Integrating Learning and Work: Problems and Prospects.

By Per-Erik Ellström. 2001

561 citations recorded by the source corpus.

Subfields: Human Factors and Ergonomics, Management of Technology and Innovation, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/d781dec2300479f8851a5325271badd49e63d136

How researchers see this paper

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

In Human Factors and Ergonomics

1. A. Hoekstra
2. F. Korthagen
3. Eva Kyndt
4. S. M. Morse
5. A. J. Doornbos
6. J. V. van Merriënboer
7. Frans Meijers
8. Filip Dochy

In Management of Technology and Innovation

1. S. M. Morse
2. A. J. Doornbos
3. J. V. van Merriënboer
4. Eva Kyndt
5. Frans Meijers
6. Filip Dochy
7. P.Robert-Jan Simons
8. Mien S. R. Segers

In Organizational Behavior and Human Resource Management

1. Eva Kyndt
2. S. M. Morse
3. Filip Dochy
4. A. J. Doornbos
5. Frans Meijers
6. Mieke Brekelmans
7. Raymond A. Noe
8. S. Bolhuis

Citations in the corpus

• Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police (2008, methodology): “The field of human resource development has a relatively rich history of examining formal work-related learning programs, such as mentoring, learning projects, and coaching (Ellström, 2001; McLean et al., 2005).”
• How experts deal with novel situations: A review of adaptive expertise (2014, background): “Informal learning activities can further be divided into activities with the explicit goal of learning (deliberate learning) and those without the explicit goal of learning (implicit learning; Eraut, 2000). Han and Williams (2008) investigated the relation of team learning climate (openness to chang”
• Career Learning in a Changing World: The Role of Emotions (2002, background): “They must also develop the competency to continually explicate the meaning of what they do, both for the organization for which they work and in relation to their own life (Drucker 1993; Onstenk 1997; Castells 1998; Ellstrom 1999 ).”
• Assessing the value (2006, background): “However, a cautionary note is sounded by Ellstrom (2001)”
• The future of employee development (2019, background): “An individual's degree of learning readiness, which includes goal orientation, curiosity, and need for cognition, will likely a ff ect the extent to which employees are able and willing to take advantage of proactive learning opportunities (Cerasoli et al., 2018; Ellström, 2001; Rigolizzo, 2019).”
• Modeling Work-Related Learning on the Basis of Intentionality and Developmental Relatedness: A Noneducational Perspective (2004, background): “Furthermore, the nature of work in terms of content, complexity, variation, and worker autonomy can influence work-related learning (Billett, 2002b; Ellström, 2001; Engeström, 1999; Kwakman, 1999; Onstenk, 1997; Straka, 2000a).”
• Learning conditions for non‐formal and informal workplace learning (2009, background): “Organisations need to be able to learn and act quickly to keep up with the rapidly changing economy in order to be able to compete with other organisations (Ellström, 2001).”
• Operationalising critically reflective work behaviour (2008, background): “Despite the differences, these four intellectual traditions share a common rationalistic bias (Ellström, 2001), implicitly defining critical reflection as a cognitive and conscious process of examining assumptions and consciousness raising, where one step logically results from a previous one.”
• The Innovating Region: Toward a Theory of Knowledge-Based Regional Development (2005, unknown): “Nevertheless, the learning region emphasizes building upon existing assets rather than creating new ones (Ellström, 2001).”