Approaches to learning in the workplace

Show simple item record Geertshuis, Susan en Fazey, JA en 2012-03-25T20:21:31Z en 2006 en
dc.identifier.citation Journal of Workplace Learning 18(1):55-65 2006 en
dc.identifier.issn 1366-5626 en
dc.identifier.uri en
dc.description.abstract Purpose – The aim of this study is to explore approaches to learning in the workplace. Design/methodology/approach – Computer based questionnaires are used with a sample of over 300 employees. Findings – Using a version of the Revised Approaches to Study Inventory (RASI) adapted to workforce development, the factor structure of deep, surface and strategic approaches was obtained. Differences in approaches to learning as measured by the RASI were associated with training and learning histories, reasons for engaging in training, perceptions of current skill level and self reported development needs. Practical implications – It is argued that the notion that approaches to learning impact on success in a given degree course and/or are context/teaching style dependent under represents the impact that approaches to learning may have on workplace learning. Originality/value – The study demonstrates that the adapted RASI can be used with employees and that its principal psychometric properties reflect those reported for student samples. en
dc.description.uri en
dc.publisher Emerald Group Publishing Ltd. en
dc.relation.ispartofseries Journal of Workplace Learning en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Approaches to learning in the workplace en
dc.type Journal Article en
dc.identifier.doi 10.1108/13665620610641319 en
pubs.issue 1 en
pubs.begin-page 55 en
pubs.volume 18 en
dc.rights.holder Copyright: Emerald Group Publishing Ltd. en
pubs.end-page 65 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 59689 en Business and Economics en Graduate School of Management en
pubs.record-created-at-source-date 2010-09-01 en

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