The developing field of workplace learning and the contribution of PIAAC

Abstract

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.

The Effects of Social Characteristics of Jobs on the Cognitive Skills of Adults in the United States: A PIAAC Analysis

“…Future investigations of the PIAAC data should emphasize learning at work. Building from the present research question, other qualities of participants’ work context that may influence their learning and subsequent performance on the three PIAAC variables of literacy, numeracy, and PS-TRE merit exploration and align with others’ calls for future research (Olsen & Tikkanen, 2018). For example, relevant variables and work qualities include autonomy in work tasks, variety of work tasks, task significance, job complexity, jobs with a high degree of learning, frequency and type of skills use at work, and feedback on work performance.…”

“…Contemporary workplace learning research examines how employers can encourage learning and development of certain workplace skills (Olsen & Tikkanen, 2018). Consequently, it is concerned with understanding the structural and environmental conditions within the employers’ control that foster learning at work.…”

“…Consequently, it is concerned with understanding the structural and environmental conditions within the employers’ control that foster learning at work. In turn, studies emphasize social and practice-based learning theories (Olsen & Tikkanen, 2018) that characterize learning as both self-directed and occurring in dialogue and in collaboration with others (Tikkanen, 2002). Therefore, context and how it affords or constrains learning at work is a central focus of contemporary workplace learning research (Billett, 2004; Schwartz, 2019).…”

Norwegian physiotherapy teachers’ experience from working in a partnership project in Sudan - A case study approach

“…Teachers who work abroad are expected to adapt to the country in which they are working and to the workplace culture, and they are also expected to understand specific workplace needs. This adaptation process which is often informal and subconscious can be described as a workplace learning process, and it occurs while working (Cacciattolo, 2015;Cairns and Malloch, 2011;Illeris, 2018;Olsen and Tikkanen, 2018). Learning takes place in a dynamic context that includes individuals' learning processes and social activity (Cacciattolo, 2015;Illeris, 2004;Patton, Higgs, and Smith, 2013).…”

“…Teachers working abroad as part of a partnership program is a central act of internationalization among higher education institutions. This presupposes teachers' mobility and ability to function independently of the workplace context (Méda, 2016;Olsen and Tikkanen, 2018). Being a foreigner in a host country is associated with psychological distress and decreased well-being, due to sociocultural, environmental and lifestyle differences (Bhugra, 2004).…”