Title: Boundaries and intersections: a reflection on barriers and gateways to learning in the workplace
Authors: Margaret Malloch
Addresses: Cass School of Education, University of East London, Stratford Campus, Water Lane, London, E15 4LZ, England
Abstract: 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.
Keywords: 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.
International Journal of Human Resources Development and Management, 2012 Vol.12 No.1/2, pp.31 - 44
Published online: 08 Dec 2011 *Full-text access for editors Access for subscribers Purchase this article Comment on this article