Emerald | Journal of Workplace Learning

Work-related continuing education and training: participation and effectiveness

Hywel Thomas, Tian Qiu — 2012-03-30 00:00:00.0

Abstract

Purpose - Within the context of policies on developing the workforce of the government health sector in England, we investigate participation in work related continuing education and training (WRCET), its pedagogy and effectiveness. Individual and organisational characteristics associated with effective WRECT are examined.Design/methodology/approach - A cross sectional study, using data from annual large scale National Staff Surveys of 2006 and 2009. Based on detailed occupational groups, we classify respondents to high- and low-skilled staff and develop four dependant variables that combine specific types of training with respondent assessments of the effectiveness of their training for their professional development. Probit regressions models are estimated for both groups of workers, controlling for individual and organisational characteristics.Findings - Participation in WRCET increased between 2006 and 2009 for both groups with differential patterns of participation across four types of training. Applying an effectiveness criterion eliminates relative change in participation rates between the groups and results in only about a quarter of those who participated in WRCET rating it as effective. Appraisal and particularly membership of positively rated work teams are strongly associated with training being rated as effective.Originality/value - First use of this large scale data set to appraise health sector policies on WRCET. Distinguishing between participation alone and whether participation is perceived as effective has (i) benefits in appraising training policies and (ii) identifies appraisal and membership of positively rated teams as factors associated with effective WRCET. Use of an effectiveness criterion shows very large differences between participation alone and participation in effective WRCET.

An evaluation of management training and coaching

Morten Emil Berg, Jan Terje Karlsen — 2012-03-30 00:00:00.0

Abstract

Purpose - The focus of this paper is on management training and development. The purpose has been to address how coaching can be applied to learn about leadership tools and what effect this has on management behaviour and development.Design/methodology/approach - This is a qualitative case study of a management development program. The empirical data were obtained using in-depth interviews, surveys, and observations. In addition to investigating the 14 participants, data were also collected from their superiors and subordinates.Findings - One of the main findings is that coaching is a helpful training process to learn about the manager’s toolbox and to develop new management behavior. Furthermore, data revealed that the management training should be based on the specific work challenges that the participants experience at their workplace. Based on a variety of work challenges, the participants highlighted the following tools as most important: Emotional intelligence, empowerment, self-management, signature-strengths, and positive emotions.Research limitations/implications - Future research should apply a more comprehensive research design, e.g. a control group. Practical implications - Data analysis shows that coaching is a management training process where the participants can learn to solve real work challenges. By trial and testing at their own workplace, managers learn how to use appropriate tools and change their behaviour. As part of the learning process we recommend debriefing where the managers can get feedback and inspiration for self-reflection. Furthermore, through team and peer coaching, the managers can help each other learn. We also recommend that the participant’s superiors and subordinates should be involved in the training process.Originality/value - In this research we have studied coaching as a learning and training method applying leadership tools.

Staff training for business process improvement: the benefit of role-plays in the case of KreditSim

Rene Börner, Jürgen Moormann, Minhong Wang — 2012-03-30 00:00:00.0

Abstract

Purpose - The paper explores staff’s experience with role-plays at the example of training bank employees in Six Sigma as a major methodology for business process improvement.Design/methodology/approach - The research is based on a case study. A role-play, KreditSim, is used to simulate a loan approval process that has to be improved by the participants. KreditSim has been conducted many times with various groups in both academic and professional environments. We used five role-play sessions to conduct a survey among the participants and questioned seven facilitators experienced in KreditSim to generate empirical evidence for the effectiveness of such role-plays. Findings - Role-play based simulations complement training programs in terms of active participation and first-hand experience. Not only methodological learning is achieved but social and communicative as well as affective learning are supported, too. The employed role-play highlights the relevance and applicability of the Six Sigma methodology to staff’s day-to-day responsibilities. Besides boosting awareness for process thinking, the role-play also helps to engage staff members in process improvement efforts.Research limitations/implications - A limitation to our results might be the small number of facilitators that supervised the role-play sessions so far. Thus, results may not be representative in a statistical sense. Moreover, the design of KreditSim could be modified in different ways for future seminars. Using software to automate certain activities is one possible modification. Ongoing research investigates in how far such modifications influence the effectiveness and the participant’s perception of the role-play.Practical implications - Our study reveals that role-plays can be effectively used for staff training. The results show that staff is strongly receptive to role-plays in the context of business process improvement. Furthermore, several objectives such as methodological or social learning can be pursued and combined by this type of training instruments.Originality/value - This article contributes to existing research in analyzing the effectiveness of role-plays in a workplace setting. The paper is based on a number of professional role-play sessions within the financial services sector. The survey comprises multiple dimensions of learning and supports that staff appreciate the usage of role-play based simulation in a workplace environment.

Charting Collective Knowledge: Supporting Self-regulated Learning in the Workplace

Allison Littlejohn, Colin Milligan, Anoush Margaryan — 2012-03-30 00:00:00.0

Abstract

Purpose - This study outlines an approach to improving the effectiveness of work based learning through knowledge creation and enhancing self-regulated learning. The paper presents a case example of a novel approach to learning through knowledge creation in the workplace. This case example is based on empirical data collected through a study of the learning practices of knowledge workers employed within a large, multinational organisation.Design/methodology/approach - The case example is presented in this article is based on a study of the learning practices of knowledge workers employed within a large, multinational organisation. Participants were members of a number of global, online knowledge sharing networks focused around the core technical and commercial disciplines of the company. Membership of each network ranged from a few hundred to a few thousand professionals at various stages of their career. The survey is available online at http://dl.dropbox.com/u/6017514/survey.pdf. The case study reported in this paper is based on 462 survey respondents, including 211 (45.7%) experts, 128 (27.7%) mid-career professionals and 123 (26.6%) novices. 29 interviews were conducted with nine novices, and twenty expertsFindings - The study proposes a mechanism to enhance goal actuation processes for self-regulated learning in the workplace. We term this mechanism ‘charting’ and provide a scenario illustrating how it might work in practice. Drawing upon social cognitive theory of self-regulated learning, we argue that individualised conceptualisations of self-regulated learning should be re-examined. These contradict the interactional and collaborative nature of the workplace where goal actuation is socially mediated, structured by and closely integrated within work tasks.Research limitations/implications - The case example is based on a previous study. It is not a real-life example because this paper aims to predict a likely case example to enhance learning performance in the workplace, based on empirical evidence. The. study on which this case example is based was limited in scope, examining a small group of workers in one multinational organisation. Quantitative studies, as well as studies in related contexts would complement and validate these findings.Originality/value - This article extends our understanding of the relationship between the individual learner and the collective knowledge and how this relationship can be enhanced through self regulated learning in the workplace.