In the literature there are a number of different definitions of workplace learning - and they are not always consistent with each other. Here, we are taking workplace learning to mean the acquisition of knowledge or skills by formal or informal means that occurs in the workplace (rather than knowledge or skills acquisition outside the workplace - for example in classrooms). It includes both formal on-the-job training and informal workplace learning.
Workplace learning is a practical approach to developing employment-relevant skills, for the benefit of individuals and organisations. In addition to being a practical approach, it also has the merit of being, in principle, a collaborative model in which employers and employees can jointly address skills development through a process of social dialogue in relation to the workplace. Ideally, workplace learning links industry, employer and individual learning in ways which encourage and support lifelong learning. Typically it also has the benefit of providing improved opportunities for people who have missed out on learning opportunities in the past.
Workplace learning is a practical approach to developing employment-relevant skills, for the benefit of individuals and organisations. In addition to being a practical approach, it also has the merit of being, in principle, a collaborative model in which employers and employees can jointly address skills development through a process of social dialogue in relation to the workplace. Ideally, workplace learning links industry, employer and individual learning in ways which encourage and support lifelong learning. Typically it also has the benefit of providing improved opportunities for people who have missed out on learning opportunities in the past.
Workplace learning - in its fully developed form - implies carrying out training needs analysis (ideally for individuals, or - as a second-best- for groups) and the development from that training needs analysis of individual development plans. If the organisation carries out an organisational skills needs analysis and an organisational development plan, then employee development can meaningfully be aligned with organisational development. It should be emphasised the workplace learning is ideally not about the short-term correction of job-performance problems. The real benefits come aligning workers' skills development with organisational goals and achieving a sustainable learning organisation and a continuous improvement culture.
Workplace learning is relevant for both (i) operational and technical skills and also (ii) soft
skills" - for example, teamworking, team leadership, ability to innovate, adaptability, etc;
and behaviours consistent with the organisation's culture and values. 2
In its June 2008 report"Education and Skills: Strategies for Accelerated Development in
Asia & the Pacific", the Asian Development Bank said of the region: "Generally, too much
emphasis is placed in Asia on pre-employment, institution-based training". The
implication is that generally too little emphasis is placed in Asia on within-employment
training and workplace training. That is relevant, of course, to the increasing interest in
Asia currently on employment-relevant training and workplace learning.
Examples of workplace learning
Workplace learning can take many forms. Examples include:
• A skilled worker guides the learner in carrying out particular activities
• A worker is given a relatively simple task, then progressively moves to more complex
tasks (with a progressive transfer of responsibility to the worker/learner)
• A trainee works alongside an experienced worker to watch and learn (sometimes
called "Sitting with Nellie" or "Over the shoulder learning")
• One or more workers are identified as people who trainees and other workers can go
to for advice
• The organisation provides short training courses at the work premises (trainers may
be either from the organisation or an external partner)
• The organisation provides information and communication events which have a
learning component
• Employees are encouraged (and, hopefully, provided with resources) to learn for
themselves - e.g. from books, manuals, videos, computer-based learning. e-learning,
etc
• Suppliers of equipment provide training in how to use a new machine
• Employees learn informally through discussions with customers, suppliers and other
external parties
• Workers/learners work in a simulated environment (for example, chefs prepare meals
to be served in a training restaurant; or airline pilots work on a simulator to learn the
controls of a new aircraft). Note: some people would not regard simulation as
workplace learning as it is taking place somewhere other than a workplace.
• A group of workers work together to identify how to improve manufacturing processes
(either formally as part of a quality circle, or informally)
The range of methods of workplace learning is, therefore, broad. E-learning has a role in
many (though not all) of those methods, so e-learning is preferably used as one of a
range of methods of learning at the workplace, and is complemented by other methods.
Increasing emphasis on workplace learning
There is an increasing emphasis internationally on employment-relevant learning. That
is for a number of reasons, including the development of knowledge-based economies,
globalisation and international competition (and the consequent need to both increase
quality and decrease costs), all of which drive the need for skills development.
Within that overall picture of an increasing emphasis internationally on skills
development, there is a related increasing emphasis internationally on workplace
learning. That, again, is for a number of reasons, amongst which the most important
include:
• The need for a company to be different from its competitors, and better than its
competitors drives the need for organisation-specific (rather than generic) skills
development.
• The efficiency and effectiveness of workplace learning is increasingly recognised (as
are the limitations, problems and costs of external training).
• Workplace learning - by focussing on the specific skills needed in an organisation -
helps reduce the mis-match between labour market needs and supply of skills.
• In a context in which there is a shortage of particular skills nationally, and in which it
is therefore important for companies to retain skilled workers, the development of
company-specific skills helps in staff retention (it should also be said that such
benefits to companies are contradicted by the off-setting disbenefit to the country's
economy as a whole by reducing labour market mobility
Reference :
David Lancaster.ASEM Conference: "Lifelong Learning: e-Learning and Workplace Learning"
19-22 July 2009, Bangkok, Thailand.
Workplace learning is relevant for both (i) operational and technical skills and also (ii) soft
skills" - for example, teamworking, team leadership, ability to innovate, adaptability, etc;
and behaviours consistent with the organisation's culture and values. 2
In its June 2008 report"Education and Skills: Strategies for Accelerated Development in
Asia & the Pacific", the Asian Development Bank said of the region: "Generally, too much
emphasis is placed in Asia on pre-employment, institution-based training". The
implication is that generally too little emphasis is placed in Asia on within-employment
training and workplace training. That is relevant, of course, to the increasing interest in
Asia currently on employment-relevant training and workplace learning.
Examples of workplace learning
Workplace learning can take many forms. Examples include:
• A skilled worker guides the learner in carrying out particular activities
• A worker is given a relatively simple task, then progressively moves to more complex
tasks (with a progressive transfer of responsibility to the worker/learner)
• A trainee works alongside an experienced worker to watch and learn (sometimes
called "Sitting with Nellie" or "Over the shoulder learning")
• One or more workers are identified as people who trainees and other workers can go
to for advice
• The organisation provides short training courses at the work premises (trainers may
be either from the organisation or an external partner)
• The organisation provides information and communication events which have a
learning component
• Employees are encouraged (and, hopefully, provided with resources) to learn for
themselves - e.g. from books, manuals, videos, computer-based learning. e-learning,
etc
• Suppliers of equipment provide training in how to use a new machine
• Employees learn informally through discussions with customers, suppliers and other
external parties
• Workers/learners work in a simulated environment (for example, chefs prepare meals
to be served in a training restaurant; or airline pilots work on a simulator to learn the
controls of a new aircraft). Note: some people would not regard simulation as
workplace learning as it is taking place somewhere other than a workplace.
• A group of workers work together to identify how to improve manufacturing processes
(either formally as part of a quality circle, or informally)
The range of methods of workplace learning is, therefore, broad. E-learning has a role in
many (though not all) of those methods, so e-learning is preferably used as one of a
range of methods of learning at the workplace, and is complemented by other methods.
Increasing emphasis on workplace learning
There is an increasing emphasis internationally on employment-relevant learning. That
is for a number of reasons, including the development of knowledge-based economies,
globalisation and international competition (and the consequent need to both increase
quality and decrease costs), all of which drive the need for skills development.
Within that overall picture of an increasing emphasis internationally on skills
development, there is a related increasing emphasis internationally on workplace
learning. That, again, is for a number of reasons, amongst which the most important
include:
• The need for a company to be different from its competitors, and better than its
competitors drives the need for organisation-specific (rather than generic) skills
development.
• The efficiency and effectiveness of workplace learning is increasingly recognised (as
are the limitations, problems and costs of external training).
• Workplace learning - by focussing on the specific skills needed in an organisation -
helps reduce the mis-match between labour market needs and supply of skills.
• In a context in which there is a shortage of particular skills nationally, and in which it
is therefore important for companies to retain skilled workers, the development of
company-specific skills helps in staff retention (it should also be said that such
benefits to companies are contradicted by the off-setting disbenefit to the country's
economy as a whole by reducing labour market mobility
Reference :
David Lancaster.ASEM Conference: "Lifelong Learning: e-Learning and Workplace Learning"
19-22 July 2009, Bangkok, Thailand.
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