SOCIETY & ”INDUSTRY 4.0”

Approaches to support learning in today´s workplace

  • 1 IAT, Westfälische Hochschule Gelsenkirchen, Germany

Abstract

Workplace learning supports acquiring knowledge and practical skills also to use up-to-date equipment by formal or informal methods and means and occurs mostly in the workplace. It contributes to learning of employees, employers and the organization as a whole.
As a response to COVID-19 disease, workplace learning had to be changed. Companies need to consider Industry 4.0 to stay competitive in the market. Among the challenges regarding the transformation towards Industry 4.0 are requirements to re-skill the staff for the new work environment by using digital technologies. The staff has to adapt to the workplace transformation brought by digitalization, automation and robotic. So, learning at the workplace should be changed supporting cost-effective delivery modes, easy to access leaning resources, and flexible learning environments. This paper aims to present first some existing forms, benefits and requirements of workplace learning as well as factors that are impacting the workplace and can support to drive a new approach to workplace learning. Second, some learn ing methods
like interdisciplinary experiential ones, reflection as well lifelong learning (LLL) supported by digital technologies are proposed which can be applied within workplace learning.
Results about existing approaches in published papers, including the author ones, as well as of projects in this field have been used.
Recherche has been done by the Study Group Lifelong Learning of the IAT, coordinated by the author. Finally, the methods described in this paper for workplace learning have been tested within an Erasmus+ project with participation of the author. The results should help managers, education responsible, employees to rethink their whole approach to workplace learning: the culture, tools, methods by adopting a new, modern understanding of what it means to learn at work by using digital technologies. The results should be tested also within other projects because due to changed situation during the Covid-19 and after it not all proposed approaches have been applied in optimal conditions. The factors driving workplace learning and the combination of described learning forms described in the paper have not been applied in this form until now.

Keywords

References

  1. G. Baugh, E. Fagenson-Eland, Formal mentoring programs: A “poor cousin” of informal relationships. R. Ragins and K. E. Kram (Eds.), The handbook of mentoring at work: Theory, research and practice (Thousand Oaks: Sage, 2007)
  2. J. Berbegal-Mirabent, D. Gil-Doménech, D. I. Alegre, Improving business plan development and entrepreneurial skills through a project-based activity. Journal of Entrepreneurship Education, 19, 2 (2016)
  3. V. Boix Mansilla, E. Duraising, Targeted assessment of students‟ interd isciplinary work: An empirically grounded framework proposal. Journal of Higher Education, 78, 2 (2007)
  4. G. Bolton, Reflective Practice: Writing and Professional Development, 4e, (SAGE Publishing, 2018)
  5. S. Carlson, S. Maxa, Pedagogy applied to non-formal education (The Center. St. Paul: Center for youth development, University of Minnesota Extension Service, 1998)
  6. K. Collin, Work, power and learning in a risk filled occupation, Management Learning, 42, 3, 2011
  7. P. Crouse, Workplace learning strategies, barriers, facilitators and outcomes: a qualitative study among human resource management practitioners, Human Resource Development International, 14, 1 (2011)
  8. Y. A. Delaney, Research on mentoring language teachers: Its role in language education. Foreign Language Annals, 45, 1, (2012)
  9. J. Dewey, Experience and education (The Macmillan Company: New York, 1938)
  10. A. Edwards, Interdisciplinary undergraduate programs: A directory (Second Edition, Acton, MA: Copley, 1996)
  11. R. P. Enfield, Connections between 4-H and John Dewey's Philosophy of Education, FOCUS. Davis: 4-H Center for Youth Development, University of California, Winter (2011)
  12. R. P. Enfield, L. Schmitt-McQuitty, H. M. Smith, The development and evaluation of experiential learning workshops for 4-H volunteers. Journal of Extension, 45(1), (2007)
  13. A. Felstead, Surveying the scene: learning metaphors, survey design and the workplace context, Journal of Education and Work, 18, 4, (2005)
  14. G. Fischer, S. Konomi, Innovative socio-technical environments in support of distributed intelligence and lifelong learning. Journal of Computer Assisted Learning 23, (2007)
  15. G. Geertz, R. A. Shweder, B. Good, Clifford Geertz by his colleagues (University of Chicago Press, Chicago, 2005)
  16. C. Golding, Integrating the disciplines: Successful interdisciplinary subjects (The centre for the study of higher education: The University of Melbourne, 2005)
  17. P. Hager, M. C. Johnsson, Working outside the comfort of competence in a corrections centre: toward collective competence, Human Resource Development International, 12, 5 (2009)
  18. I. Hamburg, Workplace-oriented research and mentoring of entrepreneurs: cooperation university - industry. Archives of business research, 6, (2009)
  19. I. Hamburg, Creating innovative structures in workplace and vocational digital learning to ensure social distancing. ICDS 2020: The fourteenth international conference on digital society. ISBN: 978-1-61208-760-3, (2020)
  20. Hamburg, I. Opinions to adapt workplace learning in the time of coronavirus and after. Advances in social sciences research journal 8, 3 (2021)
  21. D. A. Kolb, Experiential Learning: Experience as the source of learning and development (Prentice Hall, New Jersey, 1984)
  22. K. Kram, Mentoring at work: Developmental relationships in organizational life (Glenview, IL: Scott, Foresman, 1985)
  23. D. Lancaster, Workplace learning and the contribution of e-learning, ASEM Conference: “Lifelong Learning: e-Learning and Workplace Learning” 19-22 July 2009, Bangkok, Thailand, (2009)
  24. R. A. Martinez, M. del Bosch, M. Herrero, A. Nuno, Psychopedagogical components and processes in e-learning. Lessons from an unsuccessful on-line course. Computers, Human Behavior, 23, (2007)
  25. M. Muhamad, K. Idris, K. Workplace learning in Malaysia: the learner's perspective International Journal of Training & Development, 9, 1, (2005)
  26. E. O'Brien, I. Hamburg, Supporting sustainable strategies for SMEs through training, cooperation and mentoring. Higher education studies 4, 2, (2014).
  27. E. O‟Brien, Reflective Learning and Continuing Professional Development – Student Guide, (Kemmy Business School, University of Limerick, 2015)
  28. J. W. Pfeiffer, J. E. Jones, Reference guide to handbooks and annuals (revised). (University Associates Publishers, San Diego, 1985)
  29. L. Puretta, Lifelong Learning Process using Digital Technology. Interdisciplinary Management Research, 11 (2015)
  30. T. Scandura, E. Pellegrini, Workplace mentoring: Theoretical approaches and methodlogical issues. (Allen, & T. Eby, The Blackwell handbook of mentoring: A multiple perspectives approach, Malden, MA: John Wiley & Sons Ltd., 2010)
  31. M. Silverman, Supporting Workplace Learning: A background paper for IES Research Network Members, (The Institute for Employment Studies, 2003)
  32. R. K. Yeo, How does learning (not) take place in problem-based learning activities in workplace contexts? Human Resource Development International, 11, 3, (2008)

Article full text

Download PDF