This edited volume aims to evaluate the promises of workplace learning by addressing the following related questions: What are current developments in theory that informs workplace learning research? How can learning in the workplace be measured? What is the impact of various organizational settings (e.g., team-based work and call centres) on workplace learning? Which are the promising new avenues for research? And which research-based recommendations can be made to boost learning opportunities in various work contexts? The topic is conceptualized as an interaction between the individual and the work context, as a combination of individual and collective processes, as a link between cognition and action, and as a political process.
With a wide array of contributions from academics such as Stephen Billet, Tara Fenwick and Victoria Marsick, this volume will be an important research and reference tool with all those academics and practitioners who are interested in the field of human resource development.
Targeted at researchers, (post) graduate students, and reflective practitioners and managers interested in the area, "Workplace Learning" provides must-read material for anyone wanting to advance the theory, research, and/or practice of learning in the workplace.
'A significant ensemble of workplace learning articles by leading international authors that will make a notable contribution to the field.' - David McGuire, Queen Margaret University, UK
1. Introduction Marianne Van Woerkom and Rob Poell Section 1: Perspectives on Learning in the Workplace 2. The Relational Interdependence between Personal and Social Agency in Learning and for Working Life Stephen Billet 3. Beyond Individual Acquisition: Theorising Practice-Based Collective Learning in HRD Tara Fenwick 4. Principles For Research on Workplace Learning: At the Intersection of the Individual and the Context Peter Chin, Nancy L. Hutchinson, Joan Versnal and Hugh Munby 5. Bateson’s Levels of Learning: A Framework for Transformative Workplace Learning? Paul Tosey, Jane Mathison and Dawn Langley Section 2: Operationalising Learning in the Workplace 6. Antecedents of Nurses’ Actual Learning Activities: The Role of Psychological Work Conditions and Intrinsic Work Motivation Marjolein Berings, Rob Poell and Marc Van Veldhoven 7. The Development of an Instrument to Assess Information Acquisition Activities: Implications for Workplace and Organisational Learning Yu-Lin Wang and Andrea D. Ellinger 8. In Search of a Good Method for Assessing Learning from Errors at Work Johannes Bauer and Regina H. Mulder Section 3: Learning in Various Workplace Settings 9. Learning from Differences: The Relationships between Expertise Diversity, Team Learning and Team Performance Marloes Van Engen and Marianne Van Woerkom 10. The Relationship between Central Actors and Level of Reflection in Project-Based Learning: Dutch and U.S. Data and Theory Compared Rob Poell, Victoria J. Marsick and Lyle Yorks 11. A Call for Learning: The Challenge of Realizing Learning in Call Centers Eira Andersson and Anna Berg Jansson 12. Work-Based Learning Programmes in English Universities: Government Policy and Organizational Practice Paul Smith and David Preece 13. The Relationship between the Professional Identity, Professional Development and Coaching Style of Teacher Educators Marianne Van Woerkom 14. Implications for Research and Practice Marianne Van Woerkom and Rob Poell
HRD theory is changing rapidly. Recent advances in theory and practice, in how we conceive of organizations and of the world of knowledge, have led to the need to reinterpret the field. This series aims to reflect and foster the development of HRD as an emergent discipline. Encompassing a range of different international, organizational, methodological and theoretical perspectives, the series promotes theoretical controversy and reflective practice.