How do HRD practitioners describe learning at work?

By Virpi Slotte, Päivi Tynjälä, T. Hytönen. 2004

108 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/422b8a41c4b235fbd79b0bedb6d7929270237709

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. M. Ramli
2. Amin Akhavan Tabassi
3. A. Bakar
4. Eva Kyndt
5. Päivi Tynjälä
6. Vincent Donche

In Developmental and Educational Psychology

1. Päivi Tynjälä
2. M. Ramli
3. Amin Akhavan Tabassi
4. A. Bakar
5. Eva Kyndt
6. Vincent Donche
7. Ilke Grosemans
8. D. Gijbels

In Human Factors and Ergonomics

1. Eva Kyndt
2. Vincent Donche
3. D. Gijbels
4. Ilke Grosemans
5. M. Ramli
6. Amin Akhavan Tabassi
7. A. Bakar
8. Päivi Tynjälä

Citations in the corpus

• Effects of training and motivation practices on teamwork improvement and task efficiency: The case of construction firms (2012, methodology): “Since the emergence of the term “HRD”, it has been widely used in various fields of studies on organisational structure and effectiveness (Huemann, 2010; Slotte et al., 2004).”
• Perspectives into learning at the workplace (2008, background): “Slotte, Tynjälä, and Hytönen (2004) acknowledge informal and formal learning as equally important elements of learning at work but also emphasise that they entail different processes and different outcomes.”
• Teachers’ Everyday Professional Development (2016, background): “They should both be seen as equally important elements of workplace learning (Slotte et al., 2004; Svensson, Ellström, & Åberg, 2004).”