• Internal Code :
  • Subject Code : HEA8201
  • University : University of Southern Queensland
  • Subject Name : Clinical Education

Learning at The Workplace

Introduction

Having a good outline in a organization that support and promote learning within workplace is imperative. Argument says those outlines often measure and assess casual learning at work, both the creativity and intermediate levels, within workplaces (Manuti et al. 2015). Subsequently, the current frameworks helps determine quality and standard of knowledge which are comprehensively fair towards training and formal education. The primary purpose of this paper is to develop an outline to comprehend and evaluate the quality of promoting a learning environment in th work area.

A discussion on the implications for further surveys, practice, and policy is also present in the paper. World Health Oraganization has a good frame that is identified and will serve as a guide to this paper. A new framework is developed based on a quantitative research representative of the WHO (World Health Organization). Developing a high quality frame that enhaces conducive environment will ensure support to workplace learning. The newly developed structure will consist of seven training conditions that have a significant impact on casual education at the workplace. The need for change and application of appropriate strategy to the current workplace will help integrate the frame to sustain high quality outline that support and promote learning at workplace.

Literature Review

Studies show that people at the workplace can steal access learning when the management develops a better framework for promoting a learning environment at their respective workplace. By pursuing statistics via observation and discussion, individuals can learn from others' experiences (Good et al., 2016). These individuals can use their primary sources of education, including colleagues and experts, both exterior and interior, in the immediate work setting (Good et al., 2016). The results show us that tutors value their colleagues' opinions and experiences, sharing them during the context of workplace practices or during discussions.

Confirmation of the previous survey by Collin and skull is present by following the results showing the value of learning in workplaces. Moreover, the findings indicate that individuals can learn from their opinions, experiences, listening, observations, and discussions with their colleagues at workplaces. The interaction between the experts and colleagues at a work area is an ethical concern as it provides chances for interrelations to take place in the offices, staffroom where the nurses meet one another either during reporting to work or during work meetings.

The framework also affirms that informal learning in daily work-related practices, activities, and environment offers a significant source for achieving organizational and individual objectives (Manuti et al. 2015). Besides, there tends to be evidence that standard education most often takes place in outer official learning contexts through casual learning activities, such as interrelation among each other and observing other colleagues. Other actives that these individuals utilize are a reflection of previous events and personal experiences. For instance, small corporates seem to prefer casual education, and they are unlikely to offer their staff with a suitable learning environment and focus on developing chances for developing substantial business opportunities (Bound et al. 2018).

Another study involving different samples from several organizations presents a comprehensive outcome on how an ethical framework supporting learning at work can use the readily available source to acquire knowledge. Out of the 1162 workers as samples from 31 various companies, the research concludes that opportunities that support feedback, such as peer feedback and working in teams and potentials to gain knowledge, significantly contributes most to work area learning. It was essential to empirically developan outline of training conditions linked to learning-intensive occupations. It intends to recognize overall learning conditions not reliant on a particular sector, kind of an organization, or personal influencers.

In the first phase of the study, individual discussions take place in twelve public and private industries to gather enough evidence related to developing a conducive framework for the learning environment that supports learning at work. In total, this research concludes that the chances that form the learning linked to job standing, and hence the rate of education, is a critical influence. The survey indeed implies that learning chances upsurge with a higher rate of learning of workers, which may be a test for employees with low training levels. For instance, the study notices that access to education, the system of rewards, and support favors senior workers and administrators. At the same time, the junior employees have more limited opportunities to obtain skills and knowledge at their workplace.

Conquering those exposed and generalopinions of the encounters to develop a comprehensive framework for supporting informal and formal learning at the workplace is difficult, especially in measuring informal learning. It is crucial to determine which the correct conceptual learning framework and capacity of casual education to be available at workplaces (Lyle, 2016). Moreover, the study shows that informaleducation may be deliberate and, in some cases, not planned training. The process of organizing casual knowledge, such as corresponding workers to a job, is substantially affected by casual learning facilitation at the workplace. Satisfying proficiency (for instance, career chances or salary and wages) promotes involvement in casual learning. Conversely, lacking a meaningful rewards system could lead to a lack of motivation among workers' informal learning. If the workers feel the company does not appreciate them, they usually hesitate to take part in learning practices.

Research also shows that a suitable framework presents the role of Human Resource professionals in training administration. It represents the methodology part of the framework development process that labels the structure's setting based on the aim to support learning practices at workplaces. The survey results reveal that the prevalent informal and official education conditions in the health care company's environment. The learning circumstances in the well-beingfirm's environment offer a checklist of surroundings which simplify learning in the work area as the findings reveal. As mentioned earlier, the ability to determine the level of chances, with concern to casual learning in the workplace, can be difficult as the environment is unfavorable to the staff and other employees.

The evaluation of the data that studies establish that performs according to the learning situations recognized by the scholar and the results indicates that the company's framework is not conditional to the desired structure that supports learning at the workplace. The difference between the perception of the Human Resource Manager and the organizational gradient workers' experiences is huge as regards the circumstances of administrational as the same applies to the situation of disclosure to variations. The research further reports that learning devoted management and leadership affect casual learning inside firms. Consequently, another study findings show that workers acquire more comprehensively when their seniors provision and encourage their learning.

The Current Framework

Below is the framework from WHO outline as follows. The framework has six learning conditions within the work area of any organization. The framework is as follows:

  • Ensuring healthy and safety regards in the physical work environment to ensure workers work comfortably.

  • A well-organized and well-being psychosocial environment

  • A well-structured organizational learning activities culture

  • Provision of individual well-being resources in the work area for s better mentality of the employees

  • The Provision of free interaction among the senior executive management and junior staff to create an open learning environment amongst them

  • Provision of methods and techniques to participate in the societal activities to improve the health of workers and allow them to be free to learn.

Need for Change with The Appropriate Strategies

There is need for change in the current frame to develop a great framework that supports both formal and informal learning at the workplace. However, scientists stress that the workplace varies workers to build new knowhow, work routines, and skills and hence improving worker learning. Besides, numerous intellectuals suggest that exposure to variations can be undoubtedly advantageous for workplace learning. Due to the occupation influenced by often, changes in technology and working approaches are more "learning-intensive" by nature. Generally, the strain within the organizations poses a significant challenge to this frame and hence making it hard for executive management to foster learning practices and activities at the workplace.

After taking some time to evaluate the frame on a quantitative research representative of the WHO (World Health Organization) framework, the current structure needs significant changes and strategies to implement and ensure that they improve the overall learning quality experience. Some of the changes and procedures that the current frame will implement to improve the quality are integrating both senior and junior staff to ensure teamwork in the workplace. Through this implementation, the employees can learn quickly from their colleagues' experiences at work. Moreover, due to the collaboration within the organization, staff members can ideas during staff meetings and discussions regarding their occupational fields, hence creating an opportunity to learn.

Another strategy will be to improve the overall working environment's overall quality to ensure that everyone employs what they usually do at work. It will apply the improvement of the rewarding systems to remove the tendency of biasness and foster fairness among the employees. Awarding every effort in the organization g will ensure the staff works hard at their level to meet the organization's standard, hence improving its competitive advantage. The productivity of the company will also improve significantly as the total output will dramatically improve to ensure they meet the targets and, consequently, get back bonuses. Rewarding employees for their achievements in the organization means improving their overall motivation towards their occupation, which later enhances the quality of the output that these motivated employees produce. Therefore, this strategy is worthwhile to change the framework and assure better quality and create a conducive working environment that supports learning practices in the workplace.

The WHO (World Health Organization) framework operate well with my team as the group embraces the conditions under this framework and is, therefore, easy to adapt and work within the standards. In addition to this, the selected frame is precise and accurate, easy to understand, and implement. It is direct to the pint and is an outline to ensure a better quality working environment that supports learning activities in the work area. On the other hand, the framework I select integrates significantly with the team and other teams within the organization, which improves the general teamwork and team spirit among the teams in the firm hence promoting learning opportunities among themselves. Through this framework, the executive has less effort to input to support this movement as the employees themselves understand the structure and its requirements.

Utilizing this Framework and implement some amendments to it will ensure that the framework support and promote professional and individual learning within the work area. Integrating with inter-professional connections is the first and foremost action to maintain this high-quality learning platform in my work area. This movement will ensure that new and advanced methods and strategies to support and promote professional and individual learning within my work area that emerges in our day-to-day operations embraces on a first-hand basis. Relating this frame and the experts' opinions as stated earlier on, the framework has all the requirements that professional frame support and promotes professional and individual learning within the work area need to have. Moreover, the outline has updated standards that signal few or no amendments to make, depending on the individual's preference.

Based on the analysis from the previous studies and the knowledge they provide, this framework is vital to promote teamwork area as a high-quality learning environment (Jennings, 2015). Implementing this framework needs techniques and approaches to ensure that everything is in place. Integrating the teams and everyone in the work area is the first approach to use and introduce this framework's requirements to the staff. In this way, everybody within the organization will prepare to take a new direction in terms of tasks and responsibilities given to them. Another thing will be allowing a trial of the framework and measuring the quality of the learning activities within the work area to ensure it works within the work area's required quality of a working environment that supports and promotes professional and individual learning.

Conclusion

In conclusion, they are developing a framework that supports and promote professional and individual learning within the work area is an excellent idea to improve the overall quality of the organizational performance. Employees with low education levels will learn more aspects and techniques from their seniors and vise-versa. Therefore, this Framework with six learning conditions will enable this workplace to be the best of all in supporting and promoting professional and individual learning within the work area.

Reference

Bound, H., Evans, K., Sadik, S., & Karmel, A. (2018). How Non-permanent Workers Learn and Develop: Challenges and Opportunities. .

Good, D. J., Lyddy, C. J., Glomb, T. M., Bono, J. E., Brown, K. W., Duffy, M. K., ... & Lazar, S. W. (2016). Contemplating mindfulness at work: An integrative review. Journal of Management, 42(1), 114-142.

Jennings, M. L., & Slavin, S. J. (2015). Resident wellness matters: optimizing resident education and wellness through the learning environment. Academic Medicine, 90(9), 1246-1250.

Lyle, J., & Cushion, C. (2016). Sport coaching concepts: A framework for coaching practice. Taylor & Francis.

Manuti, A., Pastore, S., Scardigno, A. F., Giancaspro, M. L., & Morciano, D. (2015). Formal and informal learning in the workplace: a research review. International journal of training and development, 19(1), 1-17.

Richter, L. M., Daelmans, B., Lombardi, J., Heymann, J., Boo, F. L., Behrman, J. R., ... & Bhutta, Z. A. (2017). Investing in the foundation of sustainable development: pathways to scale up for early childhood development. The lancet, 389(10064), 103-118. Cerasoli, C. P., Alliger, G. M.

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