Exploring the relation between work domains and work‐related learning: the case of the Dutch police force

The principal aim of this study is to explore the relations between work domains and the work‐related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and at different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. Homogeneity analysis use of Alternating Least Squares (HOMALS) analysis showed work‐related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work‐related learning presented here.     

建设创新型国家应注意的几个问题

本文认为,建设创新型国家是一项重要的任务,也是一项艰巨的任务。建设创新型国家我们要寄希望于企业,寄希望于学习,寄希望于人才,寄希望于青年。第一,要使企业成为创新的主体,使企业能够真正引导创新,组织创新,成为确定项目的主体、投入的主体、享受收益和承担风险的主体。第二,要使我们的每个组织包括政府、科研院所、高等院校、企事业单位等都能够成为学习型组织,形成全民学习的热潮,形成创新动力。第三,要培育人才,重用人才。第四,要相信年轻人,依靠青年。     

Developing meaningfulness at work through emotional intelligence training

To date, there remains a significant gap in the human resource development (HRD) literature in understanding how training and development contributes to meaningful work. In addition, little is known about how individuals proactively make their work more meaningful. This article shows how emotional intelligence (EI) training promotes learning about sources of meaningful work and documents managers’ experiences of independently applying to the workplace what they have learnt about meaningfulness from their EI training. Data is collected from participant observations and interviews with trainers and managers attending three externally provided, ‘popular’ EI training courses. Interpreting the data through Lips‐Wiersma and Morris's model of meaningful work enables a clear articulation of managers’ capacity to shape their work environments to create four, interconnected sources of meaningfulness: inner development, expressing one's full potential, unity with others and serving others. The findings also reveal structural and agential constraints when individuals attempt to create meaningful work. Practically, the study demonstrates the importance of training to enhance work of value and significance and offers recommendations for practitioners.     

Human resource development to facilitate experiential learning: the case of Yahoo Japan

Although work experiences are recognized as important mechanisms for developing leaders in organizations, existing research has focused primarily on work assignments rather than on human resource development (HRD) systems that promote experiential learning of managers. The primary goal of this study was to develop an HRD model for facilitating experiential learning by examining the case of Yahoo Japan, which has transformed its HRD system based on experiential learning theory. The results indicate that Yahoo Japan has promoted experiential learning at the individual level by introducing new HRD systems consisting of four elements: reflection support (one‐on‐one meeting and coaching training), assignment support (HRD meeting and job rotation), assessment support (360‐degree appraisal and one‐on‐one meeting assessment) and visionary support (a vision and values). Although these elements are closely associated with each other, reflection support plays a key role in the HRD system. The proposed model is discussed from theoretical and practical viewpoints.     

Young and homeless: an evaluation of a resettlement service on Merseyside

The concept of resettlement of homeless people has become an important idea among homelessness practitioners. The principles of resettlement involve assisting homeless people to live independently providing appropriate levels of support in order to do this. For young homeless people this type of support is considered particularly important to be able to overcome social exclusion. This paper examines the perceptions and experiences surrounding resettlement of young homeless people, hostel support workers and resettlement staff in a hostel for young people in Merseyside. The paper suggests that while resettlement represents a positive step towards overcoming homelessness, certain working practices are needed to ensure the best outcomes. These include team working between hostel and resettlement staff and offering easy access to services for young people. The paper also suggests that improvements to certain housing and social security legislation may improve the pathway through homelessness as experienced by certain young people.     

中外合资企业建立有效员工培训体系研究

市场竞争首先是人才的竞争,丰富的人才资源是合资企业经营成功的立命之本。然而,由于合资企业母公司双方人力资源管理观念不同,对培训成本回报缺乏信心,对培训本身不够重视,导致其员工培训体系十分落后,严重影响企业竞争能力。文章认为,为提高竞争力,合资企业应在学习借鉴国际先进经验基础上,使自身发展和员工个人发展紧密结合,提升其在人才流动链条中的位置,注重与其他人力资源管理环节相互结合,建立起自己动态的员工培训体系。文章提出,在建立员工培训体系的过程中,合资企业要有专门的部门和人员来进行整个公司的员工培训工作,制定员工培训计划和制度,进行员工素质评估,实施培训,评估培训结果,根据意见反馈,修改培训计划。     

How to combat NEET? Evidence from Austria

The number young people not in education, employment or training (NEET) has been rising since the beginning of the economic and fi nancial crisis in 2008. This article contributes to the discussion about the reduction of the NEET rate by addressing the questions: Which structural factors can explain differences in the NEET rates among Austrian federal states? What causes an increased or reduced NEET risk at the individual level? What are the key factors for an exit from a NEET situation?     

Let's reach all of the market for health administration education: design, development, and delivery issues in distance delivery

Web-based distance learning is an up and coming form of education. Web-based education delivered via a Web browser through the Internet has been found to be less expensive, more efficient, and sometimes more effective than classroom training. In the distance learning environment, the traditional "lecture and chalkboard" classroom pedagogy is completely absent. The virtual classroom becomes an "active learning" environment in which students, while utilizing technology, are able to discuss health administration concepts, analyze cases, work exercises, and discuss and share these interactively with both the instructor and fellow classmates. This method of Health Administration Education encourages students to learn from each other and promotes the open exchange of ideas and experiences. It does not require working students to put their careers on hold while they continue their studies. In this paper, we explore the opportunities and challenges of delivering web-based Health Administration courses via the Internet. Included is a discussion of the design, development, and delivery of a distance learning, web-based Health Administration Education system.     

Learning conditions at work: a framework to understand and assess informal learning in the workplace

The purpose of this article is to develop a framework to understand and assess the quality of learning environments in the workplace. It is argued that indicators used to measure and assess informal learning at work, at both the national and the enterprise level, are underdeveloped. Consequently, current frameworks to measure and benchmark learning are heavily biased towards education and formal training. A new framework is developed, based on a quantitative survey representative of the private sector in Norway. The framework consists of seven learning conditions, which have significant effects on informal learning at work. Implications for further research, policy and practice are discussed.     

Toward Financial Capability—Empowering the Young

The importance of enhancing financial capability is widely recognized. However, the learning outcomes from educational programs directed at young people are mixed, indicating that we may not yet have discovered the best practices. Previous studies have established that merely providing information is not the most effective way to help consumers. This study examines empowerment thinking through the dimensions of financial empowerment as a top‐down and bottom‐up approach. The article highlights two routes toward empowerment, context change, and cognition change, and their roles and potential in improving financial capability among the young. This study suggests a novel framework for promoting financial capability that is based on the dimensions of empowerment and offers tools for increasing financial capability. The study employs data from focus groups and interviews to illustrate the possible strengths and problems of empowering young people in the Finnish context.     

Determinants of user demand for lifelong learning in institutions of higher education

The main objective of this study is to identify the determinants that influence user demand for lifelong learning in institutions of higher education. Qualitative methodology was used to develop an instrument and a quantitative approach was used for the remainder of the study. After a literature review and in‐depth interviews with experts in lifelong learning, we obtained the dimensions of the study and validated a questionnaire using expert opinion and a pilot test. The results and conclusions drawn from this study indicate the existence of three dimensions in user demand for lifelong learning in institutions of higher education: motivational, conflicts/difficulties and career‐development. The constructs of current‐work, career‐change and personal improvement are linearly related to the motivational dimension; personal‐constructs, external and time‐related constructs are linked to the conflict/difficulties dimension; and working‐environment and professional‐experience constructs are related with the career development dimension. One of the novel contributions of this work is that it obtains empirical evidence on the determinants of demand for lifelong learning from the perspective of people who seek training.     

Cultural factors and beliefs influencing transfer of training

Most organizations invest in people for training. Training effectiveness is arguably constrained because of inadequate transfer of learning from the training environment to the workplace environment. Training‐job relevance and the extent of transfer have been found limited. Although performance is affected by a number of factors, training is often used as a solution to all problems. Trying to fix non‐training problems with training solutions is futile, yet often attempted in the context of Nepal. Thus, the growing recognition of the problem of inadequate transfer of training has been recognized as a compelling issue. This article presents a brief discussion of the data and corresponding findings pertaining to one of the research questions included in a recent doctoral study. The purpose of the study was to examine the extent of transfer of learning from the training environment to the workplace environment, and identify cultural factors and beliefs held by stakeholders influencing such transfer in the context of civil and corporate sector organizations in Nepal. What are the cultural factors and beliefs that influence the extent of transfer of training? This was one of the questions that prompted the study.     

Managing anti-consumption in an excessive drinking culture

A major contemporary challenge facing governments and health professionals is that of promoting sustainable and healthy approaches to alcohol consumption in a context where excessive alcohol consumption is the dominant trend [Plant M., Plant M., Binge Britain: the need for courage. Alcoholis 2006; 25, 3: 1.]. This article reports the results of a qualitative study examining the experiences of Higher Education students in the United Kingdom who are identifiable as anti-consumers because of their opposition to the alcohol norms that predominate. The article focuses on how these students deal with the challenges and consequences that can arise from resisting the prevailing norms and practices. This article demonstrates that existing frameworks and categorizations in the contexts of anti-consumption, product and brand avoidance and coping are capable of providing useful theoretical tools for the examination of anti-consumption within the social marketing context. The article identifies some of the implicit tensions of being an anti-consumer in an environment of excessive consumption and provides examples of how consumers seek to manage these tensions. The use of the above theoretical perspectives can usefully inform policy that aims to promote sensible drinking among young people and students in particular.     

Training‐related dimensions of apprenticeship programmes in crisis‐ridden Greece: an exploratory study

Since the 2008 financial crisis there has been increased interest in apprenticeships in Greece, largely due to the perception that apprenticeships, in comparison to academic studies, may improve the employment prospects of young people. Before this time, there had been little interest in vocational education and training (VET) and consequently few efforts to develop the VET system. This exploratory article focuses on training, a crucial aspect of apprenticeship programmes, and offers a critical overview of key dimensions of the training content of apprenticeships in Greece. The article draws on the findings of a large‐scale, mostly qualitative research project (carried out between December 2015 and March 2017), which aimed at reviewing the Greek apprenticeship system and gathered, inter alia, the views of 150 individuals representing different groups of stakeholders. It is argued that, despite positive features, the training offered in Greek apprenticeships still suffers from severe shortcomings, which highlight the need for urgent reform and restructuring. Without such reform, the potential of the system to be an effective, alternative to the academic pathway or to boost employment will be seriously constrained.     

Trends in disposable income among teenage boys and girls in Finland from 1977 to 2003

This article explores changes in the money Finnish young people aged 12–18 years have at their disposal, over a 26‐year period 1977–2003. Previous studies suggest that the amount of money young people have is not necessarily dependent on traditional socio‐economic variables, but there are no systematic studies on the development of the disposable income of the teenagers. The analyses of this study are based on a series of 14 biannual nationally representative surveys of 12‐, 14‐, 16‐ and 18‐year‐olds in Finland from 1977 to 2003, with a total of 84 404 respondents. Time‐trends are shown and analysed by gender, family structure, place of residence and socio‐economic status of family using analysis of variance and linear regression modelling. The results show that teenagers’ disposable money has increased little between 1977 and 2003 in comparison with the general income development. Economic booms and depressions can be seen in rising and falling amounts of disposal money, particularly among 16‐ to 18‐year‐old respondents. There were also significant differences between the genders. Young boys clearly had more money at their disposal than young girls. Children of single parents had more money than their peers from nuclear families. Urban youth had more money than those living in the countryside and the difference increased during the period under examination. The socio‐economic position of the family had little impact.     

Not just a mother: embodied and positional aspects of consumer learning from a practice perspective

Consumer socialization is usually associated with young consumers, but transitions that require learning new types of consumption patterns can occur at any point in life. Although the literature on transitional consumers is quite fragmented, an important body of consumer research explores transitional consumers from the perspective of role theory. Nonetheless, role theory has not problematized learning and due to its static nature role theory tends to overlook how consumer learning becomes embodied over time as well as how this learning is affected by experiences from related practices. With a practice theory approach to learning and based on an ethnographic study of mothering through dinner consumption, this paper highlights learning as an embodied experience influenced by the practitioners’ positioning in time and space as well as by multiple sources among which the market has become increasingly important.     

Managers’ informal learning: a trait activation theory perspective

Research focusing on how individual differences and the work context influence informal learning is growing but incomplete. This study contributes to our understanding of the antecedents of informal learning by examining the relationships of goal orientation, job autonomy and training climate with informal learning. Based on trait activation theory, this study examines how job autonomy and training climate, two work context factors, affect the influence of individuals’ goal orientation on informal learning. The sample included managers from a national restaurant chain in the United states. Higher levels of learning goal orientation, job autonomy and a supportive training climate were found to result in more informal learning. Congruent with trait activation theory, training climate moderated the goal orientation‐informal learning relationship, but not in the expected direction for avoid goal orientation. Implications for future research and practice are discussed.     

Young people's perceptions of the responsibilities of organizations promoting financial capability

Today's changing market environment demands financial capability even from young consumers. This article concentrates on the perceptions of young people on the roles and responsibilities of school, public, private and non‐profit sector actors in promoting financial capability among the young. The qualitative data were collected via focus group discussions among young people aged 15–26 in schools and education institutions across Finland. Educational institutions play an important role in the everyday lives of the young but tend to focus on macro‐finance issues in financial education. Banks are seen as professional actors promoting financial capability to the young, but their activities are recognized as profit driven. Public sector and non‐profit organizations are less familiar to young people as providers of financial information but are considered impartial and reliable. It is apparently difficult for young people to differentiate between the activities of the various parties offering financial advice. They would welcome finance‐related information from several actors and from different perspectives. Financial education and financial matters are only interesting to the young when topical. In order to promote a financial capability among young people, the actors involved should become more proactive and cooperate with each other.