A competence perspective on lifelong workplace learning / Christian Stamov Rossnagel ... [et al.].

Format:

Book

Contributor:

Rossnagel, Christian Stamov.

Series:

Professions : Training, Education and Demographics

Professions-- training, education and demographics

Language:

English

Subjects (All):

Organizational learning.

Employees--Training of.

Employees.

Career development.

Adult learning.

Physical Description:

1 online resource (66 p.)

Edition:

1st ed.

Place of Publication:

New York : Nova Science Publishers/Novinka, c2010.

Language Note:

English

Summary:

An aging workforce and skilled labor shortage has created the need for workplace learning well beyond middle adulthood. With only a minority of older workers participating in training and development programmes, participation rates of older employees clearly need to increase. This book presents a competence perspective that treats workplace learning as a trainable skill, rather than as a cognitive function. Consistent with this view, competence should be accessible to interventions from human resource development professionals. By the same token, successful workplace learning across the lifespan depends on appropriate incentive structures and work conditions that in turn require specific institutional support and a policy context that fosters lifelong learning

Contents:

Intro

A COMPETENCE PERSPECTIVE ON LIFELONG WORKPLACE LEARNING

CONTENTS

PREFACE

Chapter 1INTRODUCTION

Chapter 2LIFELONG WORKPLACE LEARNING:FROM STEREOTYPESTO EVIDENCE

2.1. COGNITIVE AGEING AND LEARNING ABILITY

2.2. THE ROLE OF LEARNING COMPETENCE

2.3. FIRST EVIDENCE ON AGE DIFFERENCES IN LEARNING COMPETENCE

Chapter 3PROMOTING INFORMAL LEARNING COMPETENCE

3.1. ANALYSING THE LEARNING SITUATION AND PLANNING INTERVENTIONS

Assessing Age and Learning Climate

Assessing Learning Resources

Assessing Learning Competence

3.2. INDIRECT PROMOTION

3.2.1. Climate Management

Transparent Information Should Replace Implicit Myths

Age Differentiation ≠ Age Discrimination

Learning Climate

3.2.2. Creating a Learning-Conducive Environment

Job Control

Time Resources

Learning Resources

Personal Development

Task-Specific Training

3.3. DIRECT PROMOTION

Chapter 4IMPROVING THE INSTITUTIONAL SUPPORT AND POLICY CONTEXT FOR LIFELONG LEARNING

4.1. THE POLICY CONTEXT

4.2. THE INSTITUTIONAL FRAMEWORK

Ensure Smooth Coordination between National Institutions

Make Sure Institutions Are Transparent

Make Sure Institutions Are Open

4.3. THE TOOLS

A Systemic View

Centrality of the Learner

Motivation (and Ability) to Learn

Multiple Objectives of Learning Policy

4.3.1. Motivation

4.3.2. Transforming Motivation into Action

4.3.3. Ensuring Accessibility

The Time Dimension of Access

The Financial Dimension of Access

The Qualification Dimension of Access

The Skill Dimension of Access

The Physical Dimension of Access

Chapter 5CONCLUSION

REFERENCES

INDEX

Blank Page.

Notes:

Description based upon print version of record.

Includes bibliographical references (p. [45]-49) and index.

Description based on print version record; title from PDF title page, viewed (07/16/2020).

ISBN:

1-61728-259-6