Relevant bibliographies by topics / Workplace learning

Academic literature on the topic 'Workplace learning'

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Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Workplace learning"

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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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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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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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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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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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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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Dissertations / Theses on the topic "Workplace learning"

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Boychuk-Lapp, Cheryl. "Learning opportunities in the workplace." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40132.pdf.

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Mac, Lean Catherine A. "Learning organizations, enabling workplace democracy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/MQ56810.pdf.

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Klunk, Clare Dvoranchik. "Workplace Devaluation: Learning from Experience." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27337.

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Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self. This study illuminates the professionals' perspective of workplace devaluation through their experience. Within the framework of grounded theory methodology, this research examined three research questions: (a) What is the experience of professionals' workplace devaluation? (b) How did professionals learn from the experience? (c) What did professionals learn from the experience? The unit of analysis is the professional within an organization. Four participants were selected who (a) had several years experience with their organization; (b) were previously valued by the organization; (c) were current in their field; (d) had experienced workplace devaluation; and (e) were able to articulate insights, thoughts, and emotions on their experience. Multiple interviews with each participant provided the data. A comparative, iterative analysis of the data yielded: (a) a seven-phase process of the experience; (b) six constructs embedded in the process, and (c) four categories of learning. The dialogic interview method facilitated the participants' apperception, reflection, and progress through the process. Three emotions--fear, powerlessness, anger--and their interaction with the other constructs (autonomy, communication, personalization, authority, and recognition) influenced coping strategies and actions taken by each participant. The four narratives explicate the interrelationships of the findings. Three major conclusions are: (a) A rich description of the workplace devaluation experience offers a glimpse into the complexity of this topic and into the professionals' "lived world." (b) The learning process, grounded in the data, depicts how these four professionals used the power of their emotions to create balance within themselves as they attempted to explicate their situation of workplace devaluation. (c) The results indicate that greater learning occurred in organizational knowledge and intrapersonal knowledge for these professionals. Questions for further research are noted along with practical suggestions and recommendations for the praxis of adult educators, decision-makers, and professionals.
Ph. D.
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Seth, Aileen. "Workplace learning through structured interactions." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/12128.

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Includes abstract.
Includes bibliographical references (leaves 102-114).
Individuals need to keep learning to stay employable and compete in today’s job market, and organisations need to keep learning in order to maintain a competitive advantage in the economy. The workplace is thus being recognised as a legitimate environment for learning new skills and knowledge, through participation in everyday work activities. This recognition has led to numerous studies that connect learning and the workplace, giving rise concepts such as ‘the learning organisation’, ‘organisational learning’, ‘workplace learning’ and ‘informal learning’. All of which have created confusion, uncertainty and complexity in understanding how learning takes place. In order to understand how individuals learn in the workplace, and thus understand how organisations can enhance such learning, this study investigates individuals’ perceptions of their workplace as a learning environment and their experiences of learning through participation in work activities.
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Putrino, Pasco John. "Workplace formation : how secondary school students manage structured workplace learning." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0004.

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[Truncated abstract] Changes in the international and Australian economies and labour markets during the 1980s and early 1990s substantially reduced employment opportunities for young people, causing higher education participation and increased school retention rates. Schools responded to these pressures and to Government policy with the development of Vocational Education and Training (VET) programs that integrate school-based learning with industry training, resulting in rapid growth in the participation of senior secondary students in such programs in recent years. Structured Workplace Learning (SWL) is an integral part of many such programs. How students manage their learning in these new environments was the focus of this study . . . The central finding of the study was the theory of ‘Workplace Formation’ that explains the processes students use to manage their workplace learning during the first year of workplacement. ‘Workplace Formation’ is comprised of five categories of processes – preparing, familiarising, committing, adapting, and building. Each category is comprised of two or more processes. While students generally proceed through each category sequentially, there is a degree of overlap between them. This general sequential progression can be disrupted if circumstances change. The extent of ‘Workplace Formation’ may vary from one student to the next. The theory of ‘Workplace Formation’ provides a new perspective on how school students manage their learning in the workplace while still at school and adds to the theoretical literature in this field. Implications of the findings for further research, and for policy and practice are discussed.
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Pedro, Simone. "Workplace learning and the workplace educator: a South African retail story." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4473.

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Magister Educationis - MEd
This study investigated how workplace educator development programmes prepare workplace educators for their roles and responsibilities in facilitating learning in the workplace. Framed by the literature, the research shows that workplace educators’ qualifications prepare them for facilitating learning in the workplace. The most important findings show that their qualifications have prepared them for their roles and responsibilities in facilitating transformative learning within the workplace. Furthermore, the findings show that their qualifications, roles and responsibilities in facilitating learning in the workplace also impacted on workplace educators’ own thinking, prompting them to question their own values and beliefs. This perspective transformation allows for workplace educators better facilitating transformative learning in the workplace.
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Martin, Trudi. "Workplace learning for Learning Support Assistants in a special school." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/workplace-learning-for-learning-support-assistants-in-a-special-school(8490d814-7a76-431e-bafe-13e3cf2edc04).html.

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This research explored the factors that influence whether Learning Support Assistants (LSAs), who support the learning of pupils with very complex learning needs, are equipped with the necessary skills to help these students learn. A significant feature in the delivery of educational support to pupils with low incidence needs is that it is LSAs who provide the majority of educational instruction and, furthermore, these paraeducators work with only limited supervision from class teachers. It therefore follows that if high quality educational assistance is to be available to pupils, then those undertaking the majority of this support need to have appropriate pedagogical knowledge. I explored this complex subject by undertaking a workplace ethnography at a single special school over the course of an academic year. In my ethnography, I used a number of data collection methods, including semi-structured interviews with teachers, LSAs and therapists, as well as participant and non-participant observations. The limited literature on the topic of LSA learning concludes that they are not being provided with the learning opportunities they need for the demanding work they do. However, because of the scarcity of information in the literature pertaining to the development of this important group of the educational workforce, I needed to look to the literature on organisational learning more broadly to inform my work and relate it to my own area of interest. The lack of priority given to non-formal learning was a key theme across these texts, with opportunities for participative learning emerging as an important feature. However, this aspect alone could not explain the reasons why these paraeducators did not have access to learning provision appropriate to their needs and so I looked to other theories of workplace learning. The conceptual and analytical approach of the Working as Learning Framework (WALF) (Felstead, et al., 2009), with its incorporation of the concepts of systems of production, discretion, and learning environments and territories, offered me the opportunity to scrutinise the situation regarding the learning and development of LSAs from a wide perspective. Through my adoption of the WALF I have identified the influences that shaped the workplace learning environment of the LSAs at the special school. In doing so, I have added to the limited research on this important and yet inadequately understood group. Although my study focused on one special school this research can inform how the abilities of paraeducators in different educational settings can be developed, because of my adoption of the theoretical standpoint of the WALF. Furthermore, by applying the WALF, my thesis has utilised workplace learning theory to make an important intellectual contribution to the discussion about how high quality educational provision can be delivered. My thesis is also apposite, because the number of children with more complex learning difficulties is increasing and these individuals require specialist paraeducators to be appropriately equipped to meet their needs, whether they are being educated in special or mainstream schools.
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Zuvcenko, Zoya B. "Workplace learning : exploring confidence & motivation." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10566/.

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How are adults affected by studying maths and English as part of a workplace-learning programme? Is confidence enhanced by the way they learn? This thesis attempts to understand the roles of confidence and motivation in learning. I have tried to explore how adult learners feel when it comes to studying maths and English in a formal environment. Specifically, my research explores the microlevel interaction between eleven adults who study in a classroom for one day a week over five months. They all work in the care industry. Using a diary and reflective methods, I also explore my role and relationship with them as their tutor of maths and English, and my personal attitude towards aspects of my learning - both past and present. I interview the participants on two occasions. From these dialogues, several one-to-one conversations emerge, which I describe as cameos. I also use reviews with participants that are completed by the training manager. These examine the impact of my role as their tutor. Analysing my data thematically, my findings show that confidence in learning occurs, in part, due to personal relationships. Whilst the use of scaffolding and situated learning are seen to develop confidence, participants also acquire it from their group peers. When adult learners work together and share an interest in caring for one another, their perception of their own development is affected. I have found that encouragement and building trust are vital for their learning. The development of the tutor/learner relationship has tended to increase learners’ motivation because they want to please the tutor as well as themselves. For both participants and myself, the confidence to continue to learn and to use the knowledge gained took place when encouragement, trust and motivation were present in the process.
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Mare, Angelique. "Motivators of learning and learning transfer in the workplace." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52441.

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Motivating employees to learn and transfer their learning to their jobs is an important activity to ensure that employees - and the organisation - continuously adapt, evolve and survive in this highly turbulent environment. The literature shows that both intrinsic and extrinsic motivators influence learning and learning transfer, and the extent of influence could be different for different people. This research sets out to explore and identify the intrinsic and extrinsic motivational factors that drive learning and learning transfer. A qualitative study in the form of focus groups was conducted. Three focus groups were conducted in which a total of 25 middle managers from two different multinational companies participated. Content and frequency analysis were used to identify the key themes from the focus group discussion. The outcome of the study resulted in the identification of the key intrinsic and extrinsic motivation factors that drive learning and learning transfer. The findings have been used to develop a Motivation-to-learn-and-transfer catalyst framework indicating that individual intrinsic motivators are at the core of driving motivation to learn and transfer learning. It also indicates which training design and work environment factors to focus on in support of intrinsic motivation to learn and transfer learning in the workplace for middle managers. It is hoped that the outcome of this research will contribute to catalysing learning and learning transfer for middle managers to achieve higher organisational effectiveness.
Mini Dissertation (MBA)--University of Pretoria, 2015.
pa2016
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Ndlebe, Pamella Panphilla. "Workplace Learning: Understanding financial sector institutions as learning environments." University of the Western Cape, 2019. http://hdl.handle.net/11394/6979.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
The objective of the research is to understand the learning affordances offered at Insure Company, a large financial sector institution in South Africa and to explore how employees exercise their agency in responding to these opportunities for learning. The study draws on the concept of co-participation (Billett, 2004: 03) to explore how learning at work is shaped through learning affordances in the workplace on the one hand and engagement with these learning affordances on the other. Drawing on data gathered through interviews and analysis of company policies, this case study discusses how employees learn to perform their roles competently, how they access guidance and support from peers and more experienced colleagues and how they respond to these opportunities for learning. It also discusses the factors which enable or constrain their learning and agency. The research confirms that negative perceptions of workplace learning - as informal, unplanned, unstructured, limited to particular contexts and not transferable - are inaccurate. It supports the argument that there should be a clear understanding about how learning proceeds in workplaces and how best that learning should be organised. It is hoped that this case study makes a useful contribution towards developing such an understanding.
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Books on the topic "Workplace learning"

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Sauter, Werner, and Simon Sauter. Workplace Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41418-3.

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Baron, Stefan. Workplace Learning. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-92870-8.

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Franklin, Spikes W., ed. Workplace learning. San Francisco: Jossey-Bass, 1995.

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Erpenbeck, John, Simon Sauter, and Werner Sauter. Social Workplace Learning. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-10499-3.

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Poell, Rob F., and Marianne van Woerkom, eds. Supporting Workplace Learning. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-9109-3.

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Ifenthaler, Dirk, ed. Digital Workplace Learning. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-46215-8.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Informal workplace learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Learning workplace writing. Upper Saddle River, N.J: Prentice Hall, 1994.

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1939-, Stephenson John, ed. Capable workplace learning. Rotterdam: Sense Publishers, 2009.

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Helen, Rainbird, Fuller Alison, and Munro Anne, eds. Workplace learning in context. New York, NY: Routledge, 2004.

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Book chapters on the topic "Workplace learning"

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Billett, Stephen. "Workplace Learning." In Encyclopedia of the Sciences of Learning, 3477–80. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_478.

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Sauter, Werner, and Simon Sauter. "Veränderte Rahmenbedingungen des Lernens." In Workplace Learning, 1–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41418-3_1.

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Sauter, Werner, and Simon Sauter. "Entwicklungsprozess innovativer Lernsysteme." In Workplace Learning, 31–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41418-3_2.

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Sauter, Werner, and Simon Sauter. "Didaktisch-methodischer Ermöglichungsrahmen." In Workplace Learning, 53–172. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41418-3_3.

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Sauter, Werner, and Simon Sauter. "Wissensaufbau und Qualifikation mit Kompetenzentwicklung." In Workplace Learning, 173–210. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41418-3_4.

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Sauter, Werner, and Simon Sauter. "Workplace Learning: Integrierte Kompetenzentwicklung im Prozess der Arbeit und im Netz." In Workplace Learning, 211–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41418-3_5.

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Sauter, Werner, and Simon Sauter. "Von der Personalentwicklung zum Kompetenzmanagement." In Workplace Learning, 237–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41418-3_6.

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Sauter, Werner, and Simon Sauter. "Ausblick und Handlungsempfehlungen." In Workplace Learning, 261–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41418-3_7.

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Baron, Stefan. "Introduction." In Workplace Learning, 9–13. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-92870-8_1.

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Baron, Stefan. "Strengthening further training." In Workplace Learning, 15–33. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-92870-8_2.

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Conference papers on the topic "Workplace learning"

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Athavale, Sandeep. "RE-IMAGINING WORKPLACE LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0952.

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Harrison, Brendan, and Christine Thuranira-McKeever. "The Workplace Impact of Concurrent Employment and Study through Commonwealth Distance Learning Scholarships." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4115.

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This paper explores how Commonwealth Distance Learning Scholars who continue working during their studies apply the knowledge and skills that they acquire from their distance learning courses in their workplaces and demonstrates the impact of distance learning for students who continue to work, both on themselves and their workplaces. It draws upon data that has been collected though an annual survey of Commonwealth Distance Learning Scholars from the second year of their studies onwards, as well as a bespoke survey that was sent to Employers of current Scholars in 2021 to collect their views on how the Scholarship has affected both their employee’s own work, and their workplace more broadly. It demonstrates that these Scholars not only realise significant changes to their knowledge and skills, but that they also apply this knowledge and skills in their workplaces. This is done both through their own work but also by passing their learning on to others and making changes to their workplaces.
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Nguyen, Ho Thi Thao, Tran Vi Anh, and Nguyen Thi My Linh. "Experiential Learning in Workplace." In ICDEL 2020: 2020 the 5th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3402569.3402570.

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Emmenegger, Sandro, Knut Hinkelmann, Barbara Thönssen, and Frieder Witschel. "KPIs 4 Workplace Learning." In 8th International Conference on Knowledge Management and Information Sharing. SCITEPRESS - Science and Technology Publications, 2016. http://dx.doi.org/10.5220/0006090902630270.

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null. "Accreditation of workplace learning." In IEE Colloquium on Education and Training for the Electronics Manufacturing Industry. IEE, 1997. http://dx.doi.org/10.1049/ic:19970480.

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Kravčík, Miloš. "Adaptive Workplace Learning Assistance." In the 23rd International Workshop. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3345002.3349294.

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Pammer, Maria, and Juliana Pattermann. "DIGITAL INTERRUPTIONS IN WORKPLACE LEARNING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1656.

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Iacovides, Ioanna, Anna L. Cox, and Ann Blandford. "Supporting learning within the workplace." In ECCE '13: European Conference on Cognitive Ergonomics 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2501907.2501961.

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Ramsamy-Prat, Padma. "The art of workplace learning." In ASEM LLL Hub Conference: Lifelong Learning and Resilience in Disaster Management - Asian and European Perspectives. innsbruck university press, 2017. http://dx.doi.org/10.15203/3122-73-4-06.

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Lee, Lung-Sheng, and Chun-Chin Lai. "Global Trends in Workplace Learning." In 2012 Sixth International Conference on Innovative Mobile and Internet Services in Ubiquitous Computing (IMIS). IEEE, 2012. http://dx.doi.org/10.1109/imis.2012.153.

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Reports on the topic "Workplace learning"

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Bradley, A., E. Davies, G. Stewart, M. Cox, H. Potter, M. Clement, A. Mayfield, and R. Taylor. Workplace learning for community archaeologists: A Skills for the Future project 2011 - 2015. Council for British Archaeology, March 2015. http://dx.doi.org/10.11141/rb5.

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Frakes, Michael, and Melissa Wasserman. Knowledge Spillovers and Learning in the Workplace: Evidence from the U.S. Patent Office. Cambridge, MA: National Bureau of Economic Research, December 2017. http://dx.doi.org/10.3386/w24159.

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Kokare, Maija, Evija Latkovska, Ludmila Babajeva, Ērika Pičukāne, Madara Pelnēna, Gunārs Strods, Dmitrijs Kulšs, et al. Workplace learning in Europe and Asia: National survey report of Latvia, 2009-2010. University of Latvia, 2011. http://dx.doi.org/10.22364/wlea.

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Shlechter, Theodore M. An Examination of the State of Workplace Learning at the End of the 20th Century. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada382706.

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Taylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5488.

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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003343.

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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.
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Dunne, Máiréad, Sara Humphreys, and Carolina Szyp. Education and Work: Children’s Lives in Rural Sub‑Saharan Africa. Action on Children’s Harmful Work in African Agriculture, April 2021. http://dx.doi.org/10.19088/acha.2021.004.

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This paper proposes a dynamic conceptual framework – the edu-workscape – for understanding how rural children in sub-Saharan Africa navigate three key gendered social arenas: the household, school and workplaces. Focusing on school, in particular, the paper highlights the violence, harm and labour that occur there, and argues that learning, work and harm co-exist across all three institutional domains, and in context, and should therefore be considered holistically.
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Motel-Klingebiel, Andreas, and Gerhard Naegele. Exclusion and inequality in late working life in the political context of the EU. Linköping University Electronic Press, November 2022. http://dx.doi.org/10.3384/9789179293215.

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European societies need to increase the participation in work over the life course to support the provision of qualified labour and to meet the challenges for social security systems under the condition of their ageing populations. One of the key ambitions is to extend people’s working lives and to postpone labour market exit and retirement where possible. This requires informed policies, and the research programme EIWO – ‘Exclusion and Inequality in Late Working Life: Evidence for Policy Innovation towards Inclusive Extended Work and Sustainable Working Conditions in Sweden and Europe’ – aims to push the boundaries of knowledge about late working life and the potential of its inclusive and equal prolongation via a theoretically driven, gender-sensitive combination of multi-level perspectives. EIWO takes a life course approach on exclusion and inequality by security of tenure, quality of work, workplaces, and their consequences. It identifies life course policies, promoting lifelong learning processes and flexible adaptation to prolong working lives and to avoid increased exclusion and inequality. Moreover, it provides evidence for policies to ensure both individual, company and societal benefits from longer lives. To do so, EIWO orientates its analyses systematically to the macro-political contexts at the European Union level and to the policy goals expressed in the respective official statements, reports and plans. This report systematizes this ambitious approach. Relevant documents such as reports, green books and other publications of the European Commission (EC), the European Parliament (EP), the Organisation for Economic Co-operation and Development (OECD), as well as those of social partners and research institutions, have been systematically scanned and evaluated. In addition, relevant decisions of European summits have been considered. The selection of documents claims completeness regarding relevant and generally available publication, while relevance is defined from the point of view of EIWO’s interests. It is the aim of this report to provide a sound knowledge base for EIWO’s analyses and impact strategies and to contribute to the emerging research on the connection between population ageing and the European policies towards productivity, inclusiveness, equity, resilience and sustainability. This report aims to answer the following questions: How are EIWO’s conceptual classification and programme objectives reflected in the European Union’s policy programming? How can EIWO’s analyses and impact benefit from a reference to current EU policy considerations, and how does this focus support the outline of policy options and the formulating of possible proposals to Swedish and European stakeholders? The present report was written during early 2022; analyses were finalized in February 2022 and represent the status until this date.
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Transferring Learning from Classroom to Workplace. IEDP Ideas for Leaders, January 2014. http://dx.doi.org/10.13007/281.

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Health Education Materials for the Workplace: Tools. Population Council, 2017. http://dx.doi.org/10.31899/sbsr2017.1007.

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Companies can derive many benefits from educating workers on health. Yet workplaces in many lower income countries have a need for easy-to-access, on-demand health education materials. The Evidence Project/Meridian in partnership with Bayer has developed a set of health education materials for these industrial and agricultural workplaces. The materials cover important health issues facing women and men workers: - Family Planning - Engaged Fathers and Health - Healthy Timing and Spacing of Pregnancy - Menstrual Hygiene - Handwashing These materials are designed to be printed at the workplace on desktop printers, making the materials easy to access and available on demand. They are available in English, Bengali (approved by the Ministry of Health), and Arabic. The materials, in color and black and white (to save on printing costs), come in three types: - Mini-Posters (MP), to be posted in public areas - Handouts (HO), for workers to take home and containing a bit more information - Supplemental materials (QA) to reinforce learning. Each workplace can determine how best to use these materials. The Implementation Guide gives workplace health staff and managers ideas for fitting the materials into their health promotion activities. There is also a User’s Guide for Brands/Retailers, NGOs and other interested parties explaining how the materials can be used in their workplace programs in global supply chains.
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