manufacturer. Findings -Employees mostly learn informally by talking or collaborating with others, searching information online, feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees' informal learning. Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors. Research limitations/implications -The design of this exploratory qualitative study brings some limitations. Based on the findings, suggestions for future quantitative and intervention studies are done. Practical implications -The results show how human resources development (HRD) professionals could better support employees' engagement in informal learning and gives an overview of the determinants that could be influenced and in turn have a positive effect on employees' informal learning. Originality/value -This study is one of the first studies unraveling informal learning as perceived by employees. It develops a comprehensive framework for categorizing drivers for informal learning.

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Section: Rq2 What Are the Drivers For Informal Learning?mentioning

confidence: 99%

What are drivers for informal learning?

Schürmann

Beausaert²

2016

European Journal of Training and Development

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“…The guidelines were developed in order to help ensure that APL can be conducted with a high level of security and quality. Even though the guidelines differ in content APL Houston, Hoover, and Beer 1995Clarke and Warr 1997Peters 2005Lordly 2007 Comparisons of APL students and students with formal qualifications Donoghue et al 2002LeGrow, Sheckley, and Kehrhalm 2002Marshall and Jones 2002Cantwell and Scevak 2004Scott 2007Rapley et al 2008 Theoretical models and perspectives of APL procedures Butterworth 1992Harris 1999Osman 2004Trowler 1996 Critique and quality in APL Challis 1998Hager 1998 and level of specificity, they have several main principles in common. First, the policy, procedure and practice of APL should be clearly defined to claimants (individuals or students claiming APL) of APL, academic staff involved (such as assessors and examiners) and stakeholders.…”

Section: T Stenlundmentioning

confidence: 99%

“…Another question concerns the possibility to turn informal or non-formal competence into formal credits. Hager (1998) analysed this issue and concluded that informal learning is typically different from formal education. Informal learning does not fit very well with the view of knowledge in formal education, and learners are often unaware of, for example the depth and range of their formal learning.…”

Section: Critique and Quality In Aplmentioning

confidence: 99%

Assessment of prior learning in higher education: a review from a validity perspective

Stenlund

2010

Assessment & Evaluation in Higher Education

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The process of giving official acknowledgment to formal, informal and nonformal prior learning is commonly labelled as assessment, accreditation or recognition of prior learning (APL), representing a practice that is expanding in higher education in many countries. This paper focuses specifically on the assessment part of APL, which undoubtedly is central to the whole process, through a review of research in this area and an analysis of the reviewed studies from a validity perspective. The research reviewed (published 1990-2007) is categorised into empirical as well as more theoretically oriented publications, with a quantitative dominance of the latter. According to the validity analysis, a majority of the studies conducted in this area relate to the evidential basis of test interpretation and use, primarily providing theoretical rationales and theories for a variety of practices. The consequential basis of test interpretation and use has not been studied to any larger extent, resulting in a lack of both theoretical and empirical studies dealing with this aspect of validity.

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“…However, researchers oriented to the era of knowledge work increasingly recognize that continued informal training and untaught learning are important for success in the context of paid workplaces (Hager, 1998). Recent survey studies have confirmed that most jobrelated training is done informally (see Betcherman, Leckie, and McMullen, 1997;Center for Workforce Development, 1998).…”

Section: Spheres Of Work and Forms Of Learningmentioning

confidence: 99%