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Journal articles on the topic 'Learning in the workplace'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Elkjaer, Bente, and Niels Christian Mossfeldt Nickelsen. "Intervention as workplace learning." Journal of Workplace Learning 28, no. 5 (July 11, 2016): 266–79. http://dx.doi.org/10.1108/jwl-09-2015-0064.

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Purpose The purpose of this paper is to illustrate how workplace interventions may benefit from a simultaneous focus on individuals’ learning and knowledge and on the situatedness of workplaces in the wider world of changing professional knowledge regimes. This is illustrated by the demand for evidence-based practice in health care. Design/methodology/approach The paper is based on a case study in a public post-natal ward in a hospital in Denmark in which one of the authors acted as both a consultant initiating and leading interventions and a researcher using ethnographic methods. The guiding question was: How to incorporate the dynamics of the workplace when doing intervention in professionals’ work and learning? Findings The findings of the paper show how workplace interventions consist of heterogeneous alliances between politics, discourse and technologies rather than something that can be traced back to a single plan or agency. Furthermore, the paper proposes, a road down the middle, made up by both an intentional and a performative model for intervention. Originality/value Intervention in workplaces is often directed towards changing humans, their behaviour, their ways of communicating and their attitudes. This is often furthered through reflection, making the success of intervention depend on individuals’ abilities to learn and change. In this paper, it is shown how intervention may benefit from bringing in workplace issues like different professional knowledge regimes, hierarchical structures, materiality, politics and power.

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Rose, Amy D. "Workplace Learning." Adult Learning 8, no. 4 (March 1997): 5–7. http://dx.doi.org/10.1177/104515959700800402.

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Dornan, Tim. "Workplace learning." Perspectives on Medical Education 1, no. 1 (February 7, 2012): 15–23. http://dx.doi.org/10.1007/s40037-012-0005-4.

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Courtney, Hazel. "Improving Workplace LearningImproving Workplace Learning." Nursing Standard 21, no. 25 (February 28, 2007): 24. http://dx.doi.org/10.7748/ns2007.02.21.25.24.b583.

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Linton, Frank, and David House. "Accelerating workplace learning." International Journal of Continuing Engineering Education and Lifelong Learning 12, no. 5/6 (2002): 419. http://dx.doi.org/10.1504/ijceell.2002.002143.

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Illeris, Knud. "Workplace learning and learning theory." Journal of Workplace Learning 15, no. 4 (July 2003): 167–78. http://dx.doi.org/10.1108/13665620310474615.

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Nikolova, Irina, Joris Van Ruysseveldt, Karen Van Dam, and Hans De Witte. "Learning Climate and Workplace Learning." Journal of Personnel Psychology 15, no. 2 (April 2016): 66–75. http://dx.doi.org/10.1027/1866-5888/a000151.

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Abstract. In the current study, we propose that organizational learning climate in terms of facilitation learning climate, appreciation learning climate, and error-avoidance climate has the capacity to enhance employees’ level of newly acquired competences. Additionally, we investigated whether this relationship holds when employees face work restructuring. Structural equation modeling was used to test the hypotheses on a large sample of the Dutch working population (N = 1,013). The results showed that work restructuring moderated the hypothesized relationships. Under conditions of high restructuring, facilitation learning climate was an important predictor of learning outcomes; yet, under conditions of low work restructuring, appreciation learning climate was more effective. The current paper contributes to research on organizational change and workplace learning by providing evidence that organizational change can impact the way organizational learning climate supports employee learning.

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Fjellström, Magnus, and Per Kristmansson. "Learning as an apprentice in Sweden." Education + Training 58, no. 6 (July 11, 2016): 629–42. http://dx.doi.org/10.1108/et-12-2015-0113.

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Purpose – The purpose of this paper is to compare, and identify both similarities and differences in, affordances for vocational learning in two contrasting education systems, for construction worker and shop salesperson apprentices, in Swedish contexts. Design/methodology/approach – Data were collected through interviews and observations in two research projects, each addressing relevant aspects of one of the focal educational systems. A framework consisting of identified goals, activities and guidance was applied in the analysis. Findings – The results show that the affordances for learning in the examined educational systems are dependent on the learners’ access to, and participation in, workplace activities. A conclusion is that workplace demands override educational goals in both cases. Thus, the affordances for learning related to both individual and educational goals are dependent on the access to guidance during workplace activities. Originality/value – The study highlights constraints between educational goals and workplace affordances in both apprenticeship systems, which largely develop vocational competencies related to specific workplace demands and activities. A presented model regards apprenticeships as vocational and educational training in workplaces is outlined that enable a deeper understanding of the correspondence between individual, educational and workplace goals that forms the type of activity which leads to a learning outcome.

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Darrah, Charles. "Workplace Training, Workplace Learning: A Case Study." Human Organization 54, no. 1 (March 1995): 31–41. http://dx.doi.org/10.17730/humo.54.1.b157846883363978.

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van der Bijl, Andre, and Vanessa Taylor. "Nature and Dynamics of Industry-Based Workplace Learning for South African TVET Lecturers." Industry and Higher Education 30, no. 2 (April 2016): 98–108. http://dx.doi.org/10.5367/ihe.2016.0297.

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This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET lecturer industry-based workplace learning and the internal dynamics of its implementation in the college and employer systems. The article provides background on workplace-based learning for TVET lecturers and contrasts this form of workplace learning with forms used for students. After providing a critical analysis of methods used to theorize workplace-based learning, a model is employed to describe and analyse lecturers' experiences, with the aim of informing national and international knowledge and practice. The study supports the argument that workplace-based learning for TVET lecturers is not the same as for students. While students are exposed to workplaces to provide them with orientation and initial skills for future careers, workplace-based learning for lecturers is designed to improve knowledge development competencies. TVET lecturers undertake workplace-based learning to improve their knowledge of practice and so improve their theorization and teaching skills. The article points to the need for further research on and theorizing of industry-based workplace learning for lecturers.

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Hetzner, Stefanie, Helmut Heid, and Hans Gruber. "Using workplace changes as learning opportunities." Journal of Workplace Learning 27, no. 1 (January 12, 2015): 34–50. http://dx.doi.org/10.1108/jwl-12-2013-0108.

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Purpose – This paper aims to contribute to an understanding of how individual characteristics and perceived contextual conditions shape reflection in professional work, particularly in workplaces that provide a variety of work experiences related to changes. The authors examine the effects of personal initiative, self-efficacy and perceived psychological safety in work relations with colleagues and supervisors on individuals’ reflection at work. Design/methodology/approach – A sample of 84 client advisors who had recently been affected by major changes in retail banking workplaces participated in the study. The participants completed a questionnaire consisting of instruments to map their self-rated personal initiative, self-efficacy beliefs, reflection at work and perception of psychological safety in work relations with colleagues and supervisors. The data were analysed by performing correlation analyses and hierarchical regression analyses. Findings – The results revealed that both individuals’ personal initiative and self-efficacy significantly positively affect reflection at work. An individual’s perception of psychological safety – particularly among peers – positively predicts reflection. Originality/value – This paper enriches the research on reflection in professional work, particularly against the backdrop of workplace changes. This is done by emphasising the power of individuals’ proactive role and initiative-taking work behaviour; positive beliefs in their own capabilities, e.g. managing the various opportunities involved in workplace changes; and their perception of a psychologically safe environment within a work group that is characterised by interpersonal trust, mutual respect and supportive cooperation.

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Berryman, Sue E. "Learning for the Workplace." Review of Research in Education 19 (1993): 343. http://dx.doi.org/10.2307/1167346.

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Hodkinson *, Heather, and Phil Hodkinson. "Improving schoolteachers' workplace learning." Research Papers in Education 20, no. 2 (June 2005): 109–31. http://dx.doi.org/10.1080/02671520500077921.

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Franklin Spikes, W. "Preparing workplace learning professionals." New Directions for Adult and Continuing Education 1995, no. 68 (1995): 55–61. http://dx.doi.org/10.1002/ace.36719956807.

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Geertshuis, Susan, Mary Holmes, Harry Geertshuis, David Clancy, and Amanda Bristol. "Evaluation of workplace learning." Journal of Workplace Learning 14, no. 1 (February 2002): 11–18. http://dx.doi.org/10.1108/13665620210422398.

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O'Connor, Bridget N. "The workplace learning cycle." Journal of Workplace Learning 16, no. 6 (September 2004): 341–49. http://dx.doi.org/10.1108/13665620410550312.

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Cormier-MacBurnie, Paulette, Wendy Doyle, Peter Mombourquette, and Jeffrey D. Young. "Canadian chefs’ workplace learning." European Journal of Training and Development 39, no. 6 (July 6, 2015): 522–37. http://dx.doi.org/10.1108/ejtd-01-2015-0003.

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Purpose – This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs’ learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach – The methodology is based on in-depth, face-to-face, semi-structured interviews with 12 executive chefs from a variety of restaurant types. Chefs were asked questions that focused on how they learned, the learning outcomes that they experienced and factors that inhibited or facilitated their learning. Findings – Findings suggest that the strategies, outcomes, barriers and facilitators experienced by professional chefs are similar in many respects to those of other occupational/professional groups. However, there were some important differences that highlight the context of chefs’ workplace learning. Research limitations/implications – The sample, which is relatively small and local, focuses on one city in Canada, and it is limited in its generalizability. Future research should include a national survey of professional chefs. Originality/value – Using a qualitative approach, this in-depth study adds to the literature on workplace learning, strategies, outcomes, barriers, facilitators and context factors by addressing a relatively understudied profession.

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Margaryan, Anoush. "Workplace learning in crowdwork." Journal of Workplace Learning 31, no. 4 (May 13, 2019): 250–73. http://dx.doi.org/10.1108/jwl-10-2018-0126.

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Purpose This paper aims to explore workplace learning practices within two types of crowdwork – microwork and online freelancing. Specifically, the paper scopes and compares the use of workplace learning activities (WLAs) and self-regulatory learning (SRL) strategies undertaken by microworkers (MWs) and online freelancers (OFs). We hypothesised that there may be quantitative differences in the use of WLAs and SRL strategies within these two types of crowdwork, because of the underpinning differences in the complexity of tasks and skill requirements. Design/methodology/approach To test this hypothesis, a questionnaire survey was carried out among crowdworkers from two crowdwork platforms – Figure Eight (microwork) and Upwork (online freelancing). Chi-square test was used to compare WLAs and SRL strategies among OFs and MWs. Findings Both groups use many WLAs and SRL strategies. Several significant differences were identified between the groups. In particular, moderate and moderately strong associations were uncovered, whereby OFs were more likely to report (i) undertaking free online courses/tutorials and (ii) learning by receiving feedback. In addition, significant but weak or very weak associations were identified, namely, OFs were more likely to learn by (i) collaborating with others, (ii) self-study of literature and (iii) making notes when learning. In contrast, MWs were more likely to write reflective notes on learning after the completion of work tasks, although this association was very weak. Originality/value The paper contributes empirical evidence in an under-researched area – workplace learning practices in crowdwork. Crowdwork is increasingly taken up across developed and developing countries. Therefore, it is important to understand the learning potential of this form of work and where the gaps and issues might be. Better understanding of crowdworkers’ learning practices could help platform providers and policymakers to shape the design of crowdwork in ways that could be beneficial to all stakeholders.

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Goodenow, Ronald K. "Learning in the workplace." International Journal of Educational Development 8, no. 4 (January 1988): 331–32. http://dx.doi.org/10.1016/0738-0593(88)90022-3.

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Weber, Susanne. "Sense of Workplace Learning." Vocations and Learning 6, no. 1 (November 27, 2012): 1–9. http://dx.doi.org/10.1007/s12186-012-9092-y.

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Alkema, Anne. "Hīnātore: Upskilling Māori and Pacific Workplace Learners." Literacy and Numeracy Studies 27, no. 1 (January 31, 2020): 1–16. http://dx.doi.org/10.5130/lns.v27i1.6833.

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Hīnātore: Upskilling Māori and Pacific workplace learners research project investigated the development of employees who undertook literacy and numeracy programmes in their workplaces, during work time. This paper describes the findings from the project in relation to the processes used in the programmes and outcomes for these employees in eight workplaces. It describes ako (teaching and learning processes); mahi (work), how workplaces support learning and employees’ changed ways of working after a programme; and how learning is taken into and contributes to whānau/aiga (family) lives.

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Hur, Hyo In. "Critical Workplace Learning through Struggles Against Workplace Bullying." Korean Society for the Study of Lifelong Education 26, no. 1 (March 30, 2020): 103–35. http://dx.doi.org/10.52758/kjle.2020.26.1.103.

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Hörkkö, Eeva, Heikki Silvennoinen, and Tero Järvinen. "Henkilöstön suosimat työssä oppimisen muodot." Hallinnon Tutkimus 38, no. 2 (September 8, 2020): 73–88. http://dx.doi.org/10.37450/ht.97987.

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Personnel’s preferred ways of workplace learningThe aim of the study is to analyze different ways of workplace learning, particularly the connec tions between workplace learning and one’s gender, age and organizational hierarchy position. The survey conducted among the Finnish water utilities’ personnel (N = 412) draws on three metaphors of learning, namely acquisition, participation and knowledge-creation. According to the results, knowledge acquisition and knowledge creation are predicted by organizational hierarchy position and learning by participation is predicted by gender and age. The results give an idea what kind of ways of learning and learning environments could be designed in workplaces when taking into account the needs and preferences of employees in different organizational positions.

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Leeder, Thomas M., Kate Russell, and Lee C. Beaumont. "“Learning the Hard Way”: Understanding the Workplace Learning of Sports Coach Mentors." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 263–73. http://dx.doi.org/10.1123/iscj.2018-0069.

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The purpose of this study was to understand the workplace learning of sports coach mentors. Semi-structured interviews were conducted with 18 coach mentors employed by a sport governing body (SGB) as part of a formalised mentoring programme. ‘Current’ coach mentors (n = 9) had been employed for a minimum of one year by the organisation and were all interviewed once. ‘New’ coach mentors (n = 9) were all interviewed twice, once at the start of their employment and once again 9 months later. Moreover, regional mentors (n = 8) who oversee the training and practice of the coach mentors participated in one focus group. Data were analysed thematically, with the sociology of Pierre Bourdieu and relevant workplace learning literature used to support the analytical process. The findings highlight how habitus structures coach mentors’ participation in learning opportunities afforded to them in the workplace. In addition, habitus and embodied capital will impact how coach mentors interact with and interpret mentor training, whilst influencing their level of engagement with other employees. It is argued SGB social fields are crucial in the production of promoted norms and ‘legitimate’ knowledge within workplaces, which subsequently influences mentor learning. Recommendations are made for critically transformative approaches to training coach mentors.

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Hewett, Suniti, Karen Becker, and Adelle Bish. "Blended workplace learning: the value of human interaction." Education + Training 61, no. 1 (January 14, 2019): 2–16. http://dx.doi.org/10.1108/et-01-2017-0004.

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Purpose The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs. Design/methodology/approach A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program. Findings Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent. Research limitations/implications The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study. Practical implications Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces. Originality/value The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.

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Gustavsson, Maria, and Daniel Lundqvist. "Learning conditions supporting the management of stressful work." Journal of Workplace Learning 33, no. 2 (January 28, 2021): 81–94. http://dx.doi.org/10.1108/jwl-09-2019-0116.

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Purpose From a workplace learning perspective, the purpose of this paper is to explore the relationship between conditions for learning and stressful work and, to analyse the learning conditions that support the management of stressful work. The model of effort-reward imbalance (ERI) is adopted as an indicator of stressful work by measuring the relationship between Effort and Rewards in work. Design/methodology/approach The material consists of questionnaire data from 4,420 employees in ten public and private organisations in Sweden. Findings The results provide evidence that suggests that some workplace conditions known to enable learning also indicates a comparatively better chance for employees to manage stressful work. An innovative practice reduces the feelings of effort, whereas managerial support and knowledge sharing serve as rewards contributing to appreciation, while competence and career development create rewards in the form of opportunities for progression. Practical implications Workplaces in which there are enabling learning conditions can provide employees with ample resources for managing stressful work. Originality/value This paper explores the complex relationship between workplace learning conditions and the ERI model seen from a workplace learning perspective which has received relatively sparse attention in the literature.

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Georgsen, Marianne, and Charlotte Vange Løvstad. "Use of Blended Learning in Workplace Learning." Procedia - Social and Behavioral Sciences 142 (August 2014): 774–80. http://dx.doi.org/10.1016/j.sbspro.2014.07.614.

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Jackson, Carolyn, and Claire Thurgate. "Action learning: maximizing learning in the workplace." British Journal of Healthcare Assistants 5, no. 9 (September 2011): 454–56. http://dx.doi.org/10.12968/bjha.2011.5.9.454.

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Retallick, John, and Susan Groundwater‐Smith. "Teachers’ Workplace Learning and the Learning Portfolio." Asia-Pacific Journal of Teacher Education 27, no. 1 (March 1999): 47–59. http://dx.doi.org/10.1080/1359866990270105.

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Yap, Kristine, and Sarojni Choy. "Learning and praxis for workplace safety." Journal of Workplace Learning 30, no. 4 (May 14, 2018): 230–44. http://dx.doi.org/10.1108/jwl-06-2017-0054.

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Purpose This paper aims to present findings from a qualitative case study which investigated how workers engage in workplace learning for safe work in a precarious workplace. The findings from this research suggest that learning to work safely is firmly embedded within the social cultural fabric of workplaces, and is intentionally driven to maintain coherence in ideologies, values and practices for effective praxis. Design/methodology/approach This study was conducted in a petrochemical plant in Singapore. Data were collected through face-to-face interviews with 20 site operators who held positions as engineers, plant workers and maintenance technicians. These site operators were directly involved in working with dangerous chemicals and high-risk equipment and processes; their conversations elicited an in-depth understanding of individuals’ experiences, providing an account of how participants learnt safe work practices in a precarious work setting. All interviews were digitally recorded and transcribed. Data were coded and analysed using an inductive analytical approach to identify key themes about workers’ learning in the workplace. Findings The findings suggest that learning to work safely is a socially constructed and facilitated process – leading to intentionalising what is learnt. The participants’ experiences suggest that safe work practices materialise through collective action, shared knowledge and responsibility to generally seek sameness for recursive practice. The significance of inter-subjectivity and intentionality are discussed with respect to how they intersect within the social cultural context of precarious work sites, where learning and praxis are seamlessly commingled to achieve effective praxis in workplace safety. A combination of contributions at organisation, individual and group levels supports the social cultural environment. The study concludes that a combination of mutually bound learning space, relational agency and dialogic interactions provides communicative spaces and mediates learning that nurtures inter-subjectivity and intentionality to work safely. Research limitations/implications As the study is situated in a particular case context, replication of this research with different occupational groups in other precarious workplaces is needed for further insights on social construction of learning spaces for safety practice. Practical implications This paper concludes that deliberate and cautious efforts are necessary to create contextual conditions for learning and to promote greater inter-subjectivity and intentionality for effective praxis. Group interactions and partnerships at work are advocated to generate mindful learning and a common frame of reference that the work community recognises, values and shares. These social processes provide necessary communicative spaces for clarification and validation of what is learnt and what is being interpreted by individuals. The quality and legitimacy of guidance are also emphasised to validate the expertise of those providing guidance, effective mentorship and intervention for the distribution of knowledge. Furthermore, strong and committed leadership is necessary to sustain the social cultural architectures that will support learning and praxis for safety. Originality/value This study offers insight about pedagogical contributions to learning about safe work practices in distinct circumstances of work.

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Courtney, Hazel. "Improving Workplace Learning Karen Evans Improving Workplace Learninget alRoutledge210pp£21.990 415 37120 10415371201." Nursing Standard 21, no. 25 (February 28, 2007): 24. http://dx.doi.org/10.7748/ns.21.25.24.s33.

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Fuller, Alison, and Lorna Unwin. "Fostering Workplace Learning: Looking through the Lens of Apprenticeship." European Educational Research Journal 2, no. 1 (March 2003): 41–55. http://dx.doi.org/10.2304/eerj.2003.2.1.9.

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This article argues that researching the lived reality of apprenticeship in contemporary workplaces provides a useful lens through which workplace learning more generally can be examined. Drawing on data from a 3-year study of the social and pedagogical relationships between apprentices and older workers in the English steel industry, the article proposes that, building on Engeström's work, an ‘expansive’ as opposed to a ‘restrictive’ approach to apprenticeship will not only deliver the broader goals being set for apprenticeship programmes around the world, but will also foster workplace learning. The article offers a critique of Lave and Wenger's novice to expert conceptualisation of apprenticeship and, using data from employee learning logs, argues that pedagogical relationships between apprentices and older workers need to be better understood. A conceptual framework for analysing the relationship between organisational culture and history, work organisation, and workplace learning is provided.

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Ball, Malcolm. "Learning, labour and union learning representatives: promoting workplace learning." Studies in the Education of Adults 43, no. 1 (March 2011): 50–60. http://dx.doi.org/10.1080/02660830.2011.11661603.

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Rozkwitalska, Malgorzata. "Learning experiences in mono-and intercultural workplace interactions – the job-demands-resources approach." Journal of Workplace Learning 31, no. 5 (August 7, 2019): 305–23. http://dx.doi.org/10.1108/jwl-11-2018-0140.

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Purpose The purpose of this paper is to explore the differences in learning experiences in mono- and intercultural workplace interactions and to address the research question of how employees experience learning in mono- and intercultural interactions. Design/methodology/approach The author reports and compares the main findings from two samples and 63 in-depth interviews with employees involved either in monocultural interactions or intercultural interactions, namely, 25 and 38 subjects, respectively. The abductive approach was used to analyze the data in interplay between empirical findings and theoretical lens of the job demands-resources (JD-R) model. Findings Learning was more often emphasized in intercultural interactions than monocultural interactions, which can be associated with the constellation of specific job demands and job resources in mono- and multicultural workplaces. The subjects involved in mono- and intercultural interactions portrayed learning, using slightly different vocabulary. Research limitations/implications The research gives some insights about workplace learning experiences and illuminates learning in social interactions and the JD-R model. In particular, it emphasizes the role of work design in promoting learning and identifies, using the JD-R model, job demands and job resources that can relate to learning in mono- and intercultural interactions. The results may contribute to the literature on workplace learning in culturally homogenous or heterogeneous social interactions. Moreover, they shed some new light on organizational learning via mono- and intercultural contact at work. Finally, they draw attention to the potential embedded in intercultural interactions and multicultural workplaces. Yet, the explorative character of the research does not allow for a broader results’ generalization. Practical implications The results suggest that job design may be of vital importance in stimulating learning at work. Thus, organizations should enable social interactions of their employees, especially intercultural ones, which are likely associated with more learning. Furthermore, to enhance workplace learning, they need to provide more organizational resources and support via HR interventions the development of personal resources of their staff to help individuals to deal with job demands and reduce strain, which impedes employee learning. Originality/value By applying the theoretical lens of the JD-R model to the analysis, the author exposes differences in learning experiences in mono- and intercultural interactions. The specific job demands (cultural differences and adaptation, the necessity to speak a foreign language) and resources (learning opportunities) inherent in multicultural workplaces can be perceived as a trigger of workplace learning.

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Kim, HyoSun. "Cultural Intelligence in Workplace Learning." Korean Association for Adult and Continuing Education 9, no. 2 (August 30, 2018): 1–15. http://dx.doi.org/10.20512/kjace.2018.9.2.1.

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Milligan, Colin, Allison Littlejohn, and Anoush Margaryan. "Workplace Learning in Informal Networks." Journal of Interactive Media in Education 2014, no. 1 (March 21, 2014): 6. http://dx.doi.org/10.5334/2014-06.

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Wang, Xuhong, and Terri Seddon. "Globalization and Academic’s Workplace Learning." European Education 46, no. 4 (October 2, 2014): 25–42. http://dx.doi.org/10.1080/10564934.2014.995537.

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Ahearn, David, Jennifer Eccles, Thomas Jorna, Ashish Kotecha, Paul Baker, and Salil Singh. "Tandem clerking: maximising workplace learning." Clinical Teacher 10, no. 6 (November 12, 2013): 353–57. http://dx.doi.org/10.1111/tct.12030.

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Armstrong, Dennis G., and Brian H. Kleiner. "Transferring learning to the workplace." Management Development Review 9, no. 1 (February 1996): 8–12. http://dx.doi.org/10.1108/09622519610181702.

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Letiche, Hugo, Robert v Boeschoten, and Frank de Jong. "Workplace learning: narrative and professionalization." Journal of Organizational Change Management 21, no. 5 (August 29, 2008): 641–54. http://dx.doi.org/10.1108/09534810810903261.

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Wareing, Mark. "Using your workplace for learning." British Journal of Healthcare Assistants 10, no. 12 (December 2, 2016): 610–19. http://dx.doi.org/10.12968/bjha.2016.10.12.610.

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Choy, Sarojni. "Transformational Learning in the Workplace." Journal of Transformative Education 7, no. 1 (January 2009): 65–84. http://dx.doi.org/10.1177/1541344609334720.

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Cronin, Camille. "Workplace learning – a healthcare perspective." Education + Training 56, no. 4 (May 6, 2014): 329–42. http://dx.doi.org/10.1108/et-03-2013-0039.

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Purpose – The purpose of this paper is to explore the complex relationship between the learner and the learning environment. As a method case study research was employed to examine the student's experience of the learning environment. Work experience is considered to be an essential course requirement for vocational programmes throughout the world. This paper exclusively describes the learning environment and presents a number of significant processes that the learner experiences, each one having an impact on the learning experience. This paper will be of interest to policy makers, academics and educators who face the challenge of trying to understand how students learn in the workplace. Design/methodology/approach – Case study research was used to systematically investigate the learning environments and examine five students’ experience of learning in healthcare settings which included nurseries, nursing homes and hospitals while studying on a two-year health studies Further Education (FE) programme. Through critical incident interviews, observations and documentation data were collected and analysed. Findings – This study has identified the learning environment as a complex entity comprising of six significant processes: physical environment, interaction communication, self-awareness, tasks, feelings and learning. These processes illustrate the multidimensional nature of the learning environment, how dependent they are on each other and how they coexist within the learning environment. Practical implications – In studying this particular student group many similarities have been found with pre-registration nurses and other professional groups studying on undergraduate programmes in higher education who rely on the “workplace” for learning, particularly where the workplace may provide up to half the educational experience in a programme's curriculum. Social implications – This study only really provides a snapshot of a number of healthcare settings that exist in one geographical area, and coupled with the size of the sample itself further limits the study. However, what is inherent in qualitative research particularly in a case study design is the focus on in-depth contextual data. Originality/value – This paper is unique as it examines the learning experience of students on a health studies programme in FE. It describes and discusses their experience of workplace learning.

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Marsick, Victoria J., and Karen E. Watkins. "Continuous Learning in the Workplace." Adult Learning 3, no. 4 (January 1992): 9–12. http://dx.doi.org/10.1177/104515959200300404.

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Cardwell, Keith, and P. A. Danaher. "Workplace learning: principles and practice." Studies in Continuing Education 31, no. 1 (March 2009): 81–83. http://dx.doi.org/10.1080/01580370902742090.

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Devos, Anita. "Gender, work and workplace learning." Studies in Continuing Education 18, no. 2 (January 1996): 110–21. http://dx.doi.org/10.1080/0158037960180202.

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Eraut *, Michael. "Informal learning in the workplace." Studies in Continuing Education 26, no. 2 (July 2004): 247–73. http://dx.doi.org/10.1080/158037042000225245.

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Jordan, Steven, John Bratton, J. Jean Helms Mills, Timothy Pyrch, and Peter Sawchuk. "Workplace Learning: A Critical Introduction." Canadian Journal of Education / Revue canadienne de l'éducation 28, no. 3 (2005): 566. http://dx.doi.org/10.2307/4126489.

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Bernadette van Rijn, Monique, Huadong Yang, and Karin Sanders. "Understanding employees' informal workplace learning." Career Development International 18, no. 6 (November 25, 2013): 610–28. http://dx.doi.org/10.1108/cdi-12-2012-0124.

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Reardon, Robert F., and Ann K. Brooks. "Workplace learning in rural contexts." New Directions for Adult and Continuing Education 2008, no. 117 (2008): 71–82. http://dx.doi.org/10.1002/ace.287.

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