The ‘learning society’, and small and medium-sized enterprises: empowering the individual?

Holden, Rick; Hamblett, John

doi:10.1080/13636820100200148

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Employees in small businesses are much less likely to get access to employer-provided, structured T&D opportunities than their counterparts in large businesses (Shah 2017). It has long been recognised that small businesses are reluctant to engage with taught courses and that there is a need to look for other approaches to support learning in small businesses (Billett, Ehrich, and Hernon-Tinning 2003;Holden and Hamblett 2001;Matlay 1997). One such approach involves helping ownermanagers to develop the competencies needed to be effective enablers of informal learning (Kitching 2008).…”

Section: Introductionmentioning

confidence: 99%

Opportunities to participate in formal and informal vocational learning activities and work-related outcomes in small professional services businesses

Coetzer

Susomrith

Ampofo

2019

Journal of Vocational Education & Training

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Small businesses are characterised by resources constraints, therefore their managers need to know the exact nature of additional benefits, beyond knowledge and skill acquisition, that might accrue from employee participation in different types of learning activities. However, research that simultaneously examines the attitudinal and behavioural outcomes of opportunities to participate in formal and informal learning activities is sparse, especially in small businesses. The present study addresses this area of neglect by exploring associative relationships between opportunities for employees to participate in (1) formal learning activities and (2) informal learning activities and three important work-related outcomes: affective commitment; innovative behaviours; and work engagement. Data from 203 respondents in small professional services businesses were analysed and the results provide preliminary evidence that opportunities to participate in each type of learning activity is associated with differing outcomes. Opportunities to participate in formal learning activities was positively associated with heightened levels of affective commitment, work engagement and innovative behaviours, while opportunities to participate informal learning activities was positively related to work engagement. We provide suggestions for future research and outline practical implications of our analysis.

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Section: Introductionmentioning

confidence: 99%

Opportunities to participate in formal and informal vocational learning activities and work-related outcomes in small professional services businesses

Coetzer

Susomrith

Ampofo

2019

Journal of Vocational Education & Training

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“…Research indicates, for example, that skills deficiencies exist in smaller enterprises in areas such as strategy, planning, marketing, and sales (Greig 1997; Welsh 1996), while Holden and Hamblett (2001) point out that SMEs are notoriously weak in the institutional infrastructure required to deliver training and development, all factors that reduce firms' knowledge and innovation creation and absorption capacity. Innovation management also often requires managers to match “hard” expertise, in areas such as technology and project management, with “soft” skills in people management to promote creativity.…”

Section: Defining An Innovation Creation and Utilisation Frameworkmentioning

confidence: 99%

Network Structure, Knowledge Governance, and Firm Performance: Evidence from Innovation Networks and SMEs in the UK

et al. 2010

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It is increasingly understood that learning and thus innovation often occurs via highly interactive, iterative, network-based processes. Simultaneously, economic development policy is increasingly focused on small and medium-sized enterprises (SMEs) as a means of generating growth, creating a clear research issue in terms of the roles and interactions of government policy, universities, and other sources of knowledge, SMEs, and the creation and dissemination of innovation. This paper analyses the contribution of a range of actors in an SME innovation creation and dissemination framework, reviewing the role of various institutions therein, exploring the contribution of cross-locality networks, and identifying the mechanisms required to operationalise such a framework. Bivariate and multivariate (regression) techniques are employed to investigate both innovation and growth outcomes in relation to these structures; data are derived from the survey responses of over 450 SMEs in the UK. Results are complex and dependent upon the nature of institutions involved, the type of knowledge sought, and the spatial level of the linkages in place but overall highlight the value of cross-locality networks, network governance structures, and certain spillover effects from universities. In general, we find less support for the factors predicting SME growth outcomes than is the case for innovation. Finally, we outline an agenda for further research in the area. Copyright (c) 2010 The Authors. Growth and Change (c) 2010 Wiley Periodicals, Inc..

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Using ‘employee-led development’ to promote lifelong learning in SMEs: a research note

Holden

Smith

Devins

2003

Human Resource Development International

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The ‘learning society’, and small and medium-sized enterprises: empowering the individual?

Cited by 3 publications

References 7 publications

Opportunities to participate in formal and informal vocational learning activities and work-related outcomes in small professional services businesses

Opportunities to participate in formal and informal vocational learning activities and work-related outcomes in small professional services businesses

Network Structure, Knowledge Governance, and Firm Performance: Evidence from Innovation Networks and SMEs in the UK

Using ‘employee-led development’ to promote lifelong learning in SMEs: a research note

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