Journal articles on the topic 'Workplace learner'
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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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Chen, H. Carrie, and Arianne Teherani. "Workplace affordances to increase learner engagement in the clinical workplace." Medical Education 49, no. 12 (November 27, 2015): 1184–86. http://dx.doi.org/10.1111/medu.12888.
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Hemamalini, N., M. Ramachandran, and Kurinjimalar Ramu. "Exploring the Effects of Work Place Learning in the Robotised Millennium." 1 4, no. 1 (July 1, 2022): 51–56. http://dx.doi.org/10.46632/cllrm/4/1/7.
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In recent years, technology has required workplace learning, continuous professional development, and general training of employees. However, little research has been done in this area to evaluate the methods and effectiveness of these teaching styles and is welcomed by learners. Learning collection designers often use identical policy collections, targeting students or testifying to the success of younger learning students. The word used to describe the education of a very mature learner (mostly in the workplace) of androgyny (according to the knowledge of androgyny knowledge) should have a variety of experiences, while students have only a limited amount so should be basic. The concept of opportunities for learning is borrowed from classroom discourses and expands its understanding of "socially identifiable and identifiable event", including cultural and environmental aspects such as content, time and participant. In this study, teachers are used to examine the sequence of opportunities available to them as they rebuild their roles as learners through relationships with their immediate social and physical contexts. Development, environment and conditions required for workplace learning many ideas aimed at clarifying the factors The following discussion introduces. The workplace learning model is presented in fostering the need for focus change. Outlined in this paper the proposed model of workplace learning on various ideas put forward by accredited academics and incorporates elements relevant to most workplaces.
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O'Donoghue, John, and Theresa Maguire. "The individual learner, employability and the workplace." Journal of European Industrial Training 29, no. 6 (August 2005): 436–46. http://dx.doi.org/10.1108/03090590510610236.
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Ng, Vincent, Diane Ashiru-Oredope, Helena Rosado, and Beth Ward. "Outcomes of a National, Cross-Sector Antimicrobial Stewardship Training Initiative for Pharmacists in England." Pharmacy 9, no. 4 (October 10, 2021): 165. http://dx.doi.org/10.3390/pharmacy9040165.
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(1) Background: Pharmacists play a pivotal role in tackling Antimicrobial resistance through antimicrobial stewardship (AMS) and are well placed to lead behaviour change interventions across the healthcare system; (2) Methods: A cross-sector AMS training initiative for pharmacists was implemented across England, with three cohorts between 2019–2021. Each cohort took part in an introductory workshop, followed- by a workplace-based quality improvement project supported by peer-assisted learning sessions. Completion of training was determined by an end of training assessment after three to four months. Outcome data and learner survey results were collated, anonymised, and analysed by the training provider. (3) Results: In total, 118 pharmacists participated in the introductory workshop, 70% of these subsequently undertook an improvement project, and 48% engaged workplace stakeholders in the process. Interventions were designed by 57% of learners and 18% completed a at least one Plan-Do-Study-Act cycle. Approximately a quarter of learners met the requirements for a Certificate of Completion. Knowledge quiz scores were obtained from 115 learners pre-training and 28 learners post-training. Paired t-tests conducted for 28 learners showed a statistically significant improvement in mean score from 67.7% to 81.1% (p < 0.0001). Sixty-two learner survey responses were received during the training and 21 follow-up survey responses 6 to 12 months post training. Of the 21 responses to the follow-up survey, ongoing quality improvement work and improvement outcomes were reported by nine and six learners, respectively. (4) Conclusions: The delivery of workplace-based training at scale can be challenging, however this study demonstrates that coupling learning with workplace implementation and peer support can promote behaviour change in learners. Further study into the impact of providing pharmacists across sectors and geographies with access to this type of training will help inform ongoing workforce development interventions.
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Chatterjee, Arunangsu, Effie Lai-Chong Law, Alexander Mikroyannidis, Glyn Owen, and Karen Velasco. "Personal Learning Environments in the Workplace." International Journal of Virtual and Personal Learning Environments 4, no. 4 (October 2013): 44–58. http://dx.doi.org/10.4018/ijvple.2013100104.
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Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain business factors. These factors are being investigated in this paper, through an exploratory study within a variety of private organisations in the UK. Based on the results of this study, 10 key factors affecting the adoption of PLEs in the workplace have been identified. The authors propose a framework for the adoption and diffusion of PLEs, aiming at informing decision makers within commercial organisations about the successful introduction of novel learning methodologies in their respective organisations.
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Soifer, Rena, Deborah L. Young, and Martha Irwin. "The academy: A learner-centered workplace literacy program." New Directions for Adult and Continuing Education 1989, no. 42 (1989): 65–72. http://dx.doi.org/10.1002/ace.36719894209.
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Griffin, Richard. "Becoming a Learner in the Workplace Wareing Mark Becoming a Learner in the Workplace 100pp £12.99 Quay Books 9781856425087 1856425088." Nursing Standard 30, no. 41 (June 8, 2016): 30. http://dx.doi.org/10.7748/ns.30.41.30.s32.
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Noe, Raymond A., Michael J. Tews, and Alison McConnell Dachner. "Learner Engagement:A New Perspective for Enhancing Our Understanding of Learner Motivation and Workplace Learning." Academy of Management Annals 4, no. 1 (January 2010): 279–315. http://dx.doi.org/10.5465/19416520.2010.493286.
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Noe, Raymond A., Michael J. Tews, and Alison McConnell Dachner. "Learner Engagement:A New Perspective for Enhancing Our Understanding of Learner Motivation and Workplace Learning." Academy of Management Annals 4, no. 1 (January 2010): 279–315. http://dx.doi.org/10.1080/19416520.2010.493286.
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Berge, Zane L. "Designing Workplace Training for Generational Differences: Does It Matter?" Merits 2, no. 4 (November 9, 2022): 400–407. http://dx.doi.org/10.3390/merits2040028.
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There is little to no empirical evidence that designing instruction to match individual learning styles increases learning. Similarly, the same is true when people are grouped into “generations”. If generational differences exist, the size of their effect is small and does not affect the effectiveness of training. Still, educators and trainers overwhelmingly think differentiated design based on learning styles and generational differences cause students to learn more. Why? I argue that there are other outcomes to instruction besides effectiveness. If instruction matches an individual’s preferences, content and skills can often be learned more efficiently and certainly appeal more to the learner than if it does not match their preferences. Both efficiency and appeal outcomes are important design outcomes, even if effectiveness is not significantly affected.
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Mikulecky, Larry, and Paul Lloyd. "Evaluation of Workplace Literacy Programs: A Profile of Effective Instructional Practices." Journal of Literacy Research 29, no. 4 (December 1997): 555–85. http://dx.doi.org/10.1080/10862969709547974.
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This study introduces and examines a model for evaluating workplace literacy programs by assessing the impact of workplace literacy instruction in a variety of settings. The model was developed in reaction to the particular assessment difficulties associated with workplace literacy programs to address 2 questions: (a) Are learners in workplace literacy classes able to demonstrate gains between premeasures and postmeasures in areas related to literacy practices? (b) For gains to occur, how much of several instructional practices (e.g., reading/writing practice, use of workplace examples, etc.) do classes need to incorporate? The study focuses on changes in literacy practices, beliefs about personal effectiveness with literacy, reading processes, literacy abilities, and changes in educational plans. Programs were most effective at improving learner literacy performance, literacy strategies and processes, and beliefs and plans related to literacy. Analysis of gains in relation to course characteristics allowed the development of a data-driven profile of thresholds for effective program practices. This profile provides evidence that gains are linked to an environment intense with the literacy practice, some use of workplace reading and writing materials, and providing discussion and feedback.
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Boggu, Anita Teresa, and J. Sundarsingh. "An Experiential Learning Approach to Fostering Learner Autonomy among Omani Students." Journal of Language Teaching and Research 10, no. 1 (January 1, 2019): 204. http://dx.doi.org/10.17507/jltr.1001.23.
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Experiential learning is a learner-facilitating tool that has not been sufficiently explored in Higher education institutions in Oman. There is a growing body of literature that recognises the importance of ‘learning by doing,’ ‘hands-on approach’ or ‘experiential learning.’ Experiential learning grew in popularity with adult learners since the time of Dewey and progressed with several scholars researching on the potential benefits of applying experiential learning methods in vocational and technical training institutions. The notion that knowledge is gained through active involvement in a specific task is a construct that has been researched in the present study. It endeavours to foster learner autonomy through the implementation of instructional tasks based on Kolb’s experiential learning cycle. The main objective was to observe the change in perceptions of learners on their autonomous behaviour before and after the intervention. Through convenience sampling of 60 undergraduate students, enrolled for various pathways on the business programme were selected for this study. The quantitative data was collected by administering a learner autonomy questionnaire and a set of self-designed experiential learning classroom activities. The findings of the study revealed that experiential learning cycle activities implicitly fostered learner autonomy and enabled learning necessary skills for the workplace.
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Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.
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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.
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Ali, Wafaa Gameel Mohamed. "Factors Affecting Nursing Student’s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia." International Journal of Learning and Development 2, no. 2 (April 21, 2012): 201. http://dx.doi.org/10.5296/ijld.v2i2.1666.
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Background; the use of information technology and the internet as teaching and learning tool is rapidly expanding into today’s learning environments. Education institutions in the Kingdom of Saudi Arabia (KSA) are preparing students for a rapidly changing information and technology driven world. The KSA needs graduates who are ready for the workplace and who have a high level of knowledge and confidence in the use of technology to help them in their lifelong learning. Since e- learning is conducted using the Internet and World Wide Web, the learning environment becomes more complicated. Students’ initial perceived satisfaction with technology-based e- learning will determine whether they will use the system continually. So this study aimed to assess perceived e-learner satisfaction and investigate the preceding factors influence on nursing students’ satisfaction with e-learning experience in King Khalid University. Subjects: A convenience sample of 135 female nursing students affiliated to University Center for Female Studies, King Khalid University was enrolled in this study. Tool: data were collected by using three tools. The first was concerned with collecting data related to sample characteristics, the second concerned with identifying the factors that may affect the e–learner satisfaction with e–learning. The third concerned with measuring the learner satisfaction with e–learning. Results; revealed that 61.5% of participant students were unsatisfied with their e-learning experience and learner attitude towards computer, learners’ computer anxiety, e-learning course flexibility, e- learning course quality, technology quality, perceived usefulness, perceived ease of use, diversity in assessment, and learner perceived interaction with others were the critical factors affecting learners’ perceived satisfaction. Recommendation &implications: Helping students build their confidence in using computers will make e- learning more enjoyable. Also course content should be relevant, logically organized, easy to use, carefully designed, and presented sparingly. The results show institutions how to improve learner satisfaction and further strengthen their e- learning implementation. Key words: E-learning, E- learner Satisfaction, Factors Affecting E- learner Satisfaction.
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Waugh, Erin. "Teaching Pragmatics and Intercultural Communication Online." TESL Canada Journal 30, no. 7 (February 20, 2014): 98. http://dx.doi.org/10.18806/tesl.v30i7.1154.
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English in the Workplace (EWP) programs are increasingly surfacing across Can- ada to assist internationally educated professionals (IEPs) with the challenges of integrating into the Canadian workplace. One critical topic of these courses is targeted pragmatics (soft skills) instruction. By learning these skills, IEPs gain valuable tools for communicating effectively and appropriately with their Cana- dian-born colleagues and leaders. The workplace is also becoming increasingly culturally diverse, broadening the required skillsets of IEPs to include intercultural competence—the ability to adapt both cognitively and behaviourally across cultures to achieve communicative goals (Bennett, 1993). As an EWP instructor in a medium-sized institution in Alberta, I worked on the redesign of an EWP course with both pragmatics and intercultural components to be offered online. The course results showed learner development in both pragmatics and intercul- tural competence. In this article, I outline the theory that informed the course design, content, and assessment tools; discuss results of a sample of learners from four pilot offerings; and provide considerations for instructors and instructional designers tasked with the development of online courses of this nature.
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Noble, Christy, Stephen Billett, Lyn Armit, Leigh Collier, Joanne Hilder, Christine Sly, and Elizabeth Molloy. "“It’s yours to take”: generating learner feedback literacy in the workplace." Advances in Health Sciences Education 25, no. 1 (August 3, 2019): 55–74. http://dx.doi.org/10.1007/s10459-019-09905-5.
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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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Blaschke, Lisa Marie. "Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 56. http://dx.doi.org/10.19173/irrodl.v13i1.1076.
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<p>Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.</p>
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Sheridan, Lynnaire, Belinda Gibbons, and Oriana Price. "Achieving WIL placement and theoretical learning concurrently: An online strategy for Higher Education Institutions." Journal of University Teaching and Learning Practice 16, no. 3 (July 1, 2019): 113–32. http://dx.doi.org/10.53761/1.16.3.8.
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The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government’s Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.
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Foster, Anna. "Leading by limitation? Language and communication within the workplace." Journal of Work-Applied Management 11, no. 2 (September 2, 2019): 133–42. http://dx.doi.org/10.1108/jwam-09-2019-0026.
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Purpose Language and how it is communicated within organisations is a complex situation. The purpose of this paper is to provide a perspective on the practice of issuing style guides and restrictive word lists as highlighted in the recent media through the case of Leader of the House of Commons, Mr Rees-Mogg. Design/methodology/approach A key focus is the question whether the approach of limiting language and guiding communication through such a directive is effective in developing understanding amongst work-based learners and facilitating both consistency and quality of communications. The paper looks to draw upon both educational and psychological perspectives to underpin the discussion of how such an approach has been implemented and the resulting impact upon those working with such rules of guidance. Findings Conclusions drawn highlight that professionals learning at work may fail to understand the rationale for why guidelines have been issued to them. Subsequently, the work-based learner may feel othered by the process thus effecting motivation and well-being. Originality/value The paper offers a perspective on an approach utilised by a leader within the UK Government, exploring it through the lens of education and English Language development to discuss the potential impact upon employees within the workplace.
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Kumaria, A., EK Lucas, V. Chernykh, DC Macarthur, SPS Howarth, and IJA Robertson. "P57 An innovative approach to workplace based didactic teaching in neurosurgery: initial experience." Journal of Neurology, Neurosurgery & Psychiatry 90, no. 3 (February 14, 2019): e38.3-e38. http://dx.doi.org/10.1136/jnnp-2019-abn.122.
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ObjectivesTo increase the amount and quality of didactic teaching by commissioning an in-house Diploma course using distance-learning methodologies to supplement regular departmental teaching sessions.DesignWeb-based course consisting of 9 modules covering the breadth of neurosurgical topics. A Diploma was conferred by the Head of Service upon successful completion of all modules.SubjectsTo date, eleven learners (junior doctors at F1/F2/SHO level) have started the Diploma, including doctors from outside our department.MethodsLearners download a module, dedicate a period of self-study and then discuss the module with their Tutor. To complete a module, a learner would be expected to demonstrate to the Tutor that their knowledge was at ST2 standard as described in the neurosurgical curriculum. Assessment of modules was documented on learners’ existing portfolios.ResultsBy way of feedback, all learners (100%) strongly agreed that the Diploma was useful for their day to day job, that it helped understand management of acute neurosurgical problems, that it was interesting, that they would recommend it to a friend/colleague and that support received from the Course Tutor was helpful.ConclusionsLearners reportedly enjoyed the self-directed, flexible aspect of the Diploma and found that it promoted interactive discussions with registrars and consultants. Feedback obtained externally through HEE and GMC was highly praiseworthy of the Diploma. We intend to continue to offer this course.
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Hicks, Patricia J., Melissa J. Margolis, Carol L. Carraccio, Brian E. Clauser, Kathleen Donnelly, H. Barrett Fromme, Kimberly A. Gifford, Sue E. Poynter, Daniel J. Schumacher, and Alan Schwartz. "A novel workplace-based assessment for competency-based decisions and learner feedback." Medical Teacher 40, no. 11 (April 24, 2018): 1143–50. http://dx.doi.org/10.1080/0142159x.2018.1461204.
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Nederveld, Allison, and Zane L. Berge. "Flipped learning in the workplace." Journal of Workplace Learning 27, no. 2 (March 2, 2015): 162–72. http://dx.doi.org/10.1108/jwl-06-2014-0044.
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Purpose – The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is “flipped”. Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed by the corporate world. Unfortunately many learning professionals have misconceptions about what it really means to flip a learning experience, and little literature exists to support implementation of flipped learning in the workplace. Design/methodology/approach – The methodology adopted in this article is a literature review. Findings – The paper presents several tools for moving lecture outside of the classroom and for making class time more student-centered through active learning techniques. Practical implications – This paper discusses the benefits and challenges of a flipped learning approach, both in general and specifically in the workplace. Additionally, the paper explores several case studies of flipped learning use in the workplace. Originality/value – The paper is a literature review that explores the definition of flipped learning as a learner-centered approach to education and looks at two models of flipped learning with applicability to workplace settings.
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Styles, M., and M. Shaw. "Learner and supervisor perspectives on factors that influence the effectiveness of educational supervision in postgraduate pharmacy education." International Journal of Pharmacy Practice 30, Supplement_2 (November 30, 2022): ii51—ii52. http://dx.doi.org/10.1093/ijpp/riac089.061.
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Abstract Introduction Educational supervision underpins the Centre for Pharmacy Postgraduate Education’s (CPPE) publicly funded national training pathways for pharmacy professionals working in primary care in England, mirroring arrangements for postgraduate medical specialty training. The educational supervision provided by CPPE comprises both one-to-one support and group learning to enable pharmacy professionals transitioning into primary care roles to progress with their education, manage workplace challenges and practise safely.1 However, little is known about its effectiveness. Aim The aim of this study was to explore learner and supervisor perceptions of factors that influence the effectiveness of educational supervision. Methods The study used a concurrent embedded mixed methods design. Following institutional ethical approval, data were collected using a validated online survey comprising items adapted from the Manchester Clinical Supervision Scale (MSCC-26®)2 and the Academy of Medical Educators’ (AOME) framework. The survey, comprising a 25-item questionnaire, together with open-ended questions inviting respondents to explain their ratings, was sent to all 902 learners enrolled on a CPPE primary care training pathway and 52 CPPE education supervisors in July 2020. Statistical data were analysed with SPSS®, using non-parametric tests due to negative data skewing. Responses to open-ended questions were analysed with NVivo® using framework analysis and then compared with the statistical data. Results 187 learners (20.7%) and 51 supervisors (98%) responded to the survey. Overall, 82.5% learners and 100% of supervisors rated the educational supervision provided by CPPE as effective. Framework analysis of responses to open-ended survey questions identified three main factors perceived by learners and supervisors to influence the effectiveness of educational supervision: supervisor-learner relationships; a safe learning environment; and peer support. Within the theme of supervisor-learner relationships, trust and rapport was awarded the highest mean score of any survey item. Trust and rapport and the ability of supervisors to establish a safe learning environment showed significant positive correlations (ρ(8) = .48, p < .001 and ρ(8) = .74, p < .001 respectively) with overall scores for the effectiveness of educational supervision. Peer support did not form part of the survey yet was mentioned spontaneously in many learner and supervisor responses. Learners described the benefits of educational supervision in providing opportunities to learn from peers, to receive peer feedback and to obtain peer and supervisor support for personal issues such as workplace challenges. Discussion/Conclusion Consistent with the literature on factors that influence the effectiveness of clinical supervision in other healthcare professions3, the results indicate that educational supervision provided by CPPE was more effective when levels of trust and rapport between learners and supervisors were high and when supervisors were able to create a safe learning environment. However, peer support has not previously been identified as an influencing factor. This is an important finding, reflecting that unlike other disciplines, the educational supervision provided by CPPE encompasses both one-to-one and group learning sessions. Limitations of the study include the relatively low learner response rate, the effect of the COVID-19 pandemic which required provision of online supervision and the potential bias from insider research. References 1. Styles, M., Middleton, H., Schafheutle, E., et al. Educational supervision to support pharmacy professionals’ learning and practice of advanced roles. Int J Clin Pharm. 2022;44:781-786. 2. Winstanley, J., White, E. The MCSS-26©: revision of the Manchester clinical supervision scale© using the Rasch measurement model. J Nurs Meas 2011;19:(3):60-178. 3. Kilminster, S., Cottrell, D., Grant, J., et al. AMEE Guide No. 27: Effective educational and clinical supervision. Med Teach. 2007;29:(1):2-19.
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Torrisi-Steele, Geraldine, and Guido Carim Jr. "An Adult-Learner Approach to the Learning Design of Safety Management System Training in Aviation." International Journal of Adult Vocational Education and Technology 10, no. 3 (July 2019): 39–53. http://dx.doi.org/10.4018/ijavet.2019070103.
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The goal of training is to improve employee performance, and ultimately support organizational success. However, training does not always effectively transfer to workplaces to positively affect work practices, particularly because of disconnect between behaviourist approaches and contemporary work arrangements. The transfer of training to the workplace remains problematic. The present article is motivated by the need to challenge the status quo of training design and draw greater attention to learning design, beyond the confines of behaviourism. The aim of the article is to provoke critical discussion around learning theories and training design. We propose Knowles' adult learning principles and Mezirow's transformative learning theory, useful guide for the learning design of training. The learning design of a university-based safety management systems training course in aviation is discussed from the vantage point of the proposed guiding philosophy. Six specific strategies are presented supported by the evaluation of the course effectiveness conducted after the first iteration.
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Bishop, Daniel. "Context, agency and professional workplace learning." Education + Training 59, no. 5 (June 12, 2017): 516–33. http://dx.doi.org/10.1108/et-07-2016-0129.
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Purpose The purpose of this paper is to investigate the ways in which organisational context and individual agency interact (co-participate) to shape the workplace learning of graduate trainee accountants, and to examine the role of firm size in conditioning this interaction. Design/methodology/approach A qualitative, comparative approach was used, involving interviews with 20 respondents across two large and three small accountancy firms in England. Findings Differences in individual learner biographies and trajectories generate divergent dispositions with regard to workplace learning. In turn, these dispositions influence the extent to which the generally less formal learning environment of the small firm is interpreted either positively or negatively. Research limitations/implications Further research is needed on processes of agency/context interaction across a wider range of organisational and professional environments. Practical implications Individual dispositions play an important role in determining the optimal approach towards professional development in practice. Originality/value The paper offers a novel insight into how variations in both context and agency – and the relationship between them – can generate significant divergences in the professional learning process.
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Featherstone, Helen C., and David L. Owen. "Rethinking professional development for public engagement with research: A way to improve uptake and impact of training?" Research for All 4, no. 1 (February 1, 2020): 128–44. http://dx.doi.org/10.18546/rfa.04.1.10.
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Training is often cited as key to embedding public engagement in universities. The literature and professional discussions on public engagement training tend to focus on the training intervention itself (for example, the content and delivery formats), rather than on the learner (for example, current levels of public engagement practice, longer-term career aspirations, and workplace environment). In this article, we share our reflections on putting the learner first. We draw on our own general experiences and in particular our ChallengeCPD@Bath programme (funded by UK Research and Innovation through the Strategic Support to Expedite Embedding Public Engagement with Research call). We argue that many of the challenges associated with the provision and uptake of training and professional development for public engagement with research are not unique to public engagement but relate more broadly to perceptions of training and professional development that exist within the academy. However, putting the learner at the heart of professional development means understanding their public engagement needs, their broader academic/career goals, their disciplinary/institutional cultures of training and their disciplinary/institutional cultures of public engagement. It also entails a shift in how we evaluate interventions, moving beyond measures of satisfaction or enjoyment towards long-term evaluation, in particular accounting for the extent to which learning can be, and is, applied on the job, or looking at how it might change behaviour in the workplace.
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Rhodes, Garth, and Gillian Shiel. "Meeting the needs of the workplace and the learner through work‐based learning." Journal of Workplace Learning 19, no. 3 (April 10, 2007): 173–87. http://dx.doi.org/10.1108/13665620710735648.
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Brown, Judith O. "The Portfolio: A Reflective Bridge Connecting the Learner, Higher Education, and the Workplace." Journal of Continuing Higher Education 49, no. 2 (April 2001): 2–13. http://dx.doi.org/10.1080/07377366.2001.10400426.
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Stroud, Katie. "Once upon a time at work: discovering the stories in workplace training." Industrial and Commercial Training 47, no. 1 (February 2, 2015): 31–35. http://dx.doi.org/10.1108/ict-09-2014-0064.
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Purpose – The importance of using stories to impact memory is highly explored and documented; however, little guidance exists for how to develop stories in the context of instructional design. The purpose of this paper is to offer a template for conforming workplace training material into stories. With specific examples and reasoning, the author offers a new way to develop training materials based on the framework of a story. Design/methodology/approach – Exploring basic storytelling elements learned in grade school, the author combines past experience with general observations on how stories affect the learner. Applying these concepts, she walks the reader through an experience that reveals how the brain interprets stories. She uses her own story with specific examples and reasoning along the way to help you find the stories that already exist in your everyday world. Findings – This paper shows, anecdotally, how to build stories around workplace problems for use in training. It suggests that modeling training around the framework of a story helps the audience to process the information as an experience and therefore retain the information longer. Originality/value – This paper was designed to help anyone who is responsible for developing instructional content and has been looking for a structured way to frame that content into a story.
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Ossenberg, Christine, Marion Mitchell, and Amanda Henderson. "Impact of a work-based feedback intervention on student performance during clinical placements in acute-care healthcare settings: a quasi-experimental protocol for the REMARK programme." BMJ Open 10, no. 6 (June 2020): e034945. http://dx.doi.org/10.1136/bmjopen-2019-034945.
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IntroductionCurrent perspectives present feedback as a dynamic, dialogic process. It is widely accepted that feedback can have an impact on workplace performance, however, how dialogic feedback is enacted with the learner in authentic healthcare settings is less apparent. This paper seeks to describe the design and development of an implementation study to promote the learner voice in the feedback process and improve feedback encounters between learners and learning partners in healthcare settings.Methods and analysisA quasi-experimental study design will be used to evaluate whether implementation of a work-based intervention to improve feedback impacts student performance during clinical placements in healthcare settings. Student performance will be measured at three time points: baseline (pre), mid-placement (post-test 1) and end-placement (post-test 2) in keeping with standard assessment processes of the participating university. The intervention is underpinned by Normalisation Process Theory and involves a layered design that targets learners and learning partners using best-practice education strategies. Data regarding participants’ engagement with feedback during clinical placements and participants’ level of adoption of the intervention will be collected at the completion of the clinical placement period.Ethics and disseminationThis study has ethics approval from both Griffith University and Metro South Health Human Research and Ethics committees. Dissemination of results will be local, national and international through forums, seminars, conferences and publications.
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Ahmad, Ishteyaaq, Sonal Sharma, Rajesh Singh, Anita Gehlot, Neeraj Priyadarshi, and Bhekisipho Twala. "MOOC 5.0: A Roadmap to the Future of Learning." Sustainability 14, no. 18 (September 7, 2022): 11199. http://dx.doi.org/10.3390/su141811199.
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Industry 4.0 has created a whole new world for us to explore, and its effects can be seen in every facet of our lives, especially in the workplace where it calls for technology-driven employment. There is a growing need to teach individuals and assist them in transitioning to longer-term employment prospects to execute Industry 4.0 effectively. Although MOOCs revolutionized the way learners study, it is critical to investigate teaching techniques using Education 4.0 at this time. This article explores how the technologies of Industry 4.0 can be incorporated into MOOCs. This paper proposes MOOCs 5.0, whose features include better universal access, better learner engagement, adaptive learning, greater collaboration, security, and curiosity, which is being developed using Industry 4.0 technologies of the Internet of Things, Cloud Computing, Big Data, Artificial Intelligence/Machine Learning, Blockchain, Gamification Technologies, and the Metaverse and would incorporate the zones of ethics and humanism, while at the same time providing learners with a richer and more individualized experience.
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Goodlet, Kellie J., Alexandre Raymond, and Elizabeth G. Schlosser. "A practical guide to feedback in the workplace: Transitioning from learner to independent practitioner." American Journal of Health-System Pharmacy 77, no. 15 (July 23, 2020): 1196–99. http://dx.doi.org/10.1093/ajhp/zxaa067.
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Kantor, Sherrie L. "Training for customized training: Learning to teach the fully employed learner in the workplace." New Directions for Community Colleges 1994, no. 85 (1994): 5–11. http://dx.doi.org/10.1002/cc.36819948503.
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Van Lierop, Merel (E A. )., Judith Meijers, Erik van Rossum, and Sandra Zwakhalen. "MEASURING WORKPLACE LEARNING CONDITIONS FOR NURSING STAFF IN LONG-TERM GERIATRIC CARE." Innovation in Aging 6, Supplement_1 (November 1, 2022): 791. http://dx.doi.org/10.1093/geroni/igac059.2857.
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Abstract To deal with challenges in practice such as workload and complexity in long-term care delivery, learning in practice (workplace learning) is becoming increasingly important. Nursing staff needs to take the lead and learn continuously in practice using a bottom up approach to promote workplace learning. Therefore, insight in workplace learning conditions (like work culture and learning climate) in long-term care is necessary. Based on these insights, nurses can define challenges and goals on how to stimulate workplace learning. Currently, no instruments are available that measure these conditions in the long-term nursing care setting in a snap shot. Therefore, the goal of this study was to develop a quick-scan to measure workplace learning conditions for nursing staff in long-term geriatric care. This quick-scan was developed in 3 steps: (1) investigating how to measure conditions for workplace learning, (2) selecting appropriate measurement tools to measure conditions for workplace learning, and (3) testing the feasibility of the quick-scan in practice. As a result, the final feasible quick-scan measured 11 conditions regarding workplace learning: (1) Trust: values and culture, (2) Team: support and management, (3) Colleagues: support and respect, (4) Constraints in undertaking the job, (5) Urgency, (6) Learner agency, (7) Collaboration, (8) Hybrid learning, (9) Coaching, (10) Flexibility – formal and informal learning, and (11) Assessment-as-learning. Additionally, questions were added regarding availability of sources for learning, knowledge and skills, and communication. Validated questionnaires that were included were the Culture of Care Barometer and HILL model questionnaire.
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Morris, Thomas Howard. "How creativity is oppressed through traditional education." On the Horizon: The International Journal of Learning Futures 30, no. 3 (August 23, 2022): 133–40. http://dx.doi.org/10.1108/oth-09-2022-124.
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Purpose Creativity has been positioned as a critical workplace competence, especially in societies in which conditions are rapidly changing. The fact that traditional educational processes oppress creativity is theoretically important. The purpose of the present paper is to theoretically map the process of teacher-directed learning and how the process oppresses creativity. Design/methodology/approach A theoretical paper in which a conclusion is drawn that there is a primary and secondary process of creativity oppression with traditional teacher-directed learning. Findings It is proposed in the present paper that the primary process of creativity oppression is that the pathway to a “high achieving pass” is for learners to make knowledge constructions that mirror that of the educator (rewarding non-creative learning outcomes). A secondary, silent and powerful mechanism of creativity oppression is where the learner does not “buy in” with the educator to accept their knowledge inculcation. The student here may indeed produce a creative learning outcome from the process, but they are likely to be judged for that work as a “low achieving pass” or a fail. Originality/value The paper seeks to identify the mechanism in which creativity oppression may accumulate over time until learner creativity is quashed.
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Londt, Cindy, and Lize Moldenhauer. "Best Practice Focused Occupationally-Directed Education, Training and Development Practice Prospects Linked to Workplace E-learning." International Journal of Advanced Corporate Learning (iJAC) 11, no. 2 (December 19, 2018): 4. http://dx.doi.org/10.3991/ijac.v11i2.9140.
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<p><span lang="EN-US">Currently, South Africa offers learning that is credit bearing and directly linked to workplace based learning programmes and qualifications. However, e-learning in South Africa is under-developed, and information is not readily available on how universities and colleges are dealing with the advent of e-learning, and how it is linked to occupational learning based qualifications. </span></p><p><span lang="EN-US">Learning has changed over the years, but it is assumed that the e-learning model is aimed at people who are technologically more knowledgeable, and who wish to interact electronically with the learning experience.</span></p><p><span lang="EN-US">Considering the various challenges linked to all types of learning, providing critical research on the success of implementing an e-learning approach is required. In addition to this, it is necessary to identify the efficacy of such a model in specific industries.</span></p><p><span lang="EN-US"> Challenges are identified but not limited to:</span></p><p><span lang="EN-US">a) The profile of the learner</span></p><p><span lang="EN-US">b) Computer literacy of learners</span></p><p><span lang="EN-US">c) Socio-economic status of learners</span></p><p><span lang="EN-US">d) Collecting evidence from workplace </span></p><p><span lang="EN-US">e) Learner motivation and its management</span></p><p><span lang="EN-US">Occupationally Directed Education Training and Development Practice is an innovative opportunity to create e-learning opportunities that are contextualized to industry specific needs. In addition to this, e-learning is no longer linked to a computer but all forms of devices that enable user interaction. Enabling learning to be shared through phones and tablets provides continuous opportunities for improvement of education and access to such education.</span></p><p><span lang="EN-US">In response to these needs, the e-learning model will attempt to offer learners support specifically for those in an industry where there are time constraints.</span></p><p><span lang="EN-US">This research attempts to clarify the debates that industry and academia are engaged with surrounding the efficacy of e-learning and how to create opportunities that are linked to the socio-economic status of a country. Furthermore, it provides a practical analysis of a learning intervention in which skills and knowledge are conventionally passed through workplace-based specific e-learning opportunities.</span></p>
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Healy, Michael. "Microcredential learners need quality careers and employability support." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (April 15, 2021): 21–23. http://dx.doi.org/10.21153/jtlge2021vol12no1art1071.
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Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one adaptive career behaviour that people might enact in pursuit of their career goals (Lent & Brown, 2013). Similarly, holding a microcredential is one form of employability capital that people might highlight when seeking employment (Tomlinson & Anderson, 2020).
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Woods, Stephen A., Fiona C. Patterson, Anna Koczwara, and Juilitta A. Sofat. "The value of being a conscientious learner." Journal of Workplace Learning 28, no. 7 (September 12, 2016): 424–34. http://dx.doi.org/10.1108/jwl-10-2015-0073.
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Purpose The aim of this paper is to examine the impact of personality traits of the Big Five model on training outcomes to help explain variation in training effectiveness. Design/methodology/approach Associations of the Big Five with self-reported learning following training were tested in a pre- and post-design in a field sample of junior medical practitioners (N = 99), who attended a training workshop on self-awareness. Associations are reported of personality traits with post-training learning measured immediately following the workshop and one-month later controlling for pre-training learning. Findings Conscientiousness was related to post-training learning at both times. None of the remaining Big Five factors were associated with post-training learning. Research limitations/implications The study contributes to the literature on personality and training outcomes, clarifying the associations of traits with outcomes in a pre-and-post design. Although the study sample has limitations, the findings have implications for numerous lines of future research, in particular in understanding the role of training in relations of personality and job performance. Practical implications Practitioners should consider ways to encourage training participants to approach training conscientiously. Personality assessment might help people reflect on their approach to learning to adapt it during training. Originality/value No study has previously examined the role of personality traits in training outcomes using a pre- and post-design. The role of conscientiousness in workplace learning is underlined by the findings. While dimensions such as openness and extraversion may encourage people to participate in training, conscientiousness may make the difference in promoting internalized individual development and change following training.
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Wojecki, Andrew. "‘What's identity got to do with it, anyway?’ Constructing adult learner identities in the workplace." Studies in the Education of Adults 39, no. 2 (September 2007): 168–82. http://dx.doi.org/10.1080/02660830.2007.11661547.
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Pitman, Andrew. "Preparing Local Students for the Global Workplace Through Inquiry-Based Language Learning." Language Teacher 46, no. 3 (May 1, 2022): 9–13. http://dx.doi.org/10.37546/jalttlt46.3-2.
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To foster learner development of the types of English skills necessary for eventual participation in the global marketplace, teachers in modern learning environments can utilise digital technologies and the internet to take learning beyond classroom walls and into real world contexts, where students can more easily engage in inquiry-based learning and, thus, more easily engage with real-world problems. This paper provides a practical illustration of such a technologically supported inquiry-based pedagogy in the design of an inquiry-based unit of study for intermediate to advanced proficiency Japanese high school and university learners of English. グローバルなビジネス市場への参加に必要となる英語力を育むため、現代の学習環境における語学教員はデジタル技術やインターネットを駆使して、学びの場を教室から実世界に広げている。学習者はこれによってより容易に探究型学習を行うことができ、現実社会の問題に取り組むことができるようになった。本論は、探究型学習の枠組みにおいて、日本の高校・大学における中級から上級レベルの英語学習者に実践したICT活用の探求型学習の実例を示す。
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Andrew, Martin. "“Like a newborn baby”: Using Journals to Record Changing Identities Beyond the Classroom." TESL Canada Journal 29, no. 1 (February 27, 2012): 57. http://dx.doi.org/10.18806/tesl.v29i1.1089.
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The purpose of this article is to describe the sociocultural learning of 40 secondyear students in a Bachelor of Arts in English-as-an-additional-language (EAL) program in Auckland, New Zealand. These learners participated in a teaching and learning intervention involving journalized community placement. The study illustrates how reflective journals can be used as a vibrant teaching, learning, and assessment tool, enabling students to make connections with the culture of their host country, to reflect on their experiences of language socialization, and to become aware of their own investments. Students from the four categories of EAL learner (immigrants, international students, study-abroad students, and refugees) participated in a real-world community/workplace writing reflective diaries recording their observations and interactions. Qualitative analysis using discourse positioning reveals students describing themselves in relation to themes of changing perceptions of English abilities, changing identities relative to the host culture, and participation as socialization. The article concludes that writing reflective journals helps learners to evaluate how far they have come as learners and citizens and to find spaces for the enhancement of human possibility (Norton,2000). The practical pedagogical implication of the study is that combined with journaling, community placements contribute to a positive, future-focused “pedagogy for authentic being” (Barnett, 2004).
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Lucas, Teresa. "Book Review: Reading the World of Work: A Learner-Centered Approach to Workplace Literacy and ESL." Adult Education Quarterly 55, no. 4 (August 2005): 316–18. http://dx.doi.org/10.1177/0741713605277377.
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Schmidl, Alexander. "The Driving Lesson as a Socio-Technical Situation. A Case Study on the Interaction between Learner Driver, Driving Instructor, and the Motor Car." Qualitative Sociology Review 17, no. 2 (April 30, 2021): 6–21. http://dx.doi.org/10.18778/1733-8077.17.2.01.
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A micro-sociological examination of the driving lesson raises the following question: How is the interaction between learner driver and driving instructor structured in this technical setting, and what meaning can be ascribed in this threefold constellation to the vehicle with its various technical elements? This case study examines the orientation patterns which exist between the learner driver, the driving instructor, and the car, which together constitute a socio-technical triangle, and what actions the learner driver needs to learn to enable them to drive the car safely. The theoretical background to the study is provided by interactionist theories, which have been broadened to include a greater sensitivity for the body and technology, and a sociological reading of postphenomenology. Using a method based on this theoretical background and informed by workplace studies, this study observed and made audiovisual recordings of driving lessons. This approach made it possible to undertake a detailed analysis of the situations, reveal how the human body interacts with technology, and how a person’s attention responds to technical information. In these situations, the driving instructor takes on the role of the translator by mediating between various situational definitions—one’s own, that of the inexperienced learner driver, other motorists, and the driver assistance systems in the car. The driving instructor represents the driving school as an institution that is responsible for creating an intersubjectively arranged understanding of how to deal with technology and socio-technical situations.
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Bunting, Leona, Margaretha Herrman, and Marita Johanson. "Learning film production." Journal of Workplace Learning 26, no. 5 (July 8, 2014): 296–309. http://dx.doi.org/10.1108/jwl-06-2013-0041.
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Purpose – The purpose of this study is to contribute knowledge about learning linked to the film industry by investigating how film producers reason about learning for and in the profession. Design/methodology/approach – This study is based on semi-structured interviews with 20 film producers, both university and workplace trained (UWT) and workplace trained (WT). The content analysis is based on the transcribed dialogues. The study is empirical, explorative and qualitative. Findings – The interviewees consider networks to be of utmost importance for gaining entrance to and continuously finding work in the film industry. They also reason about required knowing and what learning practices are available. Although formal education is not advocated by all, it can hold intrinsic value for the individual. Traditions of learning are being scrutinized, and critical reflection is replacing naivety and emotionality. Practical implications – Different aims regarding learning in the formal education system and film industry result in a gap which needs to be bridged to challenge conserving and reproducing patterns of learning. Collaboration is suggested as a solution benefiting both the individual learner and the film industry. The resulting knowledge from this study can thus be used by the formal education system and the film industry when developing forms for collaboration surrounding learners of film production. Originality/value – The focus presented in this paper of learning in and for film production has been sparingly addressed in previous research.
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Dyson, Laurel Evelyn, and Jessica Katherine Frawley. "A Student-Generated Video Careers Project." International Journal of Mobile and Blended Learning 10, no. 4 (October 2018): 32–51. http://dx.doi.org/10.4018/ijmbl.2018100103.
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This article describes how in recent years, the multimedia recording capabilities of mobile devices have been used increasingly to create a more active, learner-centred educational experience. Despite the proven value of student-generated multimedia projects, there are still gaps in our understanding of how students learn during them. This article reports on a project in which first-year information technology students interviewed IT professionals in their workplace and video-recorded the interview to enable sharing with their peers. In order to understand the statistically significant increases found in students' learning, student diaries and reflections were analyzed qualitatively. Factors found to contribute to learning included: the iterative nature of student activities; the multiple, evolving representations of knowledge as students proceeded through the project; the importance of the workplace context in engaging students and enhancing learning; the affordance of mobile technology for capturing and sharing this context; and the collaborative and metacognitive processes fostered by the project.
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Tiernan, Peter. "Examining the use of interactive video to enhance just in time training in the workplace." Industrial and Commercial Training 46, no. 3 (April 1, 2014): 155–64. http://dx.doi.org/10.1108/ict-09-2013-0061.
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Purpose – The purpose of this paper is to examine the development and implementation of interactive video in an organisational setting, with a view to enhancing the quality of just in time training provided. Design/methodology/approach – The paper uses a small but focused research approach which builds on current literature to inform the design and implementation of interactive video. Qualitative data is used to evaluate staff perceptions of training materials. Findings – Findings indicate that the use of interactive video can greatly enhance the quality of training in the workplace. Practical implications – Findings reinforce previous research on interactive video, demonstrating its ability to provide worthwhile and engaging content. This study demonstrates that investing in innovative and learner focused approaches to training can increase the effectiveness and flexibility of training materials. Originality/value – While the use of video in education is widely researched, there is a comparative lack of literature around the use of interactive video in workplace training environments. This paper provides a unique look at the implementation of interactive video in a workplace setting and the staff perceptions of its impact. The study also provides an insight into the use of just in time training to solve a specific training problem.
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Moss, John R., Sharon M. Mickan, Jeffrey D. Fuller, Nicholas G. Procter, Barb A. Waters, and Peter K. O'Rourke. "Mentoring for population health in general practice divisions." Australian Health Review 30, no. 1 (2006): 46. http://dx.doi.org/10.1071/ah060046.
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This paper describes the implementation and evaluation of a three-way model of service development mentoring. This population health mentoring program was funded by the Commonwealth Department of Health and Ageing to enable staff from eight Divisions of General Practice in South Australia to gain a sound understanding of population health concepts relevant to their workplace. The distinguishing features of service development mentoring were that the learning was grounded within an individual?s work setting and experience; there was an identified population health problem or issue confronting the Division of General Practice; and there was an expectation of enhanced organisational performance. A formal evaluation found a consensus among all learners that mentoring was a positive and worthwhile experience, where they had achieved what they had set out to do. Mentors found the model of learning agreeable and effective. Division executive officers recognised enhanced skills among their ?learner? colleagues, and commented positively on the benefits to their organisations through the development of well researched and relevant projects, with the potential to improve the efficiency of their population health activities.
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Paredes, Elsie E. "Book and Media Reviews:Reading the World of Work: A Learner-Centered Approach to Workplace Literacy and ESL." New Horizons in Adult Education and Human Resource Development 23, no. 1 (January 2009): 52–55. http://dx.doi.org/10.1002/nha3.10331.
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