Adult education and human resource development as fields of practice and study share some roots i... more Adult education and human resource development as fields of practice and study share some roots in common but have grown in different directions in their histories. Adult education's roots focused initially on citizenship for a democratic society, whereas human resource development's roots are in performance at work. While they have grown in different directions, they also clearly overlap in important ways; through their focus on helping adults learn, a growing interest in constructivism in the knowledge era, and in broader international and national visions of the field. Differences are also noted, particularly in regard to emphasis on individual growth vs. growth of the organization. The article concludes with a look at three ways of looking at the relationship between the two fields: through the lens of practice, the metaphor of the big tent, and questions associated with philosophical differences.
Measuring and Analyzing Informal Learning in the Digital Age, 2015
ABSTRACT Informal and incidental learning are pervasive, organic, and managed by learners themsel... more ABSTRACT Informal and incidental learning are pervasive, organic, and managed by learners themselves. Communities of Practice (CoPs) rely on this intrinsically motivated learning for their vibrancy. Yet organizations have increasingly sought to set up, support, and leverage CoPs to meet performance goals. This chapter describes a model of CoPs in Catalan Public Administration and examines research in two departments to portray the tensions that may emerge when informal learning is mandated and credentialed. Specifically, the purpose of the chapter is to examine how CoPs can be designed to support organic learning and how such learning can be evaluated. The authors discuss implications for future research around underlying processes and principles that might address tensions in organization-based CoPs, evaluation of learning transfer in open-ended learning contexts using a theory of change approach, and insight into links between informal learning and dimensions of a learning organization.
New Directions for Adult and Continuing Education, 2001
... Adult educators in these programs could help women examine the validity of socially construct... more ... Adult educators in these programs could help women examine the validity of socially constructed viewpoints and ... Because informal and incidental learning are unstructured, it is easy to become trapped by blind spots about one's own needs, assumptions, and values ...
This chapter revisits a theory of informal and incidental learning developed in 1990 by Victoria ... more This chapter revisits a theory of informal and incidental learning developed in 1990 by Victoria Marsick and Karen Watkins in light of recent developments in theory and a reassessment of the model based on both research and experience. An extended example of paramedic learning developed by Barbara Lovin is used to illustrate the model, challenges in the original model, and
Individual Differences and Development in Organisations, 2002
Page 1. CHAPTER 14 Informal and Incidental Learning in the New Millennium: the Challenge of Being... more Page 1. CHAPTER 14 Informal and Incidental Learning in the New Millennium: the Challenge of Being Rapid and/or Being Accurate! Victoria J. Marsick Columbia University, USA, and Karen E. Watkins, and Jacqueline A. Wilson University of Georgia USA ...
... Shor (1992) notes that the average US employee works at least 11 hours over the hours he/she ... more ... Shor (1992) notes that the average US employee works at least 11 hours over the hours he/she is paid to ... We turn now to what the learning organization is not. ... as this and exploit them as fads have no intention of creating learning organizations but, rather, tap into the popularity ...
... Figure 1 illustrates the type of knowledge that we think human resource developers should see... more ... Figure 1 illustrates the type of knowledge that we think human resource developers should seek in research and practice. ... of doing business; changed its organisational memory by changing some part of how we encode memory (the management information system, the budget ...
... Click on any of the links below to perform a new search. Title: Towards a Theory of Informal ... more ... Click on any of the links below to perform a new search. Title: Towards a Theory of Informal and Incidental Learning in Organizations. ... Source: International Journal of Lifelong Education, v11 n4 p287-300 Oct-Dec 1992. More Info: Help Peer-Reviewed: N/A. Publisher: N/A. ...
Keywords: learning culture; learning organization; measurement; knowledge capital ... Workplaces—... more Keywords: learning culture; learning organization; measurement; knowledge capital ... Workplaces—their psychological contract and the demands they place on employees at all levels to learn and work faster—are changing at exponen-tial rates. Organizations often expect ...
ABSTRACT The Problem Organizations strive to develop their employees to a level that meets curren... more ABSTRACT The Problem Organizations strive to develop their employees to a level that meets current and future needs at a time when those needs are great and resources scarce. Human resource developers are charged with finding solutions; yet many of the changes essential to doing this are in the culture, and, senior leaders have greater impact on the culture. Effective ways to alert senior individuals to the cultural imperatives are needed. Unfortunately, human resource and organization development (HROD) scholars have had few valid organizational measures with which to demonstrate the status of learning and the impact of learning on the organization. In 2003, we shared the Dimensions of a Learning Organization Questionnaire (DLOQ) in this journal. It behooves us to examine what has occurred using this instrument since that time.
Abstract: This paper examines the debates and critiques surrounding HRD by uncloaking myths about... more Abstract: This paper examines the debates and critiques surrounding HRD by uncloaking myths about HRD philosophy and practice that seem to commonly held by professionals in the field of Adult Education. We argue that the HRD field is" marginalized" in adult education and reflect on both the problems this situation creates and the increasing need to bridge these two fields.[For complete proceedings, see ED491481.]
This material has been excerpted from Research in Organizations: Foundations and Methods of Inqui... more This material has been excerpted from Research in Organizations: Foundations and Methods of Inquiry edited by Richard A. Swanson and Elwood F. Holton
CONTENTS A new era for action technologies: a look at the issues / Ann Brooks, Karen E. Watkins B... more CONTENTS A new era for action technologies: a look at the issues / Ann Brooks, Karen E. Watkins Becoming critically reflective through action reflection learning / Judy O'Neil, Victoria J. Marsick Democratizing action research at work: a Scandinavian model / Max Elden, Reidar Gjersvik Learning and transforming through action science / Karen E. Watkins, Tom J. Shindell Collaborative inquiry for the public arena / Group for Collaborative Inquiry; thINQ Participatory action research: principles, politics, and possibilities / Nod Miller Popular education: building from experience / Carlos Alberto Torres, Gustavo Fischman Action technology resources: an annotated bibliography / Ann Brooks, Karen E. Watkins A framework for using action technologies / Karen E. Watkins, Ann Brooks.
Adult education and human resource development as fields of practice and study share some roots i... more Adult education and human resource development as fields of practice and study share some roots in common but have grown in different directions in their histories. Adult education's roots focused initially on citizenship for a democratic society, whereas human resource development's roots are in performance at work. While they have grown in different directions, they also clearly overlap in important ways; through their focus on helping adults learn, a growing interest in constructivism in the knowledge era, and in broader international and national visions of the field. Differences are also noted, particularly in regard to emphasis on individual growth vs. growth of the organization. The article concludes with a look at three ways of looking at the relationship between the two fields: through the lens of practice, the metaphor of the big tent, and questions associated with philosophical differences.
Measuring and Analyzing Informal Learning in the Digital Age, 2015
ABSTRACT Informal and incidental learning are pervasive, organic, and managed by learners themsel... more ABSTRACT Informal and incidental learning are pervasive, organic, and managed by learners themselves. Communities of Practice (CoPs) rely on this intrinsically motivated learning for their vibrancy. Yet organizations have increasingly sought to set up, support, and leverage CoPs to meet performance goals. This chapter describes a model of CoPs in Catalan Public Administration and examines research in two departments to portray the tensions that may emerge when informal learning is mandated and credentialed. Specifically, the purpose of the chapter is to examine how CoPs can be designed to support organic learning and how such learning can be evaluated. The authors discuss implications for future research around underlying processes and principles that might address tensions in organization-based CoPs, evaluation of learning transfer in open-ended learning contexts using a theory of change approach, and insight into links between informal learning and dimensions of a learning organization.
New Directions for Adult and Continuing Education, 2001
... Adult educators in these programs could help women examine the validity of socially construct... more ... Adult educators in these programs could help women examine the validity of socially constructed viewpoints and ... Because informal and incidental learning are unstructured, it is easy to become trapped by blind spots about one's own needs, assumptions, and values ...
This chapter revisits a theory of informal and incidental learning developed in 1990 by Victoria ... more This chapter revisits a theory of informal and incidental learning developed in 1990 by Victoria Marsick and Karen Watkins in light of recent developments in theory and a reassessment of the model based on both research and experience. An extended example of paramedic learning developed by Barbara Lovin is used to illustrate the model, challenges in the original model, and
Individual Differences and Development in Organisations, 2002
Page 1. CHAPTER 14 Informal and Incidental Learning in the New Millennium: the Challenge of Being... more Page 1. CHAPTER 14 Informal and Incidental Learning in the New Millennium: the Challenge of Being Rapid and/or Being Accurate! Victoria J. Marsick Columbia University, USA, and Karen E. Watkins, and Jacqueline A. Wilson University of Georgia USA ...
... Shor (1992) notes that the average US employee works at least 11 hours over the hours he/she ... more ... Shor (1992) notes that the average US employee works at least 11 hours over the hours he/she is paid to ... We turn now to what the learning organization is not. ... as this and exploit them as fads have no intention of creating learning organizations but, rather, tap into the popularity ...
... Figure 1 illustrates the type of knowledge that we think human resource developers should see... more ... Figure 1 illustrates the type of knowledge that we think human resource developers should seek in research and practice. ... of doing business; changed its organisational memory by changing some part of how we encode memory (the management information system, the budget ...
... Click on any of the links below to perform a new search. Title: Towards a Theory of Informal ... more ... Click on any of the links below to perform a new search. Title: Towards a Theory of Informal and Incidental Learning in Organizations. ... Source: International Journal of Lifelong Education, v11 n4 p287-300 Oct-Dec 1992. More Info: Help Peer-Reviewed: N/A. Publisher: N/A. ...
Keywords: learning culture; learning organization; measurement; knowledge capital ... Workplaces—... more Keywords: learning culture; learning organization; measurement; knowledge capital ... Workplaces—their psychological contract and the demands they place on employees at all levels to learn and work faster—are changing at exponen-tial rates. Organizations often expect ...
ABSTRACT The Problem Organizations strive to develop their employees to a level that meets curren... more ABSTRACT The Problem Organizations strive to develop their employees to a level that meets current and future needs at a time when those needs are great and resources scarce. Human resource developers are charged with finding solutions; yet many of the changes essential to doing this are in the culture, and, senior leaders have greater impact on the culture. Effective ways to alert senior individuals to the cultural imperatives are needed. Unfortunately, human resource and organization development (HROD) scholars have had few valid organizational measures with which to demonstrate the status of learning and the impact of learning on the organization. In 2003, we shared the Dimensions of a Learning Organization Questionnaire (DLOQ) in this journal. It behooves us to examine what has occurred using this instrument since that time.
Abstract: This paper examines the debates and critiques surrounding HRD by uncloaking myths about... more Abstract: This paper examines the debates and critiques surrounding HRD by uncloaking myths about HRD philosophy and practice that seem to commonly held by professionals in the field of Adult Education. We argue that the HRD field is" marginalized" in adult education and reflect on both the problems this situation creates and the increasing need to bridge these two fields.[For complete proceedings, see ED491481.]
This material has been excerpted from Research in Organizations: Foundations and Methods of Inqui... more This material has been excerpted from Research in Organizations: Foundations and Methods of Inquiry edited by Richard A. Swanson and Elwood F. Holton
CONTENTS A new era for action technologies: a look at the issues / Ann Brooks, Karen E. Watkins B... more CONTENTS A new era for action technologies: a look at the issues / Ann Brooks, Karen E. Watkins Becoming critically reflective through action reflection learning / Judy O'Neil, Victoria J. Marsick Democratizing action research at work: a Scandinavian model / Max Elden, Reidar Gjersvik Learning and transforming through action science / Karen E. Watkins, Tom J. Shindell Collaborative inquiry for the public arena / Group for Collaborative Inquiry; thINQ Participatory action research: principles, politics, and possibilities / Nod Miller Popular education: building from experience / Carlos Alberto Torres, Gustavo Fischman Action technology resources: an annotated bibliography / Ann Brooks, Karen E. Watkins A framework for using action technologies / Karen E. Watkins, Ann Brooks.
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