Workplace learning for the disadvantaged: Perspectives from adult education and human resource development

Abstract

Along with the rapidly changing social and economic context accompanied by COVID‐19, concerns have been raised for the less‐educated, low‐wage workers who disproportionately experienced disadvantages in accessing workplace learning or training opportunities essential for job placement or career development. In response to the challenges of increasing discrepancies in workplace learning opportunities, this paper suggested workplace learning as an area that needs more attention from multidisciplinary perspectives to support the needs of disadvantaged populations. The authors reviewed research trends on workplace learning from adult education (AE) and human resource development (HRD) disciplines and discussed common areas and research gaps. The paper suggested advancing workplace learning theories and building empirical evidence for disadvantaged populations in various workplace contexts through complementary collaboration between AE and HRD.

Adult Education in the Age of Artificial Intelligence: The Human Resource Development Perspective

“…At this stage, the expertise of HRD is required to establish creative abilities for adult educators and learners to transition conveniently to the age of AI. However, in this context, this has not been the case, which is due to the lack of collaborations between the fields of HRD and that of AE, as a result of both disciplines making efforts to individualise its research and practice despite having similarities in ideas, theories, and conceptualisations (Akdere & Conceicao, 2006;Hatcher & Bowles, 2006;Hwang & Yoon, 2023;Jacobs, 2006;Watkins & Marsick, 2013). These differences have over the past years limited the capabilities for HRD to intervene in integrating knowledge on AI into the teaching and learning mechanisms of AE.…”

“…The process of adult learning oftentimes requires commitment (Hatcher & Bowles, 2006;Hwang & Yoon, 2023), as new knowledge, concepts, and ideas are being brought to the fore, requiring the need for the field of HRD to intervene through research and designing of innovative mechanisms, which will enable adult learners to acquire new competencies and capabilities in an environment that is supportive and accommodating of the differences in routines and lives commitments. In addition to this, adults whether as old learners in adult education programmes or as employees in an organisation with the quest to acquire lifelong skills and competencies, often confront change as a result of being afraid that their entire life routines such as job-security, family, and social life will become disrupted and experience instability (Kokkos, 2015;Pohjola, 2022;Snyder, 2017).…”

“…Therefore, having this in mind, this may lead to a situation where such adult learners become resistant to gaining new knowledge focused on adapting to the use of AI technologies. According to Byrd (2023); Garavan et al (2023); Hatcher and Bowles (2006); Hwang and Yoon (2023); Rasdi et al (2022), HRD is a field which plans for the future while transforming the present to meetup with subsequent demands, and therefore possess the capabilities to enhance learning and development through designing of course modules which are seen to be flexible and adaptable to the current conditions of adult learners and the general workforce. Furthermore, studies have affirmed that adult learners because of their experiences across various spheres of life, often prefer practical learning to gain hands-on skills which solves real life problems, when compared to learning which are theoretical or considered laced with some unrealistic or impracticable ideas (Akdere & Conceicao, 2006;Hatcher & Bowles, 2006).…”

“…Furthermore, studies have affirmed that adult learners because of their experiences across various spheres of life, often prefer practical learning to gain hands-on skills which solves real life problems, when compared to learning which are theoretical or considered laced with some unrealistic or impracticable ideas (Akdere & Conceicao, 2006;Hatcher & Bowles, 2006). This has brought challenges to the field of HRD, as adult educators can sometimes prefer the old method focused on theoretical learning and conceptualisations and therefore resist change and future collaborations (Hwang & Yoon, 2023). A partnership which aims to integrate AI into the teaching and learning components of AE.…”

“…Situations of this nature requires an intervention from HRD, as its expertise can help to develop and establish programmes which respects the commitment of individual learners through flexible learning and development activities. However, finding a middle-ground for partnership on effecting change and transformation has been a challenge between HRD and adult educators (Hwang and Yoon, 2023;Watkins & Marsick, 2013), as issues of this nature has over the past decade limited HRDs intervention on integrating knowledge on AI into the learning systems of AE. Examples being through deploying the expertise of HRD on training and development to remodel and rework the talents and careers of adult educators and learners, in addition to AE course contents and mode of delivery.…”