Informal Workplace Learning.

Titel	Informal Workplace Learning.
Quelle	(1999), (33 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Creativity; Cross Cultural Training; Design; Educational Needs; Educational Practices; Employed Women; Experiential Learning; Feminism; Foreign Countries; Human Resources; Informal Education; Labor Force Development; Models; On the Job Training; Outcomes of Education; Skill Development; Small Businesses; Teaching Methods; Training Methods; Transfer of Training; Work Attitudes; Romania; Thailand + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kreativität; Interkulturelle Orientierung; Educational need; Bildungsbedarf; Bildungspraxis; 'Female employment; Women''s employment'; Frauenbeschäftigung; Experiental learning; Erfahrungsorientiertes Lernen; Feminismus; Ausland; Humankapital; Informelle Bildung; Nichtformale Bildung; Arbeitskräftebestand; Analogiemodell; Training-on-the-Job; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Kleingewerbe; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme; Training; Transfer; Ausbildung; Work attitude; Arbeitshaltung; Rumänien
Abstract	The first of the four papers in this symposium, "Re-conceptualizing Marsick and Watkins' Model of Informal and Incidental Learning in the Workplace" (Maria Cseh, Karen E. Watkins, Victoria J. Marsick) describes the use of a revised model to encompass the learning perspectives of small business owner-managers who work in the volatile political and economic environment of the transition to a free market economy in Romania, a group that has not been represented in previous research based on these models. "Creativity and Design" (Sharon J. Korth, Brenda S. Gardner) examines the creative processes and attributes of 10 HRD (human resource development) practitioners, using both qualitative and quantitative methods. Results include a comparison of creativity styles and preferences using the Myers-Briggs Type Indicator and the Kirton Adaption Innovation Inventory as well as a model derived from the data which describes the creative design process used by the subjects. "Contradictory Practices: Critical Feminist Perspectives on HRD and Workplace Learning" (Sharon L. Howell, Vicki K. Carter, Fred M. Schied) addresses HRD practice through the perspective of critical feminist scholarship, including an analysis of feminist sociology of work, ethnographies of women in the workplace, feminist pedagogical theory and practice, and critical adult education, finding that the underlying concepts of HRD are inherently antifeminist and possibly antidemocratic. "Self and Team Development in Practice (STP) Walk Rally" (Chiraprapha Tan Akaraborworn, Gary N. McLean) reports on an evaluation study conducted to assess strengths and weaknesses of an outdoor-based experiential training program used in Thailand. The study found that most of the principles in adult theory, experiential learning theory, and Holton's HRD Evaluation Research and Measurement Model are met by the STP Walk Rally, but that it cannot promise transfer of learning. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC