The paper 'Learning to Work and Working to Learn' is a great example of a Management Literature Review. Human Resource Development (HRD) is an outlined framework that helps employees to develop their personal as well as organizational skills, knowledge, and abilities. Human Resource Development, therefore, includes many more opportunities such as employee training, employee career development, and organizational development. The main purpose of human resource development is to ensure that individual employees actually accomplish their work goals to their service customers. Human Resource development maybe through many forms such as classroom training, college course, or planned organizational change.
Also, Human Resource Development may involve informal ways such as employee coaching, monitoring, and evaluation (Aamodt, pp. 233-248). The research papers on How Nurses Experience Their Work as a Learning Environment as well as Routine-Generating and Regenerative Workplace Learning are two articles that discuss the issue of workplace learning and Human Resource Development in industrial manufacturing work. The two articles adopt a qualitative as well as an interpretive approach in which they conclude that workplace learning has two main purposes thus routine-generating which mainly helps employees on the issue of job mastery.
Job mastery is very much important on new employed job learners since it gives them an overview of how they are expected to work as well as behave while they are on work and when with other individuals at the workplace (Billett, pp. 272-283) . Additionally, the articles conclude that workplace learning enhanced through human resource development is more important as it acts as a form of regenerating learning which in the end helps in promoting employee ongoing competence hence helping the learners to develop new skills as well as new work methods.
The articles state that Routine – generating learning occurs in cases where a new employee is employed by an organization and in the process of inducting the new employee on various tasks and activities of the organization, the employee is well supported as well as assessed as per organizational learning company assessment. The articles emphasize the need for employee job rotational as this gives them an opportunity to learn new skills and knowledge on other organizational tasks. This is stemmed from the mere fact that lack of job rotational is a key hindrance to routine-generating learning since regenerative learning normally takes place at an employee individual basis hence the need for it to be adequately supported by the employers (Billett, pp. 272-283). The articles, therefore, try to put the idea of workplace learning in industrial work and how it can be achieved through analysis of the true meaning of nurse’ s experiences in relation to their learning environment.
In article one qualitative research design was used hermeneutic approach was used through which eleven nurses were interviewed from which it was concluded that job description, employee participation in the learning environment is more important in developing a given employee’ s interpersonal relations as well as when it comes to an employee accessing knowledge resources (Ashton, pp. 43-53).
From the articles, it’ s clear that informants play a great role in helping employees to understand their work learning environment as it gives them directions on how to interact well at their workplace and how their work influences their participation in work activities as well as other personal activities.
Aamodt, Havnes. Factors affecting professional job mastery: quality of study or work experience? Quality in Higher Education,pp. 233–248, 2008.
Alvsvåg, Harvin. The nurse’s learning through the patient’s encounter with death. Klinisk Sygepleje, pp. 14, 2008.
Andrew, Tolson. Building on Wenger: communities of practice in Nurse Education Today,pp.246–252, 2008.
Ashton, Nelson. The impact of organizational structure and practices on learning in the workplace. International Journal of Training and Development,pp. 43–53,2007.
Barnett, R. Learning to work and working to learn. In D. Boud & J. Garrick (Eds.), Understanding learning at work (pp. 29–43). London: Routledge, 2006
Bell, C. R. Informal learning in organizations. Personnel Journal, pp. 280–283 & 313, 2006
Billett, Sam. Guided learning at work. Journal of Workplace Learning. New York: Wily and Sons, pp.272–283, 2000.
Eraut, Merlin. Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, pp. 113–136, 2007.
http://www.springerlink.com/content/l8l521w6481r707u/.accessed on 31st August 2010.
http://www.springerlink.com/content/232q708m717v8tut/ accessed on 31st August 2010.