About This Publication
Learning at work has become a major feature of international and national policy debates. However, there is a preoccupation with measuring and tracking the supply of qualified individuals and their subsequent participation in training events. Far less attention is paid to the learning that arises naturally out of the demands and challenges of everyday work experience.
In response, a series of questions were added to the NIACE Adult Participation in Learning Survey 2004. These were designed to reveal previously under-researched (and under-surveyed) sources of learning associated with everyday work activities. This report presents the main results to emerge from this innovative approach.
The results make interesting reading: advocates of training courses and the acquisition of qualifications will find much to ponder on, as will supporters of the Internet. Learning by doing, the workplace as classroom, workers organising and checking their own work, and, crucially, advice, understanding, coaching and counselling from line managers emerge as keys to the development of effective and productive staff.
In response, a series of questions were added to the NIACE Adult Participation in Learning Survey 2004. These were designed to reveal previously under-researched (and under-surveyed) sources of learning associated with everyday work activities. This report presents the main results to emerge from this innovative approach.
The results make interesting reading: advocates of training courses and the acquisition of qualifications will find much to ponder on, as will supporters of the Internet. Learning by doing, the workplace as classroom, workers organising and checking their own work, and, crucially, advice, understanding, coaching and counselling from line managers emerge as keys to the development of effective and productive staff.
Contents
| Preface | |
| Executive Summary | |
| Acknowledgements | |
| List of Figures | Figure 1: Factors for effective job
performance, rating spread Figure 2: Factors for effective job performance, rating scores Figure 3: Learning sources for improved job performance, rating spread Figure 4: Learning sources for improved job performance, rating scores Figure 5: Types of learning by occupational group Figure 6: Types of learning by occupation Figure 7: Types of learning by working time status and sex Figure 8: Learning and skills requirements Figure 9: Satisfaction levels with learning and development opportunities Figure 10: Line management facilitation of learning and development Figure 11: Influence exercised at work Figure 12: Involvement practices at work |
| List of Tables | Table 1: Factors for effective job
performance Table 2a: Learning sources for improved performance Table 2b: Usefulness of sources of learning by occupation Table 2c: Relative usefulness of sources of learning by occupation Table 2d: Types of learning by occupation Table 2e: Types of learning by working time and sex Table 3a: Learning and skills requirements Table 3b: Learning and skills requirements by occupation Table 4a: Satisfaction levels with learning and development opportunities Table 4b: Satisfaction levels with learning and development opportunities by occupation Table 5a: Line management facilitation of learning and development Table 5b: Line management facilitation of learning and development by occupation Table 6: Influence exercised at work Table 7: Involvement practices at work |
| Chapter 1 | Introduction |
| Chapter 2 | Results |
| Chapter 3 | Conclusion |
| References | |
| Appendix A | Survey Design |
| Appendix B | Questionnaire |
| Appendix C | Tables |