The relationship between learning conditions in the workplace and informal learning outcomes: a study among police inspectors

Informal workplace learning has become a prominent reality in the knowledge society of today. For this reason, developing appropriate learning conditions in order to enhance workplace learning is dominating organizational agendas. However, research that investigates the relationship between important learning conditions and learning outcomes resulting from informal learning is scarce. Therefore, the main purpose of this study is to explore how learning conditions in the workplace are related to these informal learning outcomes of police inspectors in particular. A mixed method study, including a survey among 390 police inspectors and interviews with nine police inspectors, was set up to explore this relation. Overall, the results of the survey study suggest that the learning conditions ‘information’, ‘feedback’, ‘reflection’ and ‘coaching’ are good predictors for the acquisition of ‘generic learning outcomes’ and ‘organizational level learning outcomes’. The learning condition ‘coaching’ is also strongly associated with ‘job‐specific learning outcomes’. These results are in accordance with the perception of the interviewed police inspectors.     

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.     

Research on entrepreneurship in the informal economy: Framing a research agenda

The informal economy consists of economic activities that occur outside of formal institutional boundaries but which remain within informal institutional boundaries for large segments of society. We draw from diverse disciplines to frame research concerning entrepreneurship in the informal economy around three separate theories: institutional theory, motivation-related theories from a sociological perspective, and resource allocation theory. Each of these theories provides a complementary lens through which to examine the incentives, constraints, motivations, strategies, and abilities of entrepreneurs to operate and grow their ventures in the informal economy. Employing these theoretical perspectives facilitates efforts to highlight the breadth of informal economy research in different domains and lays foundations for future entrepreneurship research.     

The notion of informal learning within policies for the validation of nonformal and informal learning: A comparison between Austria and Italy

In 2012, European Union Member States committed to implement policies for the Validation of Nonformal and Informal Learning (VNFIL). In this article, we examine Austria and Italy and ask how VNFIL policies in these two countries relate to informal learning (IL) and how this can be interpreted from a workplace learning (WPL) perspective. The notion of IL in VNFIL is largely based on a psychological understanding of learning. We argue that a WPL perspective complements this understanding and serves to better understand learning at work. Based on assumptions concerning the influence of national education and training systems on VNFIL, a comparison is made along three categories: the preferred type of VNFIL, the notion of IL, and the references to workplaces. Despite preferences for summative types of VNFIL, Austria acknowledges a range of types, while Italy is still in the process of development and prefers the so-called autonomous type. Findings suggest a minimalistic understanding of IL in Austria contrasting with Italy, in which IL is seen as firmly embedded within Lifelong Learning. The references to workplaces are weak in both countries. We finally address the role of employers as a delicate issue for VNFIL, when embedded in educational policies.     

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.     

Self‐regulated learning in the workplace: strategies and factors in the attainment of learning goals

The research reported here is an exploratory qualitative study aimed at identifying professionals' self‐regulatory strategies underpinning the planning and attainment of learning goals in the workplace and showing how a number of organizational factors affect these strategies. The rationale for the study is that existing research tells us little about how professionals regulate their learning, largely because much of the literature on the self‐regulation of learning has been conducted with pupils and students in schools and universities rather than with professionals. Data were obtained through 29 semi‐structured interviews with professional employees in a company in the energy sector – including engineers, scientists and managers of various kinds – in 12 countries. Findings suggest that self‐regulatory learning practices in, from and for work are iterative and fluid rather than delineated into discrete stages as suggested by phase models of self‐regulation. There was little deliberate, systematic self‐reflection on learning in the workplaces studied. Learning goals were driven by short‐term work tasks and individuals' longer term development needs. Professionals draw extensively upon supervisors, mentors and colleagues when planning and attaining their learning goals. Formation of learning goals was constrained by individuals' perceptions of their career development potential and of how their progression potential is viewed by the organization in which they work.     

HRD and the challenges of assessing learning in the workplace

Increasingly the different ways in which learning can be conceptualised alongside debates within the field of human resource development (HRD) regarding its nature and purpose, potentially lead to confusion regarding how learning is to be assessed in the workplace. This article identifies some of the complexities associated with assessing learning in today's workplace and presents empirical findings suggesting that different aspects of an organisation's training and development system are likely to differentially determine the extent to which either formal or informal learning is assessed. Explanations as to why this may be the case are put forward.     

Organizational learning in exporting: A bibliometric analysis and critical review of the empirical research

In the latest decades, empirical research on organizational learning in the export context has recorded an increasing trend. On the other hand, in spite of the wealth of research on the subject, no effort has yet been made to offer an integrative review to investigate the improvement of this body of knowledge. To fill this gap, this study endeavors to synthesize the stream of empirical research on organizational learning in the field of exporting published between 1997 and 2017. Initially, the relevant studies were bibliometrically analyzed on the basis of the data gathered from the Web of Science database. The bibliometric data analysis indicates the most influential publication outlets, most influential institutions, most influential scholars, and most influential articles in relation to organizational learning in the export literature. Additionally, each article was content-analyzed in terms of scope of research, research methodology, and empirical issues. The content analysis reveals that albeit significant progress, organizational learning research within the context of exporting is still at the introduction stage and certain weaknesses in scope, research designs, and conceptual understanding attract criticism.     

Formal and informal influences of the state on OFDI of hybrid state-owned enterprises in China

This study investigates how the state influences the outward foreign direct investment (OFDI) of hybrid state-owned enterprises (SOEs) in China. Previous studies have provided conflicting arguments and empirical findings on the internationalization of SOEs, with some studies proposing a positive relationship between state ownership and OFDI, while others propose a negative relationship. In this paper, we argue that the mixed effects are due to different influences of different levels of state ownership and different types of political connections. We investigate our proposed hypotheses based on a sample of publicly listed hybrid Chinese SOEs between 2009 and 2016. We find an S-shaped relationship between state ownership and OFDI such that at low levels of state ownership, OFDI increases as state ownership increases; at medium levels of state ownership, OFDI decreases as state ownership increases; at high levels of state ownership, OFDI increases again as state ownership increases. We further find that executive-branch political connections between boards and top management teams of firms and the government have a negative effect on OFDI, while legislative-branch political connections have no significant effect on OFDI.     

Measuring self‐regulated learning in the workplace

In knowledge‐intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self‐Regulated Learning at Work Questionnaire) designed to provide a measure of self‐regulated learning (SRL) behaviour in the workplace. The instrument has been validated through a pilot study with a cohort of 170 knowledge workers from the finance industry. Results indicate that the five scales of the instrument are reliable and valid, testing a broad range of sub‐processes of SRL. The instrument can be used to identify knowledge workers who demonstrate different levels of SRL in workplace contexts for further exploration through qualitative studies and could also provide the basis of professional development tools designed to explore opportunities for self‐regulation of learning in the workplace.     

The value of informal learning within work-based learning: The economic benefits of WBL

Recent updates to federal policy governing career and technical education (CTE) in the United States have emphasised the need to include work-based learning (WBL) experiences as central components of CTE programming. Many of these experiences showcase an informal learning component which has strong ties to early career success as suggested by the Human Capital Theory. This study explores the following questions: What is the relationship between WBL and early career income? Are there differential relationships based on the type of WBL experience? The Education Longitudinal Study of 2002 (ELS) includes nationally representative data for student participation in WBL and early career income. We used school-fixed effects and propensity score matching techniques to respond to our questions regarding the potential relationship between WBL participation and early career income. We found that students who participated in at least one WBL experience in high school could expect to have an average 7% higher income compared to non-WBL participants. With respect to specific WBL experiences, job shadowing, community service, and mentoring had the largest positive relationship to higher early career income. Findings from this study indicate that participation in WBL experiences can have a positive impact on a high school graduate's college and career readiness as measured through early career income. Given the differential relationships observed for different types of WBL, schools, policymakers, and students should explore WBL options that best align with their personal goals.     

Approaches to learning at work and workplace climate

Three studies are reported concerning employees' approaches to learning at work and their perceptions of the workplace environment. Based on prior research with university students, two questionnaires were devised, the Approaches to Work Questionnaire (AWQ) and the Workplace Climate Questionnaire (WCQ). In Studies 1 and 2, these questionnaires were administered to two different samples of employees, and the factor structure of the questionnaires was explored. In Study 3, the two data sets were combined, and a random half of it was used to develop reduced sets of items that addressed selected factors for each of the questionnaires. The other half of the data was used to test the scales developed. For the AWQ, three factors are proposed: deep, surface‐rational, and surface‐disorganised. The first of these is consistent with the student learning literature, but the other two represent a division of a unitary surface factor. The three components of the WCQ are good supervision, choice‐independence, and workload. Correlations between scales indicated that the deep approach is positively associated with good supervision and choice‐independence, whereas the surface‐disorganised approach is negatively associated with these two constructs and positively associated with workload. Surface‐rational is negatively, though less strongly associated with choice‐independence. Suggestions are presented for use of these instruments in future research and practice.     

The impact of organisational structure and practices on learning in the workplace

The main thrust of the research effort into workplace learning has been to identify the characteristics of workplace learning as experienced by the learner. The impact of the wider organisational process in which that learning is embedded have been played down. This paper, building on the work of Koike and Darrah, uses research conducted in a major multinational corporation (MNC) in South‐East Asia, to explore the impact of the wider organisational structures on the process of learning. The model it develops not only shows how these processes impact on workplace learning but also helps explain why workers acquire different levels of skill.     

Gift cards: a review and research agenda

Gift cards have received limited study despite being a key element of many retailers’ strategies. One reason may be that approaching the study of gift cards from a traditional economic perspective, i.e. ignoring social relationships, leaves little justification for the rapid increase in gift card sales. Failing to see the value of gift cards, many commentators go so far as to argue against the purchase of gift cards, suggesting that consumers would better off using other gift types. This misses the important point that givers voluntarily buy cards and receivers enjoy gaining them. Consumers undoubtedly perceive the value in gift cards. We suggest that taking a broader perspective on consumer behavior and considering consumers involved in social systems that encourage gift giving, allows us to see the value gift cards create while allowing us to address the concerns gift cards raise more effectively. In this article, we detail the benefits created for givers, receivers, and merchants by the use of gift cards. We highlight areas with significant public policy implications. We outline an agenda for some promising areas of research, including seeking to gain a better understanding of the psychology of giving gift cards and the economics of retail strategies dependent upon gift card usage.     

Using informal learning for business decision making and knowledge management

The process of making decisions in business requires, among other things, the efficient management of information to do with employee competencies. Dealing solely with competencies that employees learn in institutional contexts, however, is insufficient, as employees also acquire competencies through informal learning activities outside the organization. If an organization is to make well-informed decisions, the entity must gather information about the external activities of its employees that contribute to their competency development. This paper proposes a methodology to facilitate the identification and recognition of an employee's informal learning instances, which receives support from a technological framework. To validate the methodology, a pan-European project implements the framework, and a panel of experts evaluates its modus operandi. The main findings from this study suggest that, although making decisions on the basis of instances of informal learning is possible, both the methodology and the tools behind the gathering of this information should be flexible enough to satisfy the needs of the organization.     

Celebrity endorsements: a literature review and research agenda

This paper presents a narrative review of celebrity endorsement research. The review identifies six areas of research on celebrity endorsements (celebrity prevalence, campaign management, financial effects, celebrity persuasion, non-evaluative meaning transfer, and brand-to-celebrity transfer). A review of the research in each area identifies key findings, conflicting results, and research gaps. In addition, this paper reviews the celebrity endorsement literature with a focus on the psychological processes underlying celebrity endorsement effects that has been put forward in the literature. Based on the review an agenda for future research is offered.     

Historical research in marketing theory and practice: a review essay

Abstract

This paper reviews 30 years of interdisciplinary scholarship that deals with marketing history or the history of marketing thought. We have ranged across the humanities and social sciences to review the very best scholarship that these domains have produced which speaks to issues likely to concern the readers of the Journal of Marketing Management (JMM). These domains include: the history of marketing management, history of market research, history of market segmentation, product management history, retailing and channels history, promotion history, advertising history, the history of marketing thought, and marketing and the management of subjectivity, among others. Given obvious page limitations we have nevertheless tried to appeal to the paradigmatic span of the readers of the JMM. With this in mind, we have critically reviewed material that will be of interest to managerially oriented academics, as well as those who subscribe to consumer culture theoretics and critical marketing studies.     

Development and validation of a scale measuring approaches to work‐related informal learning

Social approaches to work‐related informal learning, such as proactive feedback‐seeking, help‐seeking and information‐seeking, are important determinants of development in the workplace. Unfortunately, previous research has failed to clearly conceptualize these forms of learning and does not provide a validated and generally applicable measurement instrument. We set out to develop and validate such a scale measuring social approaches to work‐related informal learning. We collected data in four organizations in Austria and the Netherlands, with a total sample size of 895 employees. These data were used to conduct exploratory and confirmatory factor analyses, which showed four distinct factors: feedback‐seeking from the supervisor, feedback‐seeking from colleagues, help‐seeking and information‐seeking. In conclusion, the scale we developed is valid in a range of contexts and thus is an appropriate tool for research as well as human resource development practice.     

Rethinking UK small employers' skills policies and the role of workplace learning

Small business employers in the UK are widely perceived as adopting a reactive, ad hoc approach to employee skill formation. Employer reliance on workplace learning is often treated, explicitly or implicitly, as evidence of such an approach. Small employers' approaches to skill creation are investigated using data from two employer samples. Three main conclusions challenging these arguments are presented. First, small employers' skills policies are highly diverse: strategic, tactical and restrictive policies are distinguished. Second, employers perceive particular benefits in enabling workplace learning; simplistic views that a reliance on workplace learning necessarily constitutes an inferior last resort for those employers unable to provide access to external training are rejected. Third, enabling workplace learning is important to strategic employers, as well as to those attaching a lower value to skills. For some employers, the workplace is the primary source of new knowledge and skills because they are unavailable elsewhere. The prevalence, diversity and significance of workplace learning in small businesses require a reappraisal of UK small employers' skills policies. The implications for research, practice and policy are discussed.     

Gender stereotypes in advertising: a review of current research

The purpose of this paper is to highlight the historical context of gender stereotypes in advertising and then examine the scholarship related to gender stereotypes. Gender portrayals in advertising have been examined extensively in the last five decades and still remain an important topic. Changing role structure in the family and in the labor force has brought significant variation in both male and female roles and subsequently how it is reflected in advertising. It has been noted that there is a culture lag. Sexes for a long period of time were depicted in advertising in more traditional roles. Women were presented in an inferior manner relative to their potential and capabilities, while at the same the data indicated a shift towards more positive role portrayals. The changing role of men is the area that has seen the greatest interest in the past few years. Men are depicted in advertising in ‘softer’ roles, while interacting with their children. Men are also shown in more egalitarian roles. The paper finally attempts to outline the future research direction of gender portrayals in advertising. First, research should focus on examining gender portrayals in online platforms, and find ways to modify current coding schemes to digital formats. Second, companies and the media are beginning to pay attention to a once largely ignored segment the lesbian/gay/bisexual/transgender (LGBT) consumer. Third, recent advertising has focused on the ‘empowered’ women called femvertising.