Den här studien har undersökt det informella lärandet på arbetsplatsen ur ett medarbetarperspektiv.Tidigare forskning har visat att det informella lärandet är majoriteten av det lärande som sker påarbetsplatsen och därför har den här studien, genom semi strukturerade intervjuer, studerat de faktorersom påverkar informellt lärande på arbetsplatsen. Sex medarbetare har intervjuats och det empiriskamaterialet analyserades genom tematisk analys. Resultatet redovisar de teman som analysarbetetutformade och avslutas med en del som diskuterar huruvida resultatet stämmer överens med tidigareforskning och teoretiska ramverk. Resultatet belyser några av de faktorer som möjliggör det informellalärandet. Arbetsklimatet, relationer till sina kollegor, organisationens struktur och tilldelning avarbetsuppgifter är några av de faktorer som har konstaterats i den här studien. Den här studien visarbetydelsen av ämnet och än en gång att det informella lärandet på arbetsplatsen bör uppmärksammas. / This study aims to research the informal learning in the workplace from the employee’s perspective.Research has shown that informal learning is the major part for learning in the workplace and thereforthis study will, through semi structured interviews, investigate the impacts of informal learning. Theresults confirm the influencing factors from previous research. The results shows that factors like workenvironment, relationships to your colleagues and the structure of the workplace are all important forthe ability of learning in the workplace. The end of this paper discusses the different theoretical factorsand how they relate to the result of this study. Also, this study shows the value of the subject and whyit should be prioritized when it comes to workplace learning. / <p>Betygsdatum 2021-07-01</p>

Approaches to workplace learning are continuously evolving to support business objectives but learning and development practitioners are not delivering on their mandate of developing relevant competencies which deliver on strategic objectives. Globally, the proportion of e-Learning to instructor led training is growing and the investment in e-Learning is steadily increasing. Executives expect to see better alignment of e-Learning initiatives and a proven return on investment. In order to earn their place at the executive boardroom, learning and development practitioners need to understand and align their programmes to the context of the business environment in order to positively influence business performance.This research set out to investigate the relationship between the corporate learning environment and e-Learning programme effectiveness using a self-administered questionnaire. The survey was completed by 50 corporate learning and development practitioners. It explored e-Learning programme effectiveness and the configuration of learning environments in relation to a corporate learning environment interconnectedness model proposed in this research. Descriptive statistics, correlation analysis and regression modelling were used to determine the relationship between the environment and e-Learning programme effectiveness. The strongest environmental predictors as well as the current perception of e-Learning programme effectiveness within these environments were also identified.The corporate learning environment was found to be significantly correlated with e-Learning programme effectiveness, specifically in driving higher order benefits of e-Learning programme effectiveness, behaviour change and return on investment. The two strongest predictors of e-Learning programme effectiveness in the corporate learning environment were found to be the definition of clear learning outcomes as well as the provision of opportunities for collaboration in the context of learning. The proposed model of corporate learning environment interconnectedness was also validated and found to be reliable. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

The purpose of this study was to conduct an evaluation on a workplace training program using the Community of Inquiry (COI) model as a guide for course construction. Given that online and blended learning programs have gained popularity in the past two decades, companies have struggled with how to prepare trainers in the areas of online teaching methods and instructional technology usage to create an effective and engaging learning environment. In this study, I utilized the COI model, created for use in higher ed settings, in a workplace setting as a curriculum framework to revamp an unsuccessful online learning program. The new curriculum and course logistics framed three presences contained in the COI model—cognitive, social, and teaching. The researcher conducted evaluations by surveying the learners, the training team, and by direct observations of the instructional designers. Results suggested that the COI model was a good foundation for building an online learning course in a workplace setting with slight variations. A recommendation for future use in this new setting was to divide the teaching presence into two presences and create a new design presence, which makes a clear delineation between instructional design and content delivery functions.

Magister Philosophiae - MPhil / In this research paper, I explore the relationship between learnerships and employability. Will I get a job after completing a learnership? This question is posed by many if not most learners participating in learnerships. Learnerships have been promoted as improving the skills level of the population as integral part of economic growth in South Africa. This is still in process as the impact of completed learnerships still has to be felt and seen in industry, especially in increased employment or improving the possibility of employment. In this paper I investigate the relationship between a learnership and employment.

The purpose of this study is to research possibilities to create educational programs at large companies that engage employees using the company intranet to contribute to the development and efficiency of the business. The goal is to through experience of employees and related research suggest pedagogically and technically effective methods to introducing company employees to an intranet. The importance of this study lies in its potential to increase a more operational use of intranets. What has been done in this thesis is an investigation of what a large consultant company need in terms of introduction to a system e.g. an intranet, a customer relation management system or a time report system. A study of what is available in terms of earlier work and research has been done. Interviews and surveys were completed to get to know the experiences that employees at a company has in the area. The most important results from the investigation are that e-learning is especially suitable to large consultant companies. It is also that a company need more than informal learning, even if the system to learn is intuitive. What are also significant outcomes that are important to e-learning at companies is the organization of courses and of learning so that the learner knows of existence of a course, where to find it and that there is an organization for updating the material and maintaining the quality of the course. What is also important is to have a clear reason for the employee to attend the course. The possibility to get an overview of the course and a time schedule of the course facilitates learning for employees. That the learners are able to discuss the course material and get feedback on the results does also facilitate the learning. Learners also get motivated from practical training that is directly applicable in work. / Syftet med studien är att undersöka möjligheter att skapa utbildningsprogram till stora företag som engagerar de anställda som använder företagets intranät att bidra till utvecklingen och effektiviteten av verksamheten. Målet är att genom erfarenheter från anställda och annan forskning föreslå pedagogiskt och tekniskt effektiva metoder för att introducera anställda till ett intranät. Det som har gjorts i studien är en undersökning av vad som efterfrågas av ett stort konsultföretag i form av en introduktion till ett system, t.ex. ett intranät, ett customer relation managment-system eller ett tidrapporteringssystem. En undersökning av vad som finns tillgängligt i form av tidigare forskning har gjorts. Intervjuer och enkäter har genomförts för att ta del av erfarenheter som anställda på ett företag har i området. De viktigaste resultaten från studien är att e-lärande är speciellt lämpligt för stora konsultföretag. Ett företag behöver mer än bara informellt lärande även då systemet är intuitivt. Vad som också är betydelsefulla resultat från studien som är viktigt för e-lärande på företag är organiseringen av kurser och lärande så att kursdeltagaren vet att det existerar en kurs, var den finns och att det finns en organisation för uppdatering av materialet och att bibehålla kvaliteten på kursen. Vad som också är viktigt är att ha en självklar anledning tillgänglig för den anställde att delta i kursen. Möjligheten att få en översikt av kursen och ett tidsschema för kursen underlättar lärande. Att kursdeltagaren har möjlighet att diskutera kursmaterialet och att få feedback från resultaten underlättar även det lärandet. Kursdeltagare blir även motiverade av praktisk användbar utbildning som är direkt applicerbar i arbetet.

E-learning continues to gain popularity as a way of delivering instruction in the workplace. However, adoption of e-learning is often considered without determining organizational readiness for e-learning. Comacchio and Scapolan (2004) found that bandwagon pressures such as fear of losing competitive advantage often drive e-learning adoption decisions. Many organizations use various types of analysis to determine instructional need but often at a course level. An e-learning readiness analysis tool will add to existing tools but focus on the workplace organization as the unit of study. The purpose of this design and development study is to create an analysis tool for determining e-learning readiness in organizations. Four existing e-learning readiness models, Aydin and Tasci (2005); Chapnick (2005); Borotis and Poulymenakou (2005) and Psycharis (2005), were used as a basis for identifying factors affecting e-learning readiness which informed the tool design. Using developmental research-based practices the tool was developed for use by practitioners. This study describes the design and development of the tool and the expert review used in the validation of the tool. / Ph. D.

Lärande förknippas oftast med barn och skolmiljö men lärande kan behövas livet ut för att kunna utveckla kompetens även i arbetslivet. Den här uppsatsen handlar om lärande på arbetet, det vill säga arbetsplatslärande. Arbetsplatslärande innefattar det lärande som är relaterat till arbete och/eller arbetsplatsen. Syftet med den här studien var med utgångspunkt i chefers beskrivningar skapa djupare förståelse för förutsättningar att organisera arbetsplatslärande. Vald metod för studien var semi-strukturerade intervjuer med sex chefer som arbetade med utbildningsfrågor. Den insamlade empirin har analyserats med hjälp av ”The Two Triangle Model” (Eraut, 2004), som beskriver hur lärandefaktorer och kontextfaktorer inverkar på arbetsplatslärande. Resultatet av den här uppsatsen har tydliga samband med Eraut (2004). Resultatet visar att intervjupersonerna säger sig organisera olika lärandeaktiviteter med syfte att medarbetarna ska lära sig av varandra för att bygga goda relationer mellan varandra. Fortsättningsvis försöker de skapa en lärandekultur, de säger sig vara positiva till de som vill lära sig nya uppgifter och säger sig uppmuntra de medarbetare som vill fortbilda sig. Vidare säger de sig försöka kommunicera tydliga, positiva förväntningar till sina medarbetare för att det ska skapas ett lärande i arbetet.  I studien framkommer det att lärande tillsammans med kollegor, motivation och feedback är viktigt och bidrar till medarbetarnas arbetsplatslärandelärande. Stöd, i form av tillgänglighet för samtal och diskussioner mellan chefer och medarbetare kan också vara viktigt eftersom det kan skapa självförtroende vilket ökar förmågan att kunna applicera sitt lärande på arbetet. Det kan vara så att det skulle behövas avsättas mer tid för att diskutera och reflektera över sina arbetsuppgifter både med kolleger och chefer. Hinder och utmaningar som framkom var svårigheten att hitta rätt sätt att stötta enskilda individer eftersom alla människor är olika och har olika förutsättningar. En annan utmaning som framkom var att det kunde upplevas som att det fanns distans mellan olika verksamheter rent fysiskt och att det därför var utmanande att få dessa att samarbeta med varandra. / Learning is often associated with children and school environment; however learning may be required throughout life in order to improve skills and competence in working life also. This essay is about learning at work, i.e. workplace learning. Workplace learning comprises learning related to profession or/and the workplace itself. The purpose of this study was to create a deeper understanding of the preconditions necessary for organising workplace learning; based on descriptions provided by executives and other persons in leading positions. The method chosen was semi-structured interviews with six executives/leaders, whom of which four from the field of labour market and education, and two working within the social care sector. The empirical data gathered, has been analysed according to The Two Triangle Model (Eraut, 2004), which describes how factors of learning and context affect workplace learning. The result of this essay shows clear connections to Erauts (2004) and indicates that the interviewees organise different activities with the aim of peer learning and founding good relations between co-workers. In addition, they strive to create a learning-friendly environment and encourage those who want to learn new skills or/and further education. Also, the interviewees try to communicate clear and positive expectations towards employees as a stimulus for workplace learning. The study shows that peer learning, motivation and feedback is important and contribute to learning at one’s workplace. Support, in terms of dialogue and discussion between executives and employees may also be important since it strengthen self-confidence which improves the ability to apply new knowledge and skills at work. Possibly, it is necessary to allot more time for discussion and reflection concerning tasks, between colleagues as well as between executives. Obstacles and challengers detected as to organising workplace learning were finding the suitable support for each person since everybody is an individual with different situation and conditions. Another issue was the geographical distance between different units which could complicate co-operation

The purpose of this study is to find out how store managers in Swedish retail explain the importance of motivation for learning among employees and which factors influence these processes, and whether, according to the store managers, it has any effect on the organizations' development. The collected empirical evidence has taken place through a qualitative method where the respondents in the study have been interviewed. The theories used as part of the analysis for the collected empirical evidence are intrinsic and extrinsic motivation, surface and deep learning, Billet's theory of workplace affordance and Hertzberg's theory of motivators and hygiene factors to include theories related to both motivation and learning in the workplace. The results show that the store manager has an important role for the store and the employees, which also includes creating opportunities for learning and through motivation also contributing to increasing development and well-being in the workplace for the employees. Much indicates that organizations that work with development of learning and motivation create more opportunities for their employees and becomes more profitable, but also that the individuals are responsible for creating the conditions for their own learning.

The need for online remote working from home significantly increased due to the COVID-19 pandemic. This unexpected crisis forced individuals and organizations to rapidly transition from face-to-face training to remote learning at home. This switch happened overnight and was not optional but necessary. Employees had to adapt to new online learning techniques, seeking to preserve the same level of learning as working from the office. The study participants were male and female remote workers in the United States aged 18 and over. A questionnaire focused on evaluating online training in the workplace and a survey measuring two types of attitudes related to the transfer of training and technology integration while taking online training courses that were distributed online. The study collected a total of 50 responses from participants for analysis. According to the study results, employees noted some positive features of remote learning, such as flexibility, self-paced learning opportunities, and faster content absorption. Areas employees identified for improvement were closely related to the causes of complaints, such as network and technology issues, using a learning management system (LMS), instructions for using an LMS or course management system (CMS), face-to-face tech support, distractions, and suitable workspace at home. The study's results revealed a need to design and improve an effective emergency remote training system that maintains remote learning similar to traditional classroom training and opportunities for non-co-located workers to prepare for future emergencies.

Modern approach to process of workplace learning is called The workplace learning concept. It is defined as an interaction between person and his/her workplace. This approach redefines conservative classification of profession education and brings new insight on the process of permanent learning inside company in defined workplace boundaries. Primary objective of this diploma thesis is to verify dependencies between informal employee's relationships on a workplace and process of their learning. Informal relationships analysis is done via sociometric questionnaire and qualitative interviews with chosen employees who represents each hierarchy levels inside organization. Empiric evaluation was executed in three different industrial oriented Moravian companies in three administrative regions of Czech Republic: South Moravian Region, Zlin Region and Moravian−Silesian Region.