International Journal of Human Resources Development and Management http://www.inderscience.com/browse/index.php?journalID=15&year=2012&vol=12&issue=1/2 Inderscience Publishers Ltd en-uk International Journal of Human Resources Development and Management 1465-6612 1741-5160 © 2012 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijhrdm_scoverijhrdm.jpg http://www.inderscience.com/browse/index.php?journalID=15&year=2012&vol=12&issue=1/2 http://www.inderscience.com/link.php?id=44197 This article presents a new model for workplace learning based on an extensive literature search. The new model focuses on organisational variables that cause workplace learning, and that can be influenced by actions of management. The model has been applied in a case study in an organisation (a Dutch water board). Findings show that with the new model of workplace learning a rich picture of workplace learning can be constructed. Moreover, this picture enables management to improve workplace learning systematically with planned interventions. Workplace learning: a new model applied in a case study in the Netherlands
Simone J. Van Zolingen; Laura Wortel
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 9 - 30
This article presents a new model for workplace learning based on an extensive literature search. The new model focuses on organisational variables that cause workplace learning, and that can be influenced by actions of management. The model has been applied in a case study in an organisation (a Dutch water board). Findings show that with the new model of workplace learning a rich picture of workplace learning can be constructed. Moreover, this picture enables management to improve workplace learning systematically with planned interventions.

]]> 10.1504/IJHRDM.2012.044197 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 9 - 30 Simone J. Van Zolingen; Laura Wortel Institute for Management Research, Radboud University Nijmegen, P.O. Box 9108, 6500 HK Nijmegen, The Netherlands. ' Philips Healthcare, 5684 PC Best, The Netherlands new models learning potential Netherlands Holland organisational variables managerial actions planned interventions water boards human resource development HRD human resource management HRM workplace learning. 2011-12-12T23:20:50-05:00 12 1/2 9 30 2011-12-12T23:20:50-05:00 http://www.inderscience.com/link.php?id=44198 What do employers regard as important for their workplaces in relation to learning in the workplace? An Australian research study exploring employer perceptions of the use and value of accredited training found, from the interviews of the human resources and training managers and business owners, that understandably their key driver is to 'get the job done' followed by a need to provide training to meet regulatory requirements. Government financial incentives certainly were a factor supporting training in and for the workplace. Improved worker morale related to access to training was also recognised as having value, however a more extensive, comprehensive approach to learning in and for the workplace was not necessarily part of their agenda. It is argued that such perceptions form boundaries and intersections for learning in the workplace and that some worker-learners need to cross boundaries or are rebuffed by them and stagnate, while others turn at different intersections as they learn, grow and advance their workplace development. Boundaries and intersections: a reflection on barriers and gateways to learning in the workplace
Margaret Malloch
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 31 - 44
What do employers regard as important for their workplaces in relation to learning in the workplace? An Australian research study exploring employer perceptions of the use and value of accredited training found, from the interviews of the human resources and training managers and business owners, that understandably their key driver is to 'get the job done' followed by a need to provide training to meet regulatory requirements. Government financial incentives certainly were a factor supporting training in and for the workplace. Improved worker morale related to access to training was also recognised as having value, however a more extensive, comprehensive approach to learning in and for the workplace was not necessarily part of their agenda. It is argued that such perceptions form boundaries and intersections for learning in the workplace and that some worker-learners need to cross boundaries or are rebuffed by them and stagnate, while others turn at different intersections as they learn, grow and advance their workplace development.

]]> 10.1504/IJHRDM.2012.044198 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 31 - 44 Margaret Malloch Cass School of Education, University of East London, Stratford Campus, Water Lane, London, E15 4LZ, England employer perceptions HRD personnel workers learners learning boundaries learning intersections barriers gateways employers Australia employer perceptions accredited training human resource managers training managers business owners regulatory requirements government incentives financial incentives improved morale worker morale training access workplace development human resource development human resource management HRM workplace learning. 2011-12-12T23:20:50-05:00 12 1/2 31 44 2011-12-12T23:20:50-05:00 http://www.inderscience.com/link.php?id=44199 This study addresses the question of which design guidelines are required in order to produce powerful, effective work-related learning arrangements in higher education that will motivate students to learn. A work-related learning arrangement is defined as an 'arranged' educational learning track in an authentic working environment, where students learn in collaboration all the work processes that are typical for a portion of their future profession and the competences that go with it. In two case studies, a reconstructive study approach was taken to describe which factors are crucial for the efficiency of the design and the effectiveness of work-related learning by students. The outcomes of both case studies will be used to draw up the first version of the design guidelines (procedural and process curriculum specifications) for the further development of work-related learning arrangements. In search of design guidelines for the improvement of the effectiveness of work-related learning arrangements
Josephine Lappia; Jan Streumer
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 45 - 60
This study addresses the question of which design guidelines are required in order to produce powerful, effective work-related learning arrangements in higher education that will motivate students to learn. A work-related learning arrangement is defined as an 'arranged' educational learning track in an authentic working environment, where students learn in collaboration all the work processes that are typical for a portion of their future profession and the competences that go with it. In two case studies, a reconstructive study approach was taken to describe which factors are crucial for the efficiency of the design and the effectiveness of work-related learning by students. The outcomes of both case studies will be used to draw up the first version of the design guidelines (procedural and process curriculum specifications) for the further development of work-related learning arrangements.

]]> 10.1504/IJHRDM.2012.044199 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 45 - 60 Josephine Lappia; Jan Streumer Rotterdam University, Museumpark 40, 3015 CX Rotterdam, The Netherlands. ' Rotterdam University, Museumpark 40, 3015 CX Rotterdam, The Netherlands external consistency relational approaches systematic approaches work-related learning learning arrangements higher education universities learning quality design guidelines procedural specifications curriculum specifications process specifications internal consistency effectiveness student motivation educational learning tracks working environments work processes future professions competences reconstructive studies houses housing Rotterdam Netherlands Holland secondary education pre-university education Roosendaal teacher training human resource development HRD human resource management HRM workplace learning. 2011-12-12T23:20:50-05:00 12 1/2 45 60 2011-12-12T23:20:50-05:00 http://www.inderscience.com/link.php?id=44200 In this paper, we challenge conventional theories underpinning the practice of human resource development (HRD) that typically focus on the objects of learning individuals, skills, jobs or separate the contexts of work (performance) from learning (training). Using case study research from a public utility and a winery, we found similarities in workers' experiences of various organisational practices despite different objects of learning. These practices were, firstly, temporarily occupying (acting up) in a more senior position and, secondly, collaborating across functions. Unlike notions of boundary-crossing or job rotation, we argue that learning 'in-between' develops interactional competence that is grounded within the work practices of interacting individuals. This relational view opens up possibilities for redirecting the focus of HRD practice towards integrating work and learning in ways that develop the potential for learning in-between, across and beyond the boundaries of work. Learning in-between, across and beyond workplace boundaries
Mary C. Johnsson; David Boud; Nicky Solomon
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 61 - 76
In this paper, we challenge conventional theories underpinning the practice of human resource development (HRD) that typically focus on the objects of learning individuals, skills, jobs or separate the contexts of work (performance) from learning (training). Using case study research from a public utility and a winery, we found similarities in workers' experiences of various organisational practices despite different objects of learning. These practices were, firstly, temporarily occupying (acting up) in a more senior position and, secondly, collaborating across functions. Unlike notions of boundary-crossing or job rotation, we argue that learning 'in-between' develops interactional competence that is grounded within the work practices of interacting individuals. This relational view opens up possibilities for redirecting the focus of HRD practice towards integrating work and learning in ways that develop the potential for learning in-between, across and beyond the boundaries of work.

]]> 10.1504/IJHRDM.2012.044200 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 61 - 76 Mary C. Johnsson; David Boud; Nicky Solomon Faculty of Arts and Social Sciences, University of Technology, Sydney, P.O. Box 123, Broadway, NSW 2007, Australia. ' Faculty of Arts and Social Sciences, University of Technology, Sydney, P.O. Box 123, Broadway, NSW 2007, Australia. ' Faculty of Arts and Social Sciences, University of Technology, Sydney, P.O. Box 123, Broadway, NSW 2007, Australia workplace boundaries boundary crossing acting up learning spaces organisational practices relational interactions learning objects skills jobs work contexts employee performance training public utilities wineries worker experiences senior management function collaboration job rotation interactional competence work practices interacting individuals relational views energy infrastructures customer services wine industry Australia human resource development HRD human resource management HRM workplace learning. 2011-12-12T23:20:50-05:00 12 1/2 61 76 2011-12-12T23:20:50-05:00 http://www.inderscience.com/link.php?id=44201 Informal learning is seen as an important phenomenon in the contemporary era of lifelong learning. This study examined informal learning activities and its outcomes as well as the factors that influenced, either positively or negatively, informal learning. In total 24 employees of the Dutch Open University were interviewed about their main informal learning experiences over the last two years. Findings revealed that the majority of the informal learning outcomes are skill-based, generic and applicable in a larger cluster of jobs than participants' present jobs. Participants favoured learning activities that allow high levels of internal locus of control. The main stimulus for informal learning lies in the changing demands of their daily job. Other organisational, job and employee characteristics, such as age, job tenure, attitude of supervisor and colleagues, hardly influenced participants' informal learning. The article concludes with some critical remarks on the value of informal learning from the perspective of lifelong learning. All by myself. Research into employees' informal learning experiences
Marcel Van Der Klink; Jo Boon; Kathleen Schlusmans
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 77 - 91
Informal learning is seen as an important phenomenon in the contemporary era of lifelong learning. This study examined informal learning activities and its outcomes as well as the factors that influenced, either positively or negatively, informal learning. In total 24 employees of the Dutch Open University were interviewed about their main informal learning experiences over the last two years. Findings revealed that the majority of the informal learning outcomes are skill-based, generic and applicable in a larger cluster of jobs than participants' present jobs. Participants favoured learning activities that allow high levels of internal locus of control. The main stimulus for informal learning lies in the changing demands of their daily job. Other organisational, job and employee characteristics, such as age, job tenure, attitude of supervisor and colleagues, hardly influenced participants' informal learning. The article concludes with some critical remarks on the value of informal learning from the perspective of lifelong learning.

]]> 10.1504/IJHRDM.2012.044201 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 77 - 91 Marcel Van Der Klink; Jo Boon; Kathleen Schlusmans Open University of the Netherlands, Heerlen, PO Box 2960, 6401 DL Heerlen, The Netherlands. ' Open University of the Netherlands, Heerlen, PO Box 2960, 6401 DL Heerlen, The Netherlands. ' Open University of the Netherlands, Heerlen, PO Box 2960, 6401 DL Heerlen, The Netherlands informal learning learning transfer lifelong learning Open University of the Netherlands Holland higher education universities learning experiences learning outcomes skill-based learning generic learning jobs internal control locus of control job demands organisational characteristics job characteristics employee characteristics age job tenure supervisor attitudes colleague attitudes human resource development HRD human resource management HRM workplace learning. 2011-12-12T23:20:50-05:00 12 1/2 77 91 2011-12-12T23:20:50-05:00 http://www.inderscience.com/link.php?id=44202 There is a consensus in educational, managerial, and business debates that economic and societal changes in globalisation demand knowledge-based enterprises and employees who permanently develop and actualise their competences. Hence, workplace learning has become a crucial aspect of business organisation. However, the mainstream perspective in literature focuses on the individual's demand and responsibility for his or her own success in developing the necessary competences. This contribution focuses on observing the current debates on responsibility in work life and investigates individual and organisational limitations of workplace learning. Taking into consideration two studies on workplace learning, oppositional findings are to be discussed: on the basis of aggregated quantitative data favourable conditions for workplace learning appear. However, qualitative analyses on the level of individual respondents show a somewhat different picture. Employees experience limited participation in crucial aspects and experience limited rewards for individual competence development. This article concludes that successful workplace learning is not only an individual's responsibility but also a crucial task for the management of a business and its workplaces. When workplace learning fails: individual and organisational limitations exemplarily demonstrated by the issue of responsibility in work life
Christian Harteis
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 92 - 107
There is a consensus in educational, managerial, and business debates that economic and societal changes in globalisation demand knowledge-based enterprises and employees who permanently develop and actualise their competences. Hence, workplace learning has become a crucial aspect of business organisation. However, the mainstream perspective in literature focuses on the individual's demand and responsibility for his or her own success in developing the necessary competences. This contribution focuses on observing the current debates on responsibility in work life and investigates individual and organisational limitations of workplace learning. Taking into consideration two studies on workplace learning, oppositional findings are to be discussed: on the basis of aggregated quantitative data favourable conditions for workplace learning appear. However, qualitative analyses on the level of individual respondents show a somewhat different picture. Employees experience limited participation in crucial aspects and experience limited rewards for individual competence development. This article concludes that successful workplace learning is not only an individual's responsibility but also a crucial task for the management of a business and its workplaces.

]]> 10.1504/IJHRDM.2012.044202 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 92 - 107 Christian Harteis Institute of Educational Science, Working Group Educational Management and Research on Further Education, University of Paderborn, Warburger Str. 100, D-33100 Paderborn, Germany professional learning personal responsibility business organisations individual limitations organisational limitations work life economic changes societal changes globalisation knowledge-based enterprises knowledge-based employees competence development competence actualisation competences limited participation limited rewards individual development aggregated data quantitative data qualitative analyses human resource development HRD human resource management HRM workplace learning. 2011-12-12T23:20:50-05:00 12 1/2 92 107 2011-12-12T23:20:50-05:00 http://www.inderscience.com/link.php?id=44203 This article reflects on the previous articles in this special issue by discussing some common themes and raising some proposals for future research on the topic of workplace learning and its boundaries. The article subsequently discusses objects and results of workplace learning, the issue of learning through acquisition and/or participation, the interplay between organisational and individual factors, the issue of access to learning opportunities, the role of workplace learning in education and HRD, respectively. Workplace learning: panacea or challenge? Epilogue of a special issue on boundaries of workplace learning
Jeroen H.A.M. Onstenk
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 108 - 118
This article reflects on the previous articles in this special issue by discussing some common themes and raising some proposals for future research on the topic of workplace learning and its boundaries. The article subsequently discusses objects and results of workplace learning, the issue of learning through acquisition and/or participation, the interplay between organisational and individual factors, the issue of access to learning opportunities, the role of workplace learning in education and HRD, respectively.

]]> 10.1504/IJHRDM.2012.044203 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 108 - 118 Jeroen H.A.M. Onstenk Inholland University of Applied Sciences, P.O. Box 558, 2003 RN Haarlem, The Netherlands learning potential learning results access learning learning opportunities learning boundaries learning through acquisition learning through participation organisational factors individual factors education human resource development HRD human resource management HRM workplace learning. 2011-12-12T23:20:50-05:00 12 1/2 108 118 2011-12-12T23:20:50-05:00 http://www.inderscience.com/link.php?id=44182 The purpose of this paper is to synthesise and critique the literature related to the impact of national culture on corporate training design. There is evidence of a lack of systematic and homogenous studies with a total absence of an examination of the impact of national culture on training evaluation. The study draws the attention to practical implications as practitioners and organisations operating in the international arena should take into consideration cultural differences to efficiently design training activities across cultures and for employees in different countries. The impact of culture on corporate training design: a review of the current state of knowledge
Abderrahman Hassi
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 119 - 139
The purpose of this paper is to synthesise and critique the literature related to the impact of national culture on corporate training design. There is evidence of a lack of systematic and homogenous studies with a total absence of an examination of the impact of national culture on training evaluation. The study draws the attention to practical implications as practitioners and organisations operating in the international arena should take into consideration cultural differences to efficiently design training activities across cultures and for employees in different countries.

]]> 10.1504/IJHRDM.2012.044182 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 119 - 139 Abderrahman Hassi School of Part-Time Studies and Continuing Education, Algonquin College, 1385 Woodroffe Avenue, Ottawa, ON, K2G 1V8, Canada national cultures corporate training training design cultural differences training activities employees human resource development HRD human resource management HRM workplace learning. 2011-12-12T23:20:50-05:00 12 1/2 119 139 2011-12-12T23:20:50-05:00 http://www.inderscience.com/link.php?id=44189 This paper examines the mediating effect of citizenship behaviour on the relationship between employee commitment and intent to leave at the organisational level. Two field studies involving three independent samples were conducted. The procedure used by Baron and Kenny (1986) was selected for the purposes of the mediation test. In study 1 (N = 704), the findings indicate a partial mediation of citizenship behaviour in the relationship between employee commitment and intent to leave the organisation. In study 2, the data show the same pattern in both sample A (N = 651) and sample B (N = 355). While sportsmanship was found to play a mediating role between employee commitment and intent to leave the organisation, no mediation was found for civic virtue. The findings are discussed. Employee retention: exploring the relationship between employee commitment, organisational citizenship behaviour and the decision to leave the organisation
Pascal Paillé
International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 140 - 157
This paper examines the mediating effect of citizenship behaviour on the relationship between employee commitment and intent to leave at the organisational level. Two field studies involving three independent samples were conducted. The procedure used by Baron and Kenny (1986) was selected for the purposes of the mediation test. In study 1 (N = 704), the findings indicate a partial mediation of citizenship behaviour in the relationship between employee commitment and intent to leave the organisation. In study 2, the data show the same pattern in both sample A (N = 651) and sample B (N = 355). While sportsmanship was found to play a mediating role between employee commitment and intent to leave the organisation, no mediation was found for civic virtue. The findings are discussed.

]]> 10.1504/IJHRDM.2012.044189 International Journal of Human Resources Development and Management, Vol. 12, No. 1/2 (2012) pp. 140 - 157 Pascal Paillé Département Management, Université Laval, G1K7P4, Québec, QC, Canada organisational behaviour citizenship behaviour employee commitment intent to leave organisations mediation tests employee retention mediating effects Reuben Baron David Kenny partial mediation sportsmanship civic virtue public employees government agencies Quebec Canada human resource development HRD human resource management HRM. 2011-12-12T23:20:50-05:00 12 1/2 140 157 2011-12-12T23:20:50-05:00