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Workplace learning measures for human resource development: review and summary

机译：用于人力资源开发的工作场所学习措施：回顾和总结

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摘要

Purpose - The purpose of this paper is to review the existing workplace learning measures used in empirical studies in human resource development (HRD). Design/methodology/approach - By reviewing 141 studies on workplace learning published in six journals in the field of HRD, we identified nine measures for workplace learning. Tynjaelae's (2013) 3-P model of workplace learning was adopted as the framework to analyze the features of each measure in terms of presage, process and product. Findings- Workplace Climate Questionnaire, Learning Opportunities Questionnaire, Approaches to Work Questionnaire and Self-regulated Learning in the Workplace Questionnaire belong to the presage category. Small Business Workplace Learning Survey and Workplace Learning Activities are categorized as the process dimension. The Questionnaire on Informal Workplace Learning Outcomes is in the product dimension. Informal Workplace Learning Survey and Workplace Adaptation Questionnaire are across the three categories. Research limitations/implications - The authors identified the issues of existing workplace learning measures to emphasize the importance of reliable and valid measures for workplace learning and to gain the attention of researchers concerning these issues. Practical implications - The findings can provide organizations and practitioners with insights and ideas on how to prepare employees to engage in diverse learning activities, how to support their learning activities and how to combine their learning activities with the existing job structure and work system. Originality/value - This study is the first to review workplace learning measures in the field of HRD. The authors review the dimensions, items and reliability of each measure, and summarize the features of nine measures in terms of presage, process and product of workplace learning.
机译：目的-本文的目的是回顾在人力资源开发（HRD）的经验研究中使用的现有工作场所学习措施。设计/方法/方法-通过审查人力资源开发领域六种期刊上发表的141项关于工作场所学习的研究，我们确定了九种工作场所学习措施。廷加莱（Tynjaelae）（2013）的工作场所学习3-P模型被用作分析前期，过程和产品方面每种措施的特征的框架。调查结果-工作场所气候调查表，学习机会调查表，工作调查表的方法以及工作场所调查表中的自我调节学习属于预言类别。小型企业工作场所学习调查和工作场所学习活动被归类为过程维度。关于非正式工作场所学习成果的问卷位于产品维度。非正式的工作场所学习调查和工作场所适应问卷分为三个类别。研究局限性/含义-作者确定了现有工作场所学习措施的问题，以强调可靠，有效的工作场所学习措施的重要性，并引起研究人员对这些问题的关注。实际意义-调查结果可为组织和从业人员提供有关如何使员工做好参加各种学习活动的准备，如何支持他们的学习活动以及如何将他们的学习活动与现有工作结构和工作系统相结合的见解和想法。原创性/价值-这项研究是第一个回顾人力资源开发领域的工作场所学习措施的研究。作者回顾了每项措施的规模，项目和可靠性，并总结了九种措施在工作场所学习的前期，过程和产品方面的特点。

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