How professionals learn in practice: an investigation of informal learning amongst people working in professions

By G. Cheetham, G. Chivers. 2001

344 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/d67d618eea7d9ffb0cef66928312911b1a949dd9

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In Education

In Human Factors and Ergonomics

Citations in the corpus

Work-related Lifelong Learning for Entrepreneurs in the Agri-food Sector (2004, background): “Cheetham and Chivers (2001) in their study of 452 professionals (in six professions) showed that the three most powerful forms of informal learning are: learning on-the-job, learning from (more experienced) colleagues, and working as a member of a team.”
Contextual factors influencing the facilitation of others' learning through everyday work experiences (2007, background): “learners in the Koopmans et al. (2006) study, and from a more training-oriented facilitator perspective in the Poell et al.”
Enhancing the ability to think strategically: A learning model (2010, background): “Other theorists have pointed to different types of experiences as being important, such as experiences with novel situations or situations with certain social role expectations (Barnett and Koslowski, 2002; Cheetham and Chivers, 2001).”
Learning at the workplace and sustainable employability: a multi-source model moderated by age (2016, background): “In a similar vein, Cheetham and Chivers (2001) emphasized the key contribution of informal learning to the acquisition of full professional competence.”
Legitimate peripheral participation and supervising Ph.D. students (2005, background): “A similar finding on ‘allowing [learners] freedom to develop and … make mistakes’ was reported by Cheetham and Chivers ( 2001 , p.”
How do HRD practitioners describe learning at work? (2004, background): “Similar informal sources and processes of learning connected with professional challenges were identified in a study of how professionals from different fields learn in their practice (Cheetham and Chivers 2001).”