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De werkplek als leerplek en de rol van de mentor in duaal leren
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In de context van duaal leren -waarbij leerlingen een aanzienlijk deel van hun tijd leren op een werkplek- is het belangrijk om niet alleen scholen maar ook (andere) arbeidsorganisaties te leren zien als relevante contexten voor leren (Messmann & Mulder, 2015). Hoewel kennis, vaardigheden en attitudes zich kunnen ontwikkelen in heel veel verschillende situaties, ontwikkelen ze zich niet automatisch. Onderzoek toont dat er een gebrekkige verbinding is tussen wat geleerd wordt en wat nodig is om als een competent professional door het leven te gaan in een steeds complexer wordende wereld (Billett, 2011). De vraag hoe we leerlingen kunnen ondersteunen in hun leren op de werkplek in het kader van duaal leren en welke factoren daarbij een rol spelen staat centraal in dit hoofdstuk. Een belangrijke eerste vaststelling die we daarbij kunnen doen, is dat tot op heden onderzoek zich slechts in beperkte mate expliciet heeft bezig gehouden met de vraag welke de condities zijn waaronder leerlingen maximaal kunnen leren in de context van werk (Gijbels, Raemdonck, & Vervecken, 2010). Wat we wel weten is dat er alvast één ‘conditie’ is die een bijzondere plek verdient: de mentor. Volgens de bestaande regelgeving is de mentor ‘de persoon (personeelslid of zaakvoerder) die binnen de onderneming wordt aangeduid om de opleiding van de leerling op de werkplek te begeleiden en op te volgen.’ Verder wordt gestipuleerd dat deze functie de nodige competenties vergt, wat één van de voorwaarden is binnen de erkenningscriteria voor ondernemingen die meewerken aan het duale leren. Ondanks de cruciale rol die voor deze mentor in het leerproces is weggelegd, bestaat er op heden weinig eenduidigheid over de concrete invulling van deze positie. Zo zijn bijvoorbeeld de verschillen in grootte orde tussen sectoren onderling van die aard dat de mentor de HR verantwoordelijke kan zijn, de bedrijfsleider, een ploegbaas of teamverantwoordelijke. Bovendien zijn er veelal meerdere mensen bij het leerproces op de werkvloer betrokken waardoor verschillende rollen zich opdringen. Gezien deze complexiteit krijgt de mentor afzonderlijke aandacht verder op in dit hoofdstuk.
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Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total of 837 workers, aged between 18 and 65, from different sectors and with different educational levels completed a paper questionnaire. Analysis revealed that job demands and self-directed learning orientation constitute significant and positive predictors of workplace learning behaviour. The study can help organizations to create job structures that promote workplace learning.
Involvement in work-related learning seems to be more complex than a simple supply–demand fit. An interplay of several factors can influence this involvement at different stages of the decision-making process of the employee. The aim of this systematic review is to examine which antecedents of work-related learning have been identified in previous research. In total, 56 studies met the criteria for inclusion. In the current study, we describe how work-related learning was measured and what the empirically observed relationship is between learning intention and actual participation in work-related learning. The results show a positive relationship between intention and participation. A learning intention is most related to the attitude, subjective norms, self-efficacy, and career-related variables of the employee. Important predictors of actual participation in work-related learning are firm size, initial level of education and self-efficacy of the employee, support by managers, and opportunities within the organization.
The current appreciation for the workplace as a learning environment has not always been present. Till the eighties, learning at the workplace was for those who could not successfully complete a school career. Training was considered as something that happened far away from the workplace (Van der Klink et al., 2004). Since the eighties a revaluation of the workplace as a learning environment took place because the change in employees’ behavior after training was perceived as substandard (Baldwin & Ford, 1988). Today workplace learning is considered to be very interesting for several reasons including the direct applicability of what has been learned and the reduction in training costs.
Informal learning entails a specific form of workplace learning and is described as a naturally occurring form of learning grounded in everyday experiences (Cofer, 2000). Even though informal learning in organizations is not intentionally organized, it is possible for the organization to stimulate this form of learning by fostering specific learning conditions. Learning conditions are the facilities and activities in the workplace that already exist or can be created by employees themselves, but also by key figures and agents of the organization, in order for employees to not only perform well but simultaneous learn in the workplace (Baert et al., 2008). Learning conditions are conceptualized as context and learning factors within workplaces that have the potential to act as levers for learning. The occurrence of learning conditions within an organization increases the likelihood that employees learn while executing their tasks. Context factors refer to conditions present in the working context of the learner, whereas learning factors directly relate to the learning process and related activities (Kyndt et al., 2009). Learning conditions, although closely related to learning activities, focus on the opportunities that employees encounter regardless of the fact that employees undertake that behavior and have an intention to learn. Learning conditions map facilitators for learning without assuming a causal relationship with actual learning.
The current chapter will first elaborate on the conceptualization of informal learning and illustrate the active role and necessary initiative of the employee for this type of learning. Subsequently, we will discuss the occurrence and practical realizations of learning conditions in the workplace based on different (mixed-method) empirical studies. Next to providing an overall framework of the learning conditions that have been identified, we will explore whether differences occur between professionals from different occupations. More specifically, studies have been set-up among police officers, military officers and nursing staff. Finally, initial results on the relationship between learning conditions and learning outcomes will be presented.
Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.
The aim of this study was to investigate how apprentices’ learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices’ competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the role of school–work alignment and work characteristics as facilitators of apprentices’ work-based learning activities. Outcomes of path modelling showed that apprentices’ engagement in enquiring was facilitated by their perception of work orientation at school. Likewise, if apprentices perceived work as complex and providing autonomy and needs support, they more strongly reflected individually on work-related challenges. Finally, as a consequence of perceiving their work as complex, they sought reflective interactions with others. The study, thus, highlights the importance of challenging, empowering and supportive work environments and of alignment between school and work as facilitators of apprentices’ learning activities at work.
The internship is one of the most effective models of experiential learning in hospitality education. However, to be successful, it requires the cooperation of students, employers, and educators. This article identifies the role and value of the internship in hospitality education. Its benefits and drawbacks are discussed from the perspectives of the three stakeholders, and an overall assessment is discussed. The article ends by proposing suggestions for future research.
Contents: A.P. Brief, J.P. Walsh, Series Editors' Foreword. Preface. Roles and Role Transitions. Role Identities. Psychological Motives Aroused by Role Transitions. Attributes of Role Transitions. Role Exit. Role Entry: Situational Context. Role Entry: Individual Dynamics. With M. Fugate, Role Transitions and the Life Span. With G.E. Kreiner, M. Fugate, S.A. Johnson, Micro Role Transitions. Epilogue: Summary and Major Themes.
The role of work-integrated learning (WIL) is a popular focus at many universities, including among academics in the business disciplines in Australia. This article explores whether a mentoring programme provided for female business and law students results in similar benefits as those reported for WIL activities and, hence, provides career- and study-related benefits for the participating students. While research into mentoring is not a new phenomenon, this qualitative study focuses on mentees as students who are assigned mentors from a range of organisations, rather than the typical studies which have both parties employed in an organisational context. The study explores the career-related and psycho-social benefits reported by students in a mentoring programme, including increased confidence, improved knowledge about their chosen profession, stronger career focus/understanding and, for some, opportunities leading to employment post-study. These benefits are then considered in relation to how they mirror the outcomes of WIL. While the sample size is small, the findings have implications for academics and career development professionals in higher education seeking to better integrate theoretical knowledge with the realities of the workplace, thereby helping to prepare students more effectively for their careers.
This paper proposes a model of individual feedback seeking behaviors (FSB). Individuals are posited to seek feedback while negotiating their organizational environments in the pursuit of valued goals. The model portrays several motivations for FSB based on the value of feedback to individuals and outlines two predominant strategies of FSB, monitoring and inquiry. The costs and benefits of each strategy are discussed. Hypotheses concerning both an individual's level of FSB and subsequent strategy choice are subsequently derived. FSB is proposed as an important component of the feedback process. The concluding discussion focuses on the contribution of this perspective to the current organization behavior feedback literature.