getting the measure of workplace learning: the conceptual and methodological challenges faced by...
TRANSCRIPT
Getting the Measure of Workplace Learning:The Conceptual and Methodological
Challenges Faced by Survey Researchers
Alan Felstead
Outline of Talk
1.Importance & Topicality of Learning2.Two Competing Conceptualisations
of Learning3.Using Concepts to Inform Survey
Design4.Some Survey Results
Topicality of Learning• European level: 1996 European Year ofLifelong Learning; 2000 Lisbon goals foremployment; subsequent reports &resolutions• National level: 1998 Learning Age;1998-2000 National Skills Task Force;2000-01 Cabinet Office on learning;Skills Strategy in 2003; Leitch in 2004-06
Conceptualisations of Learning1.Acquisition Metaphor
2. Participation Metaphor
human mind stocked with ideas individual stockroom management individual possession/endowments
without action there can be no learning embodied action is embedded in context learning is borne out of social interaction
Empirical Face of Concepts1. Acquisition Metaphor
2. Participation Metaphor
surveys of: qualifications held; years ineducation;attendance on training courses/events recognition of other ways of learning BUTcaptured by frequency/exposure times
case studies of how work is done & what ismost effective at enhancing performance BUT recognition that measurement may bepossible
Nature of Learning at Work Survey• Collaborative venture with NIACE• Additional module added to Adult Participation in Learning Survey• Module aimed to use ‘participation’ metaphor to:
reveal sources of learning associated witheveryday work experience identify their relative importance map their distribution & relationship to theorganisational environment
Nature of LAWS (cont.)• Part of Omnibus Survey carried out every week by RSGB • Face-to-face interviews with adults >16 in their homes during February 2004• Sample comprises 1,943 employees, selected randomly by address• All results weighted to reflect adult population
Key Question on Learning‘To what extent have the followingactivities helped you to learn to do yourjob better?’
10 activities listed
(5-point scale: a great deal of help; quitea lot of help; of some help; a little help;of no help at all all)
Participation Better at Raising Performance - 1
15.5
23
26.4
30.8
51.8
10.6
19
21.4
25.8
31.4
0 10 20 30 40 50 60
Using trial & error on the job
Watching & listening to others while they carry out their work
Reflecting on your performance
Being shown by others how to do certain activities or tasks
Doing your job on a regular basis
LEARNING AS PARTICIPATION
Using the Internet
Using skills & abilities acquired outside of work
Reading books, manuals & work-related magazines
Drawing on the skills you picked up while studying for a qualification
Training courses paid for by your employer
LEARNING AS ACQUISTION
Participation Better at Raising Performance - 2
2
2.55
2.7
2.75
3.3
1.24
2.1
2.22
2.24
2.45
0 0.5 1 1.5 2 2.5 3 3.5
Using trial & error on the job
Watching & listening to others while they carry out their work
Reflecting on your performance
Being shown by others how to do certain activities or tasks
Doing your job on a regular basis
LEARNING AS PARTICIPATION
Using the Internet
Reading books, manuals & work-related magazines
Using skills & abilities acquired outside of work
Drawing on the skills you picked up while studying for a qualification
Training courses paid for by your employer
LEARNING AS ACQUISTION
Participation More Important in Lower Ranks
0 0.5 1 1.5 2 2.5 3
Elementary
Machine Operatives
Sales & Customer Service
Personal Service
Skilled Trades
Administrative & Secretarial
Associate Technical
Professionals
Managers & Senior Officials
Learning as Acquisition Index Learning as Participation Index
Workplace as a Learning Environment
33.8 49.5 11 5.8
40.6 44.8 9.4 5.3
47 43.1 7.6 2.3
0% 20% 40% 60% 80% 100%
My job requires that I help mycolleagues learn new things
My job requires that I keep learningnew things
I have picked up most of my skillsthrough on-the-job experience
Strongly Agree Agree Disagree Strongly Disagree
Workplace Context: Line Management
18.3 22.6 21.5 13.5 24.2
27.1 35.2 20.1 8.7 8.9
26.4 28.8 21.9 10.9 12
20.8 28.2 23.3 13.7 14
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Giving you advice on promotion
Recognising the extent of your abilities
Supporting you when you are underpressure
Helping you learn to do your job better
A Great Deal of Help Quite a Lot of Help Of Some Help A Little Help Of No Help At All
Workplace Context: Influence at Work
0% 20% 40% 60% 80% 100%
Deciding the quality standards to which you work
Deciding how you are to do the task
Deciding what tasks you are to do
How hard you work
GROUP INFLUENCE OVER:
Decisions that affect the way you do your job
Deciding the quality standards to which you work
Deciding how you are to do the task
Deciding what tasks you are to do
How hard you work
INDIVIDUAL INFLUENCE OVER:
A Great Deal A Fair Amount Not Much None At All
Workplace Context: Involvement Practices
66
73.9
72.3
78.4
58
60
62
64
66
68
70
72
74
76
78
80
Appraisal System Suggestions Offered Consultation Meetings Information Meetings
Putting Learning in Context
• Previous studies have traced links between workplace context and training/skills• But few have examined the links between learning and the context of work• Data on both within the same survey has been wanting• … until the Learning at Work Survey!
Putting Learning in Context (cont.)
• Technical = multiple regression • Dependent variable = learning scores (ACQ) & (PART)• Independent variables = IND_INF, GRP_INF, INVOLVE & LINE_MAN• Control variables = age, sex, occupation, country, marital status
Statistical Connections
Workplace ContextLearningSource IND_INF GRP_INF INVOLVE LINE_MAN
ACQ + *** + *** + *** + ***
PART + *** + *** + *** + ***
Conclusion• Rhetorical shift with discussions centring on learning not training• Existing measures rooted in ‘learning as acquisition’ tradition (qualifications, years in education, training events)• LAWS gives greater weight to ‘learning as participation’ metaphor; & focuses on relative impact that activities have on employee performance