Browsing by Subject "Workplace learning"

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    Development and validation of an instrument to assess employees' perceptions of informal learning work context
    (2013-08) Maringka, Jane F.
    The purpose of this study is to address the void in the informal learning literature by developing and validating an instrument to measure employees' perceptions of informal learning work contexts. Under the assumption that qualitative research findings have provided the literature with sufficient insights into informal learning work contexts, it was time to generalize the findings across a larger population. Thus, the following four components of informal learning work contexts identified in the literature were empirically examined: (a) perceptions of management support; (b) perceptions of peer support; (c) perceptions of a supportive organizational culture; and (c) perceptions of access to work resources. There were four phases in the development and validation of the informal learning work context instrument. In the first phase, the initial item pool was created. In the second phase, content validity analysis resulted in the newly developed survey, which was administered to 2,500 working professionals online. A total of 477 participants completed the survey (a response rate of approximately19%). In the third phase, a combination of confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) revealed a good model-fit for six final constructs: management support, peer support, a supportive organizational culture, access to work resources, impact of informal learning on performance, and impact of informal learning on engagement. In the fourth phase, correlation and multiple regression analyses revealed perceptions of peer support as the only construct of informal learning work contexts that was positively related to the impact of informal learning on performance. Management support, peer support, and a supportive organizational culture were positively related to impact of informal learning on engagement. The findings of this study confirm the value of continuing exploration - using both quantitative and qualitative research methods - on informal learning work contexts. Knowledge about how informal learning can be promoted and leveraged in work settings will enable HRD practitioners to help organizations achieve the status of learning organizations. In turn, the HRD field will gain recognition and will be acknowledged as a significant force in business settings.
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    The impact of organizational learning culture, goal orientation, managerial effectiveness, and psychological empowerment on employees‟ workplace learning.
    (2011-06) Park, Sunyoung
    The purpose of this study was to investigate the impact of organizational learning culture, learning and performance goal orientation, managerial effectiveness, and psychological empowerment on employees' workplace learning. The main research question to guide this study was, How do organizational learning culture, goal orientation, managerial effectiveness, and psychological empowerment impact employees' workplace learning? Subjects of this study were Korean employees who were not executives, had worked at the company more than one year, and agreed to complete the survey. A paper-and-pencil-based questionnaire with 59 items (excluding six demographic questions) was designed. Six hundred questionnaires were distributed to ten organizations, and 382 responses were collected. The final response rate, after 17 unusable responses were identified, was 61% (365). Cronbach's alphas verified the reliability of the overall instrument, as well as the sections of the survey. Construct validity was determined using confirmatory factor analysis (CFA). Correlation analysis and structural equation modeling (SEM) techniques were conducted to test the hypotheses of the study. The study found that organizational learning culture, learning goal orientation, managerial effectiveness, and psychological empowerment were positively related to workplace learning. In particular, psychological empowerment and workplace learning had the strongest relationship. Compared with learning and performance goal orientation, organizational learning culture had more impact on managerial effectiveness and psychological empowerment. Performance goal orientation was not significantly related to managerial effectiveness and was not negatively related to psychological empowerment, as hypothesized. Based on these findings, the implications for Human Resource Development (HRD) theory and practice, limitations of the study, and recommendations for future research were discussed.