Designing for digital transformation of residency education - a post-pandemic pedagogical response.

BACKGROUND: The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond. METHODS: A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching. RESULTS: The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders' goals of using the technology and the situated context of the teaching. CONCLUSIONS: The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.

Exploring residents and supervisors' workplace learning needs during postgraduate medical education.

Objectives: To identify the main enablers and challenges for workplace learning during postgraduate medical education among residents and their supervisors involved in training hospital specialists across different medical specialties and clinical teaching departments. Methods: A qualitative explorative study using semi-structured focus group interviews was employed. A purposeful sampling method was utilized to invite participants who were involved in postgraduate medical education for hospital specialist medicine at two universities. Hospital physicians in training, also called residents (n=876) and supervisors (n=66), were invited by email to participate. Three focus groups were organized: two with residents and one with supervisors. Due to the COVID-19 pandemic rules prohibiting real group meetings, these focus groups were online and asynchronous. The data was analyzed following an inductive thematic analysis. Results: The following overarching themes were identified: 1) the dual learning path, which balances working in the hospital and formal courses, 2) feedback, where quality, quantity, and frequency are discussed, and 3) learning support, including residents' self-directed learning, supervisors' guidance, and ePortfolio support. Conclusions: Different enablers and challenges for postgraduate medical education were identified. These results can guide all stakeholders involved with workplace learning to develop a better understanding of how workplace learning can be optimized to improve the postgraduate medical education experience. Future studies could focus on confirming the results of this study in a broader, perhaps international setting and exploring strategies for aligning residencies to improve quality.

Learning through clinical extramural studies: an observational study.

BACKGROUND: Veterinary medicine programmes require students to learn in formal educational settings and through workplace experiences. Previous studies have indicated that learning in the clinical workplace can be informal as students participate in daily activities of service provision by veterinary teams. It can be complex however for students to transition from a traditional formal educational setting to learning in the workplace and students must be able to self-regulate their learning. This requires students to set their own learning goals, consider available learning opportunities and to evaluate if intended learning outcomes have been attained. There is a need to identify strategies students undertake to self-regulate their learning in the workplace to design supports to enhance their learning. The aim of this study was to provide a detailed description of how final year veterinary medicine students plan, learn and reflect on their learning in the workplace context of clinical extramural studies (CEMS) prior to the COVID-19 pandemic. METHODS: An observational repeated cross-sectional design study was conducted with two groups of final year veterinary medicine students in University College Dublin. Data was collected in two stages by analysing student activity records and surveying students in 2017 and 2018. Participants were asked to describe how they planned their CEMS, to describe the types of learning activities they participated in, and describe their reflections of CEMS. RESULTS: The results are interpreted through the lens of self-regulated learning theory. Analyses of student CEMS activity records indicate that students from both groups primarily participated in small animal / production animal or mixed practice work placements. The majority of respondents of the survey indicated that CEMS was a valuable learning opportunity and they were motivated by placements that would support their future career goals. Financing CEMS placements was a key obstacle to their planning. The majority of respondents indicated varying frequencies of engaging in different types of learning activities and noted that finding suitable placements that facilitated practical skill development and active student learning was a challenge. Implications for veterinary education are discussed. CONCLUSIONS: Student perspectives on planning and learning in the CEMS workplace context yielded important insights into the factors that influence their self-regulatory activities which can help inform future educational interventions to support student learning.

From the nexus vision to the NexusIPE™ learning model.

The Nexus vision of simultaneously transforming health professions education and healthcare delivery to achieve Triple (now Quadruple) Aim outcomes was first articulated in the 2012 proposal and funding of the National Center for Interprofessional Practice and Education (National Center). Over the past decade, the National Center has worked with over 70 sites implementing large scale and practice-based interprofessional practice and education (IPE) programs. Because what is needed to implement the Nexus to achieve Quadruple Aim outcomes was not well understood in 2012, the National Center took a social innovations and developmental evaluation approach. This iterative method led to the development of the National Center NexusIPE™ Learning Model that adapts the 3-P high-level stages (Presage, Process, and Product), proposed as a framework for IPE by Barr and colleagues. National Center collaborators' lessons learned about the Nexus vision are highlighted in this issue and provide real-world examples of elements of the NexusIPETM Learning Model. Reflecting on ten years of experience, the National Center leaders recognize the need for Nexus transformation and the relevance of the NexusIPETM Learning Model today as education and health systems grapple with mounting workforce challenges. The model provides opportunities to address growing workforce shortages, provide equitable care that leads to health, and support the well-being of practice teams in the face of challenges such as the COVID-19 pandemic.

A tripartite understanding of experiences of young apprentices: A case study of the London Borough of Hounslow.

In 2019, a decline in apprenticeship starts prompted the London Borough of Hounslow to make an apprenticeship pledge in its Corporate Plan 2019-2024, committing to create 4,000 new apprenticeships and training opportunities to help young people into work. This article investigates experiences of young apprentices in Hounslow before and during the COVID-19 pandemic. Exploring the perspectives of two apprentices, two employers and one training provider in a small-scale qualitative study, the authors identify key hindering and supporting factors affecting entry into and sustainability of apprenticeships, and progression towards professional employment. They found that labour market entry was intensely hindered by competition (with peers who had better maths and English qualifications, for a small number of apprenticeships) and organisational barriers (such as managers with prejudices against young people, stigmatising apprentices and apprenticeships). Supportive factors identified include personal characteristics (such as a positive mindset, enabling young people to persevere despite a disadvantaged socioeconomic background and lack of family support, for example) and supportive relationships (e.g. mentoring) between apprentices and their training providers or employers.

Compréhension tripartite des expériences de jeunes apprentis : étude de cas réalisée dans le quartier londonien de Hounslow ­ En 2019, un déclin du nombre de nouveaux contrats d'apprentissage a poussé le quartier londonien de Hounslow à prendre un engagement en faveur de l'apprentissage dans son plan 2019­2024 pour les entreprises, dans lequel il s'engageait à créer 4 000 places d'apprentissage et possibilités de formation pour aider les jeunes à entrer dans la vie active. Cet article se penche sur les expériences de jeunes apprentis à Hounslow avant et pendant la pandémie de COVID-19. Les auteurs ont examiné les points de vue de deux apprentis, de deux employeurs et d'un prestataire de formations dans une étude qualitative à petite échelle et ont identifié des facteurs décisifs freinant ou favorisant l'accession aux apprentissages, la viabilité de ces derniers et le parcours des apprentis vers l'emploi. Ils ont constaté que l'entrée sur le marché du travail était fortement freinée par la concurrence (avec des pairs mieux qualifiés en mathématiques et en anglais qui postulaient pour un nombre restreints de place d'apprentissage) et par des obstacles organisationnels (par exemple des managers qui avaient des préjugés à l'égard des jeunes, qui stigmatisaient les apprentis et les apprentissages). Parmi les facteurs favorables qu'ils ont identifiés, notons les traits de caractère personnels (par exemple un état d'esprit positif permettant aux jeunes de persévérer malgré leur milieu socio-économique défavorisé et l'absence de soutien de leur famille) et les relations de soutien (par exemple le mentorat) entre les apprentis et leurs prestataires de formation ou leurs employeurs.

Adapting to the COVID-19 World: A Case Study of Collective Learning in a Social Entrepreneurial Organisation

Purpose: This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic. Design/methodology/approach: Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE? Findings: This study results indicate that collective learning conditions were changed by restructuring the organisation's design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members' new shared understanding of the organisation's vision. Research limitations/implications: This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis. Practical implications: This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns. Originality/value: The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members' reflection of it as a past phenomenon.

Reconceptualizing informal learning in an online learning environment

In 2020, many organizations moved their formal training programs to an online learning context due to COVID-19. Informal learning, which refers to activities that are self-guided and occur independently outside of formal learning contexts has gained significant interest among researchers and practitioners in the past two decades as it has been identified as the primary type of learning in today's organizations, also had to take place in an online learning environment. Despite the increasing interest in informal learning, no attempt has been made to examine and understand informal learning in an online learning environment. This dissertation provides an integrative review of prior work on formal and informal learning in online and traditional face-to-face environments. It addresses the following research questions: (1) How can informal learning be conceptualized and measured in an online learning environment? (2) How do the coping styles of proactive coping, reflective coping, strategic planning, preventive coping, and support-seeking drive informal learning in an online learning environment? (3) How important are psychological capital and time structure for online learning behavior and, (4) How do contextual influences such as learning conditions and social support moderate the relationships between antecedents, coping, and informal learning behavior? This study contributes to our understanding of how informal learning unfolds in an online learning environment. All five of the examined coping styles are positively related to informal learning behavior online and four of these coping styles (proactive coping, reflective coping, strategic planning, preventive coping,) also mediate the relationship between time structure and informal learning behavior. Support for mediation between psychological capital and informal learning was only found for proactive coping behavior. The results of this study showed that the examined contextual influences of social support, learning conditions, and informal learning did not moderate the relationships between psychological capital, time structure, coping behavior, and informal learning behavior. For this study, data were collected from undergraduate students enrolled in an asynchronous introductory management class in the Fall of 2020. The collected data was analyzed using correlation analysis, descriptive analysis, and path analysis to answer the empirical research questions. This study provides theoretical and practical implications for human resource development and highlights suggestions for future research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Learning in a real-life escape room: an explorative study on the supervisory relationship in GP residency during the COVID-19 pandemic.

BACKGROUND: The relationship between supervisors and residents plays a prominent role in the professional development of general practice (GP) residents. When disruptions occur in the normal course of healthcare, due to effects of e.g. war or emerging epidemics, we need to consider how this may affect the training of the next generation of general practitioners. As both supervisors and residents face new and unprecedented challenges that impact overall quality of the training. In this study, we examined the characteristics of the supervisory relationship in GP training during the disruptions early on during COVID-19. Our aim was to understand better how resident learning is affected in these circumstances, which is a first step in enabling supervisors, residents and faculty to anticipate disruptive situations better in the future. METHODS: We conducted a qualitative case study with a constructivist approach. Seven GP residents at the start of their second placement, and their 10 supervisors participated in this study. Participants came from a University Medical Centre in the Netherlands. Semi-structured interviews were held between September 2020 and February 2021. The subjects were (1) interviewed individually about what they had learned regarding COVID-19, and (2) they were interviewed in supervisory pairs about how they had learned. Data were iteratively analysed; thematic analysis for (1) and template analysis in (2). RESULTS: We identified notable changes in the supervisor-resident relationship attributable to COVID-19. Supervisors and residents were confronted with an all-encompassing uncertainty in the workplace, and disruptive changes in patient care and learning opportunities for residents. Supervisors and residents addressed these emerging workplace challenges through three types of collaboration, (1) getting the job done; (2) residents' learning; and (3) collective learning. Each type had a different focus and distinctive characteristics of the supervisory relationship. CONCLUSION: With the outbreak of COVID-19, supervisors and residents were faced with disruptive uncertainty. In these circumstances, learning occurred not only between residents and their supervisors, but also with non-supervising GPs and assistants in collective learning. We propose to complement collective learning in the workplace with reflection between residents and supervisors at the training institution.

Workplace e-learning acceptance: combining symmetrical and asymmetrical perspectives

Purpose: The use of e-learning in the workplace is increasing. This increase was mainly because of technological advancement within corporations, but the COVID-19 pandemic has further reinforced this trend. User acceptance is central to e-learning's success;hence, this study aims to investigate workplace e-learning acceptance in Indonesia. Design/methodology/approach: Using the unified theory of acceptance and use of technology (UTAUT) model, this study analyzed survey response data from employees in seven Indonesian industries that use e-learning for their corporate learning programs. The study combined partial least squares structural equation modeling (PLS-SEM) analysis with fuzzy-set qualitative comparative analysis (fsQCA) to gain symmetrical and asymmetrical perspectives. Findings: Various combinations of UTAUT model-based antecedents in pursuing workplace e-learning acceptance were supported by the PLS-SEM and fsQCA results. Both analyses point to performance expectancy as the strongest predictor of intention to use e-learning. Research limitations/implications: The study offers insight into the causal relationship between constructs in the UTAUT model and uncovers paths and combinations of constructs that lead to e-learning intention. Originality/value: This study highlights complex causalities between constructs. © 2023, Emerald Publishing Limited.

PLAYFUL AND GAMIFIED SOLUTIONS IN HYBRID HUMAN AND ORGANIZATIONAL DEVELOPMENT SERVICES – EXPLORATORY CASE STUDY OF A HUNGARIAN BLENDED LEARNING PLATFORM

Innovative digital technologies have remained after COVID-19 but have not entirely replaced on-site learning. Hybrid forms of learning that blend online and offline processes are predicted to dominate our near future. Blended learning, which has become an umbrella term, emphasises optimising the achievement of learning objectives. This topic has been addressed mainly in relation to higher education, but it lends itself to being explored in the context of workplace learning. Optimising learning requires efficient and effective methods. In this context, the field of applied game and play design can offer a controversial but rich set of instructional tools. Through an exploratory case study of a blended learning platform developed by a Hungarian consulting firm, the article shows how classical gamification and playful solutions are integrated into the development process and what role they are intended to play in supporting (or hindering) hybrid workplace learning. (English) [ FROM AUTHOR]

Understanding the response plan of corporation against COVID-19: a case of Indian power major

Purpose The coronavirus crisis has a huge impact on how we work, learn and even live;the purpose of the study is to bring insights on different approaches to deal with challenging situation like COVID-19. For this reason, the study will facilitate to develop understanding on how to conquer the hurdle of business continuity during challenging times, along with dealing of other challenges like ensuring health and well-being of employees, abiding by the regulation and guidelines, prioritizing the need and handling of different resources (most importantly human). Design/methodology/approach The data was collected from case study organization during May 2020. For data collection, various internal documents from the case study organization were referred, including various report, circulars, guidelines, office information note. Further, press release and information from website of the case company were also explored. The interview of different group of decision makers (i.e. top management, human resource managers and head at plant sites) was also performed during data collection. Findings The study has initiated to identify with the approach of the case company to deal with the COVID-19 pandemic and to overcome the challenges posed by unprecedented crisis. Originality/value The COVID-19 crisis has underlined the significance of the power utilities, as electricity is critical to ensure the smooth functioning of various sectors of the economy. Considering the importance of power sector for economy, this article has taken to investigate the crisis management model of one of India's major power producer companies.

A Spontaneous Adoption of AR Technology a manufacturing industrial context

Digital transformation is a process encompassing all organizations, requiring a proactive attitude and willingness to change. The Covid-19 pandemic highlighted the relevance of digitization through an increased awareness and implementation of digital tools for working life. The next wave of successful innovation in industry demands high-pitched adoption of technologies for production and workplace learning systems. Organizations are trying to understand which technologies to invest in, based on usability measures, cost effectiveness, and sustainability. It can be hard to predict which technology is best suited for specific tasks. This implies a growing risk regarding investments in technology. This paper describes the spontaneous use of technology for augmented reality (AR, Microsoft HoloLens 2) in a Norwegian manufacturing company during Covid-19. The case illustrates how AR technology can be used in assembling, installation and acceptance testing of machinery for selective soldering in the production of circuit boards. Data were collected through case study research and a qualitative research design, through observation and interviews with the participants. The results show that Microsoft HoloLens 2 is easy to adopt and could contribute to immediate and real value creation in industrial production companies. We believe that the spontaneous usage of AR technology in such extraordinary circumstances as a pandemic could motivate and guide other businesses facing important decisions related to technology implementation. The original value of this article is a contribution to the discussion on the Technology Acceptance Model, which is chosen as a theoretical framework for the paper. © 2022, IFIP International Federation for Information Processing.

Learning in a hybrid world: new methods for a new workplace

Purpose: Organizations face a paradox. Because of the disruptions of COVID-19, learning and development was largely put on hold. However, this disruption also changed the value proposition for employees: they expect learning and development to be prioritized. The purpose of this paper is to resolve this paradox by providing a strategic framework that increases the capacity for workplace learning within the constraints of a hybrid world. Design/methodology/approach: Although the COVID-19 disrupted shifted when and where employees learn, it did not change how learning occurs. Therefore, this paper draws from research on workplace learning, cognitive science and neuroscience to develop a conceptual framework of workplace learning and provide practical guidance on how leaders can support it in a hybrid world. Findings: This paper presents a new framework for workplace learning. First, this paper identifies seven key workplace learning behaviors. This paper addresses why a focus on behavior over outcomes is strategically advantageous for hybrid learning. Second, this paper details the opportunities, resources and leadership behaviors that enable each behavior. Research limitations/implications: This paper provides scholars with a new approach to learning and opens avenues for research on the antecedents of workplace learning behaviors, as well as understanding how the behaviors interact over time. Practical implications: This paper helps executives make strategic decisions about hybrid learning based on the science of learning. This paper also provides key tactics for how to encourage and enable employees to learn in remote or hybrid environments. Originality/value: Although there is an abundance of research on individual, team and organizational learning, there is little guidance on what strategies leaders can use to enable learning in the moment, when it is needed most. This paper reorients learning strategy away from learning outcomes to focus on the behaviors that are required to achieve those outcomes. In doing so, this paper provides a model for learning how to learn in a hybrid world. © 2022, Emerald Publishing Limited.

Problem-Based Blended Training via Chatbot to Enhance the Problem-Solving Skill in the Workplace

Problem-solving skill is one of the soft skills that has become essential for employees in various organizations. Training model and educational technology were considered key success factors in delivering knowledge for personnel in the workplace to develop this skill. Problem-Based Learning (PBL) is a key driver for learning activities, which has been increasingly adopted for workplace training and has proven to be one of the best approaches to helping learners improve their problem-solving skills in the organization. Hence, this research aims to synthesize problem-based blended training via chatbot to enhance problem-solving skills in the workplace. Literature review, document analysis, and focus group technique were used as the main procedures for the first phase of model synthesis. The effectiveness of the training model was examined in the second phase by applying it to 20 employees of the flexible lamination manufacturers in Thailand from purposive sampling. The training was held for four weeks and examined with a problem-solving skill test. In addition, a follow-up test has been conducted to monitor retention skills after a four-week training period. Data analysis used the repeated-measures ANOVA test with normality and homogeneity as a prerequisite test. This study shows that the problem-based blended training model via chatbot to enhance problem-solving skills in the workplace comprises six main steps: (1) Group identification;(2) Problem identification;(3) Idea creation;(4) Learning;(5) Implementation;(6) Evaluation. The results on the implemented training model showed that problem-solving skills after training were significantly higher than those before training, and the retention of skill remained higher than that before training and did not significantly change after finishing training at a statistical significance of 0.5. As a result, the developed model is highly appropriate for implementation, particularly because the chatbot platform is involved in almost every step of this training model to accommodate learners who can easily access the training platform, repeat the training content, and feel motivated to explore new information to improve their problem-solving skills. In a post-COVID-19 period with distancing required in the workplace, this model is applicable to deliver efficiency in workplace training. © 2022 by the authors.

A practical analysis of blended training efficacy on organizational outcomes

Purpose: The purpose of this paper is to contribute to the literature of blended learning by practically implementing best practices in employee training. Design/methodology/approach: In response to the Covid-19 pandemic, an organization had modified its training procedures over the course of three years to improve employee and organizational outcomes. Employee candidates who were onboarded into sales positions during the years 2019–2021 were given the opportunity to learn the content in an online format and subsequently evaluated prior to their in-person training and final evaluation to provide them with a self-paced blended learning experience. Both evaluation scores, along with the length it took to complete the trainings, were used to determine the trainings effectiveness and efficiency respectively. Findings: The findings for the study showed that the organization was successfully able to improve upon the efficiency of the training by reducing training length and the effectiveness by improving employee outcomes. Research limitations/implications: The study’s design was limited to the probation process, which resulted in issues drawing conclusions for employee outcomes that were relevant to their long-term organizational success. This emphasizes the importance of comprehensive investigations for future practical studies. Practical implications: The findings allow for the improvement of blended learning models within real-world organizational contexts that provide organizations with the opportunity to improve employee outcomes while reducing time costs. Originality/value: This study provides data from applied blended learning procedures that were validated using empirical findings, which contributes to the practicality of blended learning in workplace training. © 2022, Emerald Publishing Limited.

The wellbeing protocol mitigates the effects of COVID-19 on stress and burnout: a qualitative analysis of the underlying mechanisms

Purpose This paper aims to convey and analyze participants' experience of an online mindfulness-based workplace wellness program, The Wellbeing Protocol, during the COVID-19 pandemic outbreak, with the aim of understanding the underlying mechanisms of how the program impacted stress, burnout and mental wellbeing. Design/methodology/approach New Zealand teachers participated in an online mindfulness-based wellness program in 2020. Participants' experience was captured via focus groups and open-ended survey questions collected before, immediately after and three months following the intervention. The data were analyzed using thematic analysis. Findings Three themes emerged: self-awareness and nonreactivity may facilitate a reduction in stress levels, the purposeful cultivation of self-care and positive emotions may be a precursor to enhanced wellbeing and positive relationships with others and evidence of effectiveness at work may mitigate burnout symptoms. Findings depicted effective strategies to improve wellbeing as well as promising areas for further research. Practical implications For school settings: participants' positive appraisals of the program suggest The Wellbeing Protocol might be a suitable option to support teacher wellbeing. For workplaces: the positive outcomes related to improved effectiveness and relationships at work, as well as the program's flexibility related to its short length and online delivery, might make it a potential option to support employee wellbeing. Originality/value To the best of the authors' knowledge, this is the first study to investigate the impact of a mindfulness-based intervention on New Zealand teachers, the first to explore the impact of the Wellbeing Protocol and one of few studies that have investigated an online mindfulness-based intervention. It has multiple qualitative data sources and a follow-up of three months.

University student experiences of work-based placements during COVID-19 pandemic: an inter-disciplinary survey of allied health and social work students

Purpose: Work-based placements are central to the university education of allied health and social work (AHSW) students. As a result of COVID-19, the clinical learning environment of students' work-based placements was dramatically altered resulting in numerous documented challenges. This inter-disciplinary study aimed to evaluate AHSW students' perceptions and experiences of completing a diverse range of work-based placements during COVID-19. Design/methodology/approach: This study was a mixed-method inter-disciplinary study using an anonymous online survey consisting of multiple choice, Likert scale and free text questions. Mixed-methods design supported amalgamation of insights from positivism and interpretivism perspectives and enabled research questions to be answered with both breadth and depth. 436 students were invited to participate who were enrolled in five AHSW educational university programmes: speech and language therapy, occupational therapy, physiotherapy, radiation therapy and social work. Data collected was analysed using both quantitative (descriptive and analytical statistics) and qualitative (thematic analysis) methods. Findings: 118 students participated (response rate: 27%) representing a range of AHSW disciplines who attended diverse placement settings. While there was extensive disruption in the learning environment leading to increased levels of stress and concern, a triad of individual and systemic supports helped to ensure positive work-based placement experiences and student success for the majority of AHSW students during COVID-19: (1) university preparation and communication;(2) placement site and supervisor support;and (3) students' resilience and capacity to adapt to a changed work-place environment. Originality/value: This inter-disciplinary study reports the work-based placement experiences from the professional education programmes of healthcare students during the COVID-19 pandemic, giving a unique view of their perspectives and learning during this unprecedented crisis. © 2022, Duana Quigley, Claire Poole, Sinead Whiting, Erna O'Connor, Claire Gleeson and Lucy Alpine.

Learning journey: Conceptualising "change over time" as a dimension of workplace learning.

Understanding how individuals learn at work throughout their lives is significant for discussions of lifelong learning in the current era where changes can be unpredictable and frequent, as illustrated by the COVID-19 pandemic. Despite a corpus of literature on the subject of "learning", there is little research or theoretical understanding of "change over time" as a dimension of individual learning at work. Increasing emphasis has been put on individuals' personal development, since they play key mediating roles in organisations' work practices. This article proposes the concept of the "learning journey" to explore the relational complexity of how individuals learn at different workplace settings across their working lives. In order to illuminate this, the article draws on the learning experiences of two workers with different roles at two points in time across different workplaces. The author argues that individual learning involves a complex interaction of individual positions, identities and agency towards learning. This complexity is relational and interrelated with the workplace learning culture, which is why learning is different for individuals in different workplaces and even for the same person in the same workplace when occupying different roles.

Itinéraire d'apprentissage : conceptualisation du « changement au fil du temps ¼ en tant que dimension de l'apprentissage sur le lieu de travail ­ Comprendre comment les individus apprennent au fil de l'existence en milieu professionnel est important pour nourrir les débats sur l'apprentissage tout au long de la vie à l'époque actuelle où les changements peuvent être imprévisibles et fréquents comme l'illustre la pandémie de COVID-19. Malgré le corpus de littérature existant sur « l'apprentissage ¼, peu de recherches ou de connaissances théoriques portent sur le « changement au fil du temps ¼ en tant que dimension de l'apprentissage individuel sur le lieu de travail. On accorde de plus en plus d'importance au développement personnel des individus étant donné qu'ils assument des rôles de médiation essentiels dans les pratiques professionnelles des entreprises. Cet article présente le concept de « l'itinéraire d'apprentissage ¼ pour examiner la complexité relationnelle de la façon dont les individus apprennent dans différents cadres professionnels tout au long de leur vie active. Pour éclairer ce propos, l'article s'appuie sur l'expérience éducative de deux salariés avec des rôles différents, à deux moments différents, sur des lieux de travail différents. L'autrice affirme que l'apprentissage individuel inclut une interaction complexe entre les points de vue, les identités et l'action personnels en matière d'apprentissage. Cette complexité est d'ordre relationnel et liée à la culture de l'apprentissage sur le lieu de travail, ce qui explique la raison pour laquelle apprendre diffère pour les individus en fonction du lieu de travail, et que même pour une seule et même personne apprendre sur son lieu de travail diffère en fonction des postes qu'elle occupe.

Shifting to a Technology-Driven Work Mode: Workplace Learning and Dynamic Capability in the Case of a Public-Sector Service Organisation

Learning to operate in technology-driven working modes is topical in many organisations today due to the COVID-19 pandemic crisis. The pandemic has forced especially knowledge-work organisations to quickly shift to remote or hybrid working modes, where all or some of the staff are operating and collaborating via digital tools. The aim of this qualitative case study is to explore and explicate a learning story of an organisation within the public sector transitioning quickly to a technology-driven hybrid working mode during the crisis. As findings, the paper presents the identified immediate and evolving facilitators that point to the organisation’s learning to develop capabilities for operating effectively in the enforced and volatile conditions. Additionally, the potential long-term organisational development effects stemming from the situation are considered. In the findings, social aspects of work, such as open communication, collaboration, and awareness gained emphasis, while digital technology is one of the ground enablers. We apply a frame of dynamic capabilities together with workplace learning and aim to provide new insights into their development processes with a cross-organisational approach. In terms of practical implications, we suggest new understandings for the management on how organisations may learn and fare under uncertainty, volatility, and transitioning to digital collaboration. © 2022, IFIP International Federation for Information Processing.

Theories of workplace learning in changing times., 2nd ed

This book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engestrom, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schon, Senge, and Van den Bossche. Combining theory and practice, this book will be essential reading for all trainee and practising educational psychologists, organisational psychologists, researchers, and students in the field of lifelong learning, educational policy makers, students, researchers, and teachers in vocational and higher education. It will also be of interest to those involved in training trainers and teacher training. (PsycInfo Database Record (c) 2022 APA, all rights reserved)