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Introduction
Owing to rapid change, the concept of educating is no longer left to formal educational institutions. Organisations have the competitive advantage through workplace learning. Members are trained on the job which is considerably cheaper than opting for formal training. It is said that on the job training provides specific skills not fully appreciated in formal training. Also noted is the lack of insight in students when applying theory to practice, indicating that formal learning cannot anticipate evolutions as the set up takes too long. Kyndt, Dochy and Nijs describe informal learning as implicit yet unplanned with unpredictable results. It is never organised or intentional from the learners' perspective Kyndt et al propose. Practical experience creates an active learning environment. In non-formal learning the individual learns through self-motivation or as a by-product of HRD activities.
Theoretical background: learning conditions
Kyndt, Dochy and Nijs refer to Marsick and Watkins who state that organisations facilitate learning through culture, policy and procedure. It is the reciprocal interplay between organisation and individual that determines learning outcomes. Emphasis is placed on conditions that make workplace learning possible. Investigation into factors that influence learning has produced two results. Factors that stimulate and those that obstruct. Kyndt, Dochy and Nijs focus on factors that stimulate learning.
Conditions that were found to have a stimulating effect were categorised as 'context factors' - the learner - and 'learning factors' - the learning process. Kyndt, Dochy and Nijs indicate through their review of literature that general conditions that positively influence learning are communication and interaction, cooperation, feedback, evaluation, participation, reflection, coaching and information.
The present study
Kyndt, Dochy and Nijs present their study as an extension of a study carried out by Clauwaert and Van Bree to find suitable indicators for non formal and informal learning that would lead to the creation of an instrument that maps non formal and informal learning. Learning was divided into six categories:
- work organisation;
- internal learning networks;
- external learning networks;
- individual learning coaching;
- individual work coaching;
- information systems
Research questions
Kyndt, Dochy and Nijs prepared the following to take account of characteristics of personality, profession and organisation "For which groups of employees, based on their personal, professional characteristics and the characteristics of the organisation, are certain learning conditions for non formal and informal learning, present to a higher extent in their work context?"
Method
The sample looked at different aspects of profile. Linguistic adaptations were made to the questionnaire developed by Clauwaert and Van Bree. Through analyses of variance, the authors hoped to capture the significant differences displayed.
Results
The authors selected five factors of learning conditions, and employee responses indicate that feedback and knowledge acquisition is high in importance. New learning approaches and availability of communication tools was identified as second on the list. Being coached and coaching is third and fourth respectively. The fifth factor concerns information acquisition. Different age groups respond differently to learning conditions in feedback, knowledge acquisition and coaching. Kyndt, Dochy and Nijs observe that all learning conditions alter incrementally with increased learning in formal education. All learning conditions resulted in significant differences for employees with different functions. Seniority resulted in learning conditions that differed except in relation to new learning approaches and communication tools. Different organisations result in different learning conditions. Kyndt, Dochy and Nijs observe that learning conditions in feedback and knowledge acquisition occur most in non-profit organisations. Conditions of new learning approaches and communication tools occur most in for-profit organisations. Size of the organisation does not reflect uni-directional tendencies.
Conclusion and discussion
Opportunities for non formal and informal learning indicate different groups can employ different strategies based on the five learning conditions the authors' outline. The condition 'being coached' is used to highlight clear differences. The authors suggest that employees at undergraduate level are more likely to receive and benefit from coaching. Higher levels of education attained by individuals reduce differences within a team. Employees in for-profit organisations have more access to the conditions 'new learning approach and communication tools' and 'being coached'. Employees of non-profit organisations have more access to the conditions 'feedback and knowledge acquisition' and in 'coaching others'. Employees with different functions encounter different learning conditions. Kyndt, Dochy and Nijs indicate that the condition 'being coached' is suitable for consideration at managerial level. Scant amount of literature on non formal and informal learning makes comparison with this research impractical. Further research is required to verify structure and differences found between groups.
Implications for practice
Improving workplace practices requires reflection on the importance of the learning conditions 'feedback and knowledge acquisition' which the authors state undergirds learning. Higher levels of education in employees positively improve upon and increase learning conditions. Employees are less likely to have access to new learning approaches and rely on the organisation for information.
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