Employability enhancement through formal and informal learning: an empirical study among Dutch non‐academic university staff members

Although learning is generally perceived as a way to improve employees' current job performance, so far, no research has been conducted to explore the possible relationships between formal and informal learning, on the one hand, and employability, on the other. Though contemporary views stress the importance of the job as a powerful learning site, considerable research evidence underpinning these views is lacking. This paper goes into the impact of formal and informal learning upon employability. The influence of employee characteristics and organizational factors is also taken into account. An e‐questionnaire was used to collect data among 215 Dutch non‐academic university staff members. Our findings emphasize the necessity of Human Resource Development strategies that encompass a mix of formal and informal learning opportunities. In particular, participation in networks appears to be an important predictor for employability. With the outcomes of this study, we aim to contribute to the further development of theoretical insights regarding employability enhancement through learning possibilities embedded in the workplace. It seems that strategies that focus exclusively on enhancing informal on‐the‐job learning should not be encouraged. Our study is limited to one context and further research is required to investigate the generalizability of the findings to other occupations and/or countries.     

Do the Right Thing! Developing Ethical Behavior in Financial Institutions

Organizational culture and employee conduct in financial institutions are coming under increasing scrutiny by regulators who seek to identify the underlying sources of unethical behavior. The literature on ethics in the workplace has often emphasized the importance of the alignment of systems and processes with organizational values and the role of the leader in creating an ethical culture. Less is known about how individual employees experience the ethical decision-making process, especially in complex and high-risk business environments where there are discrepancies between an organization’s formal ethical standards and its informal practices. This article combines ethical decision-making models with key concepts from organization and adult learning theories to develop a deeper and more nuanced view of how individuals in financial institutions deal with ethical issues that arise in their daily work. Eight practical ideas are formulated to help financial institutions narrow the gap between formal ethical standards and actual practices and develop a culture that promotes ethical behavior: challenging authority, creating opportunities for discourse, valuing positive emotion, making time for reflection, rewarding ethical behavior, strengthening escalation processes, eliciting feedback, and establishing a learning culture.     

Work‐related lifelong learning for entrepreneurs in the agri‐food sector

This article presents a study on work‐related lifelong learning for entrepreneurs in the agri‐food sector. Accordingly, learning needs, learning preferences, learning motivation and conditions in the context of lifelong learning were identified. The results indicate that technology, IT and entrepreneurial competencies will become of increasing importance in the future. Non‐formal and informal learning seem to play an especially important role in the competence development of entrepreneurs. Supporting learning in a personal way is a critical factor in stimulating lifelong learning. The results might provide some important starting points for the support of lifelong learning in practice. Investment in new, different, long‐term work‐related learning arrangements than have been undertaken hitherto is a high priority. Workplace learning for entrepreneurs in the context of lifelong learning should take place in settings where (new) knowledge is constructed in dialogue with the entrepreneurs’ environment and where personal competence development is facilitated by experts in learning.     

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.     

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.     

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.     

Developing career capital for global careers: The role of international assignments

Creating organizational processes which nurture global careers is a key task for global companies. International assignments are normally viewed as positive by both individuals and organizations for the development of global career competencies. This paper reports a qualitative study into the effects of international assignments on global careers. The research takes account of the dual dependency within global careers by contrasting individual and organizational perspectives. It highlights the importance of informal norms and develops a more nuanced picture of the impact of an international assignment on the career capital of individuals within one global organization.     

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.     

Competency identification,modelling and assessment in the USA

Competency efforts in the USA programmes have evolved from an early focus on distinctions between best-in-class (exemplary) and fully-successful performers to become a link between organisational strategy and organisational and individual performance. Interest in competency-based approaches is growing. Training and development professionals are using competency models to clarify organisation-specific competencies to improve human performance and unify individual capabilities with organisational core competencies. Educators and government policymakers are using competency models as one means to clarify and link workplace requirements to educational programmes and curricula.     

Social Technologies,Informal Knowledge Practices,and the Enterprise

This article focuses on the ways in which social technologies facilitate informal knowledge sharing in the workplace. Social technologies include both common technologies such as email, phone, and instant messenger and emerging social networking technologies, often known as social media or Web 2.0, such as blogs, wikis, public social networking sites (i.e., Facebook, Twitter, and LinkedIn), enterprise social networking technologies, etc. We know social technologies support informal interactions over digital systems and influence informal social connections among people within and across organizational boundaries. To understand the role of social technologies in informal knowledge practices, we pursue a field study of knowledge workers in consulting firms to investigate the role of social technologies in their informal knowledge sharing practices. Our theorizing from the data is guided by the conceptual premises of sociomateriality to better understand the ways social technologies are integrated with common knowledge practices. Findings highlight five knowledge practices supported by the use of social technologies. Building from these findings we offer conceptual insights regarding the material performance of different social technologies as an assemblage.     

The Price of Morality. An Analysis of Personality, Moral Behaviour, and Social Rules in Economic Terms

The focus of the present study was the rationality of moral behaviour and moral conviction. Assumptions like "morality pays" or "good ethics is good business" are not a priori right. Whether morality as personal conviction is also economically rational or not depends in large part on the institutional setting of a society and the likelihood that immoral behaviour will be sanctioned. The systematic approach to morality thus appears to be political economy and the institutional setting: rules and laws. However, the conditions for morality depend not only on the formal structures but also on the informal structures of rules and sanctions. Hence, the systematic approach to morality is most closely linked with the culture of a society; the efficiency of individual morality depends on social conditions. It is costly for individuals and societies to establish and entertain conditions that set clear incentives for moral behaviour. In this context, moral competencies, learning, and education play a crucial role.     

Workplace learning in Malaysia: the learner's perspective

This paper offers a scenario of workplace learning as practiced in Malaysia. Based on survey research, the article describes learner profiles, learning provision and pattern. The analysis shows that Malaysians participate in formal workplace learning as part of their employment activities. Workplace learning in Malaysia is contextual, promoted by the political‐economic agenda of a nation aspiring towards fully developed status. Workplace learning is also affected by factors such as learners’ socio‐cultural, economic and psychological status, and employers’ role and support.     

The dynamics of relational competencies in the development of born global firms: A multilevel approach

From a multilevel approach, this paper focuses on the born global firms and the relational competencies that they use to initiate, maintain, and expand their international social networks. To do so, we detail the three levels of relational competencies (individual, collective, and organizational) and undertake an exploratory qualitative research based on interviews with French entrepreneurs of born global firms and experts who support their development. This study allows us to reach two sets of findings: firstly, a repository of thirteen relational competencies mobilized in born global firms as well as their development mechanisms; secondly, a dynamic view of these competencies, based on initiation, consolidation and expansion situations in which relational competencies and their development mechanisms are activated. Our study may lead entrepreneurs to identify competencies they hold at all levels (individual, collective, and organizational) but without necessarily implementing, as well as provide keys to develop any that are lacking in order to improve their internationalization strategy.     

Self‐regulated learning and training effectiveness

In recent years, training has shifted towards a more learner‐centred perspective. At the same time, rapidly changing workplaces emphasize the importance of self‐regulatory processes in the workplace. In the light of these trends, this research investigates the role of self‐regulated learning in training effectiveness. A theoretical model in which self‐regulated learning plays a central role in training evaluation was developed and validated using the structural equation method with a sample of 137 individuals. The results indicate that self‐regulated learning mediates the relationship between training climate and both transfer motivation and training evaluation. These findings indicate that the concept of self‐regulated learning plays a key role in the relationship between training context variables and organizational outcomes and offer new insights into the way organizations can improve training effectiveness.     

Of bears, bumble-bees, and spiders: the role of expatriates in controlling foreign subsidiaries

This article investigates the role of expatriate managers in multinational companies. We discuss three key organizational functions of expatriation: position filling, management development, and organization development. In the last function, organization development, international transfers are used as an informal coordination and control strategy through socialization and the building of informal communication networks. The article explores this role of international transfers in greater detail, but also discusses a more formal way in which expatriates can control subsidiaries. The following metaphors for these different control functions of expatriation are introduced: “bear” (formal direct control), “bumble-bee” (socialization), and “spider” (informal communication). A large-scale mail survey offers empirical evidence for the bear, bumble-bee and spider roles and shows under which circumstances they are most effective. Being aware of the different control functions of expatriation and the circumstances under which they are most effective can help managers to use expatriate assignments as a more strategic tool.     

The Interplay of Project Control and Interorganizational Learning: Mitigating Effects on Cultural Differences in Global,Multisource ISD Outsourcing Projects

Research into global, multisource, information systems development outsourcing projects has uncovered management challenges, including cultural differences on multiple levels. While control mechanisms and interorganizational learning have been shown to contribute to the mitigation of cultural differences in such projects, a gap persists regarding the effect of the interplay between these mechanisms. This study employs an exploratory single-case study design to analyze how formal and informal control mechanisms and interorganizational learning interact and thus contribute to the mitigation of cultural differences in global, multisource, information systems development outsourcing projects. With the key finding that the influence of informal controls and interorganizational learning on formal controls changes over time, this research helps expand the domain of control dynamics in global IS projects. This study also contributes to literature on ways to handle cultural differences in global, multisource, IS outsourcing projects.     

Innovation at the workplace: Do professional competencies matter?

This paper analyzes individuals' propensity to innovate in professional environments, by focusing on the specific competency profile of individuals who play a role in the incorporation of product, technological, and knowledge innovations at work. The analysis draws on economic and managerial literature on innovation, innovative behavior, and competencies to gain a better understanding of the relationships between the process of competency development and innovative behavior in working environments. Using data from REFLEX, a European survey on the transition from higher education to labor markets, the empirical component of this study estimates discrete response models to explain the propensity of individuals to innovate at work. The models take the responses to a set of 19 questionnaire items as the basis for determining individuals' competency profiles, while also incorporating firm, working environment, and personal characteristics. The estimation results provide evidence of significant marginal effects of specific competencies on the probability that individuals act as innovators at the workplace. Competencies such as alertness to new opportunities, ability to present products, ideas or reports, ability to mobilize the capacities of others, ability to come up with new ideas and solutions, and ability to use computers and the Internet appear to have stronger marginal effects on the likelihood of innovating and, consequently, emerge as key competencies in explaining the propensity of individuals to become innovators in their working environments.     

Supporting Technologies and Organizational Practices for the Transfer of Knowledge in Virtual Environments

A field study of a global science/technology company provides evidence of the value of both organizational practices and technology tools for supporting knowledge attainment (the combined tacit and explicit knowledge gained in a focal area – in this study we focus on product knowledge attainment) in virtual environments. We present a three-dimensional typology of knowledge management systems. Method of input, form of content, and how the users accrue the benefit of the knowledge help us to argue that organizational practices and technological tools will have independent positive effects on user knowledge attainment. We find attendance at face-to-face community of practice meetings, use of searchable archives, video-on-demand, and full-text search of video-on-demand all positively predict knowledge attainment. We suggest that organizations develop both organizational practices and technical supports for knowledge transfer. An interview with the video-on-demand vendor gives us the context to discuss issues for the support of tacit knowledge in more virtual environments as well as issues of expertise as it relates to support for formal and informal learning.     

Profiling under conditions of ambiguity—An application in the financial services industry

Profiles inform decision making and impact both on the individual being profiled and the organisation acting on the information. When there is no universal empirical support for the profile, decisions are made under conditions of ambiguity. This paper analyses the decision-making process for reporting money laundering suspicions using a framework that highlights the role of technical, formal and informal sub-system elements. We conclude that, in the absence of certainty regarding technical, economic and legal parameters, informal factors play a key role in determining whether systems are adopted and how much is spent.