Abstract
Creating a workplace learning program is a complex task for most employers. Multiple factors must be taken into consideration to achieve maximum efficiency and effectiveness. This literature review explores the aspects of workplace learning and the impact it can have on employees’ performance. It discusses the role of technology, self-directed learning, and the application of conceptual change. It also highlights the importance of intrinsic motivation and the necessity to make the learning process fun. At the same time, it provides insight into the importance of providing guidance and enhancing employees’ autonomy in the learning process.
Literature Review
When developing a workspace training program, employees need to consider the factors that will lead to the most effective outcomes for them. The purpose of this literature review is to analyze research in the field of workspace learning and see what aspects need to be paid attention to. In particular, research on conceptual change (Harteis et al, 2020), self-directed learning (Lemmetty & Collin, 2019), and online learning (Saiyad et al, 2020) will be considered. Articles discussing the effects of motivation, self-reflection, and self-awareness, as well as elements of entertainment, will also be reviewed. The goal is to determine the essential aspects of quality workplace learning.
Conceptual Change
The article “Conceptual Change in the Face of Digitalization: Challenges for Workplaces and Workplace Learning” examines the shifts in workplace learning that result from the processes of digitalization. In particular, it examines how research on conceptual change can help adapt workplace training to meet the needs of employees and the requirements for their skills. The hypothesis is that there is a need to replace outdated ideas regarding workplace learning with ones that are more consistent with the new conditions dictated by digitalization (Harteis et al., 2020). The authors employed qualitative methods, observing and explaining the current trends in workplace learning and the application of conceptual change. An interview study of a small group of farmers was included to explore the potential of conceptual change. The research findings suggested a growing need for a deeper understanding of the ongoing processes related to digitalization. It was also concluded that there is a lack of conceptual change research.
Self-Directed Learning
The article Self-directed learning as a practice of workplace learning: Interpretative repertoires of self-directed learning in ICT work discusses how autonomy in workplace learning in the sphere of IT is perceived by employees. Self-directed learning is used as the main conceptual and theoretical model in the article. The research methodology applied in the paper is qualitative research. The authors of the article interviewed a group of ICT employees; discourse analysis was later applied to interpret the results of the interview. As Lemmetty and Collin (2019) state, the research is based on social constructivism. The authors analyzed the patterns of speech of the participants to gain an understanding of how they position themselves in the process of self-directed learning and understand self-directed learning as a whole better (Lemmetty & Collin, 2019).
The sample of the research included 160 employees in total, 130 employees belonged to a larger ICT company, and 30 belonged to a smaller ICT company (Lemmetty & Collin, 2019). The findings of the research demonstrated that the participants perceived self-guided practice in four different ways. The first interpretation was related to the feeling of obligation, while the second one was related to creativity (Lemmetty & Collin, 2019). In the third interpretation, the employees described self-directed learning as fast-paced, and in the fourth one, the emphasis was placed on flexibility (Lemmetty & Collin, 2019). Overall, it was concluded that self-directed learning should be prioritized by organizations.
Predicting Performance
The article Predicting student performance using data mining and learning analytics techniques: A systematic literature review deals with the analysis of the use of databases with the goal to predict the outcomes of the learning process. The theoretical model used in the article is students’ performance prediction, and the research methodology applied in the work is a systematic survey. Overall, this piece of research is based on a survey of studies dedicated to predicting learning performance conducted between 2010 and 2020 (Namoun & Alshanqiti, 2020). The main aims of the article included understanding the approaches to forecasting learning outcomes, identifying challenges in research, and giving recommendations in terms of areas for future studies (Namoun & Alshanqiti, 2020). The findings and conclusions of the article were the following: firstly, it was recommended to find a clear definition for learning outcomes (Namoun & Alshanqiti, 2020). It was also recommended to share educational datasets and build intelligent models for the prediction of the learning outcomes (Namoun & Alshanqiti, 2020). It was also emphasized that the datasets must include different disciplines (Namoun & Alshanqiti, 2020).
Online Learning
The article Online teaching in medical training: Establishing good online teaching practices from cumulative experience is concerned with the application of online training in the medical field. The conceptual models used in the article revolve around the concept of e-learning, teacher-student interaction, and interactive engagement. The research method applied by the authors is a survey of learning tools, platforms, and practices that can be employed in online learning in medical training. The research does not include any sample as it is only aimed at making recommendations regarding the existing tools and practices. The article concludes that the educators need to have access to training opportunities in terms of the teaching-learning modalities that are available to them (Saiyad et al, 2020). It also emphasizes that the learning objectives, the content, and the activities must be aligned, and the virtual contact with learners must be ensured.
Enhancing Creativity
Huang’s article, “Striving for Better Teaching and Student Creativity Development: Linking Informal Workplace Learning and Teaching for Creativity,” deals with the conceptual models of informal learning and creativity as part of teaching. The research method applied in the article is qualitative research. In particular, a sample of 2880 primary teachers was studied to examine how teaching for creativity and teachers’ informal workplace learning are interconnected (Huang, 2021). The aim of the research was to test the hypothesis that quality workplace learning can enhance creativity in teachers and help teachers to develop creativity in students. The findings of the study demonstrated that the teachers’ capacity to contribute to students’ creativity is related to their focus on daily interactions (Huang, 2021). This means that teachers learn and develop their abilities not through specific training sessions but rather on a daily basis, independently. It was also concluded that the ability to reflect is the most essential part of the learning process; thus, when creating workplace learning programs, policymakers should prioritize self-reflection skills and emphasize the importance of self-awareness (Huang, 2021). Overall, the study places emphasis on making the learning process continuous.
Measuring Leadership Development
The scholarly article “Measuring Leadership Development in Workplace Learning Using Automated Assessments: A Learning Analytics and Measurement Theory Approach” focuses on the conceptual models of leadership development, as well as measurement theory. The aim of this study is to evaluate how leadership skills are acquired through workplace training programs. This is a qualitative study of data collected from a massive open online course (MOOC) focused on developing leadership. The sample included learners who participated in the course; the learning process, the impressions, and the results of the learners were analyzed as part of the research. The participants’ educational backgrounds and professional experience varied significantly, ranging from high school graduates to engineers and managers with extensive experience (Barthakur et al., 2022). The primary method was the qualitative analysis of the participants’ self-reflection answers. The authors of the study concluded that using self-reflection in the learning process, rather than responses to objective questions, helps to understand the progress better (Barthakur et al, 2022). Overall, the article emphasizes the importance of prioritizing alternative ways of assessing leadership skills instead of traditional ones.
Case Study on Workplace Learning
The article A case study on adult and workplace learning aims at analyzing the effects that workplace learning can have on the performance of an organization’s employees. In particular, the authors analyze the effect of online programs as well as internal mandatory training. Another aim was to see to what extent annual education allotment enhanced employees’ professional development. In terms of methodology, this case study involved the participation of 8 members of a US Government Compliance office who were given a task to gather information on the security programs in several healthcare organizations (De Matas & Keegan, 2020). 75% of the participants were male, and the same percentage of participants had a university degree (De Matas & Keegan, 2020). The performance of the participants of the study was later assessed considering the three types of workplace learning mentioned before. The results demonstrated that education allotment was particularly beneficial for the employees who had significant intrinsic motivation (De Matas & Keegan, 2020). However, only two-thirds of employees resorted to it regularly (De Matas & Keegan, 2020). The percentage of the participants who used online programs was even lower. In terms of internal training, they were especially effective for developing job-specific skills, but only 64% of participants took part in them. In all cases, motivation was found to be the key factor in learning success.
Massive Open Online Courses
Many organizations incorporate massive open online courses (MOOCs) into their workplace learning programs. The aim of the article “Massive Open Online Courses in Digital Workplace Learning” is to fill the research gap that exists in the field of using these types of courses in work training (Egloffstein, 2018). It discusses this learning method from a theoretical perspective, providing insight into how MOOCs can be effectively implemented in the workplace. The study constitutes a survey of various MOOCs and their benefits and drawbacks for enhancing professional learning. The author concluded that the difference between the use of MOOCs and other types of workplace learning is that MOOCs require a higher level of autonomy among employees. Thus, the employers should focus on enhancing self-directed learning and providing scaffolding and support (Egloffstein, 2018). Overall, MOOCs are highly effective when employees are properly instructed and have a high level of intrinsic motivation.
Workplace Fun and Informal Learning
Previous articles have emphasized the importance of intrinsic motivation in the workplace learning process. The research conducted by Taheri et al. (2022) aims to explore how incorporating elements of entertainment into workplace learning can enhance motivation and lead to more tangible results. The article presents a multivariate correlation study, analyzing data gathered through questionnaires (Taheri et al., 2022). The sample included 200 employees from the petrochemical industry (Taheri et al., 2022). According to the findings, fun contributes to a faster and more effective learning process (Taheri et al, 2022). When the employees are motivated, feel interested in the process, and are supported by the management staff, they acquire new skills more successfully.
The Bible
The Bible has been studied and analyzed by scholars throughout centuries and is often used as a source of religious and moral guidance. In terms of workplace practices, in particular workplace learning, the Bible can provide ethical guidance to both employers when adopting new workplace learning programs and to employees. It can also serve as a source of inspiration when building leadership programs by addressing the stories of leaders such as Moses, David, and Jesus (English Standard Version Bible, 2001). The Bible also contains teachings on self-reflection and self-awareness, skills that employers should particularly pay attention to in the employees’ learning process.
Conclusion
A review of nine academic works and the Bible helped determine key factors necessary to consider when creating a workplace learning program. In particular, it was found that self-directed learning can be particularly effective (Lemmetty & Collin, 2019). However, employers should pay particular attention to the skills of self-reflection and self-awareness (Barthakur et al., 2022). It was also found that online learning, MOOCs, and adapting employees’ knowledge to meet the requirements of digitalization are essential. Overall, a successful workplace learning program must consider these aspects.
References
Barthakur, A., Kovanovic, V., Joksimovic, S., Zhang, Z., Richey, M., & Pardo, A. (2022). Measuring leadership development in workplace learning using automated assessments: Learning analytics and measurement theory approach. British Journal of Educational Technology, 53, 1842– 1863.
De Matas, S. S. and Keegan, B. P. (2020). A case study on adult and workplace learning. Education and Management Engineering, 1, 11-19.
Egloffstein, M. (2018). Massive open online courses in digital workplace learning. Digital Workplace Learning, 149–166.
English Standard Version Bible. (2001). ESV Online.
Harteis, C., Goller, M. and Caruso, C. (2020). Conceptual change in the face of digitalization: Challenges for workplaces and workplace learning. Frontiers in Education, 5.
Huang, X. (2021). Striving for better teaching and student creativity development: Linking informal workplace learning and teaching for creativity. Thinking Skills and Creativity, 41.
Lemmetty, S., & Collin, K. (2019). Self-directed learning as a practice of workplace learning: Interpretative repertoires of self-directed learning in ICT work. Vocations and Learning, 13(1), 47–70.
Namoun, A. and Alshanqiti, A. (2020). Predicting student performance using data mining and learning analytics techniques: A systematic literature review. Applied Sciences, 11(1), 237.
Saiyad, S., Virk, A., Mahajan, R., & Singh, T. (2020). Online teaching in medical training: Establishing good online teaching practices from cumulative experience. International Journal of Applied and Basic Medical Research, 10(3), 149.
Taheri, M., Motealleh, S. and Younesi, J. (2022). Workplace fun and informal learning: the mediating role of motivation to learn, learning opportunities and management support. Journal of Workplace Learning, 34(3), 229-241.