During the 1990s, the workplace was rediscovered as a rich source of learning. The issue of workplace learning has since received increasing attention from academics and practitioners alike but is still under-researched empirically. This book brings together a range of state-of-the-art research papers addressing interventions to support learning in the workplace. The authors are experienced international scholars who have an interest in making HRD and workplace learning practices more evidence-based through practical relevant research.

Although workplace learning is largely an autonomous process, many organizations want to manage it as part of their broader HRD strategy. There are limits, however, to the extent to which the complex dynamics of learning in the workplace can be guided in pre-determined desirable directions. This tension between the possible strengths of workplace learning and the limits of managing it is at the heart of this volume.

The book is broken into three sections. The first section deals with workplace learning interventions, including HRD practitioners' strategies, training and development activities, and e-learning programs. The second section investigates the impact of social support, or lack thereof, in workplace learning, such as mentoring, coaching, and socialization practices. The third section addresses collective learning in the workplace, looking at teams, knowledge productivity, and collaborative capability building."

This edited volume aims to evaluate the promises of workplace learning by addressing the following related questions: What are current developments in theory that informs workplace learning research? How can learning in the workplace be measured? What is the impact of various organizational settings (e.g., team-based work and call centres) on workplace learning? Which are the promising new avenues for research? And which research-based recommendations can be made to boost learning opportunities in various work contexts? The topic is conceptualized as an interaction between the individual and the work context, as a combination of individual and collective processes, as a link between cognition and action, and as a political process.

With a wide array of contributions from academics such as Stephen Billet, Tara Fenwick and Victoria Marsick, this volume will be an important research and reference tool with all those academics and practitioners who are interested in the field of human resource development.

Targeted at researchers, (post) graduate students, and reflective practitioners and managers interested in the area, "Workplace Learning" provides must-read material for anyone wanting to advance the theory, research, and/or practice of learning in the workplace.

During the 1990s, the workplace was rediscovered as a rich source of learning. The issue of workplace learning has since received increasing attention from academics and practitioners alike but is still under-researched empirically. This book brings together a range of state-of-the-art research papers addressing interventions to support learning in the workplace. The authors are experienced international scholars who have an interest in making HRD and workplace learning practices more evidence-based through practical relevant research.

Although workplace learning is largely an autonomous process, many organizations want to manage it as part of their broader HRD strategy. There are limits, however, to the extent to which the complex dynamics of learning in the workplace can be guided in pre-determined desirable directions. This tension between the possible strengths of workplace learning and the limits of managing it is at the heart of this volume.

The book is broken into three sections. The first section deals with workplace learning interventions, including HRD practitioners' strategies, training and development activities, and e-learning programs. The second section investigates the impact of social support, or lack thereof, in workplace learning, such as mentoring, coaching, and socialization practices. The third section addresses collective learning in the workplace, looking at teams, knowledge productivity, and collaborative capability building."

This edited volume aims to evaluate the promises of workplace learning by addressing the following related questions: What are current developments in theory that informs workplace learning research? How can learning in the workplace be measured? What is the impact of various organizational settings (e.g., team-based work and call centres) on workplace learning? Which are the promising new avenues for research? And which research-based recommendations can be made to boost learning opportunities in various work contexts? The topic is conceptualized as an interaction between the individual and the work context, as a combination of individual and collective processes, as a link between cognition and action, and as a political process. With a wide array of contributions from academics such as Stephen Billet, Tara Fenwick and Victoria Marsick, this volume will be an important research and reference tool with all those academics and practitioners who are interested in the field of human resource development. Targeted at researchers, (post) graduate students, and reflective practitioners and managers interested in the area, "Workplace Learning" provides must-read material for anyone wanting to advance the theory, research, and/or practice of learning in the workplace.