What Would be Some Ways to Promote a Learning Culture and Drive Employee Engagement in Continuous Learning?

[Excerpt] To prepare for the fourth industrial revolution, many companies have noticed the importance of building a learning culture to promote continuous learning in the workplace. Our findings indicate several factors that make for more effective educational initiatives in the workplace. First, linking learning to formal performance reviews contributes to a culture of learning. Second, maximizing the availability and incentives of participating in informal learning opportunities foster a learning culture. Furthermore, the most effective learning programs are those that are ad hoc

Learning Culture

This paper aims to develop a theoretical framework for analysing the ways in which adult education can contribute to the development of cultural values and cultural identity

Drivers of organizational creativity

A path model of organizational creativity was presented; it conceptualized the influences of information sharing, learning culture, motivation, and networking on creative climate. A structural equation model was fitted to data from the pharmaceutical industry to test the proposed model. The model accounted for 86% of the variance in the creative climate dependent variable. Information sharing had a positive effect on learning culture, which in turn had a positive effect on creative climate, while there were negative direct effects of information sharing on creative climate and on intrinsic motivation. This study suggests that information sharing and intrinsic motivation are important drivers for organizational creativity in a complex R&D environment in the pharmaceutical industry. Implications of the model are discussed

School administrators' and teachers' level of awareness, interests and practices in learning culture

Learning culture in school plays a vital role in boosting learning to students. School administrators and teachers are the front line who facilitates the school with learning culture. This study aims to evaluate the level of awareness, interests and practices between school administrators and teachers in promoting learning culture in school. A cross-sectional survey design was conducted in four schools and data were collected from 210 respondents. Specifically, the study focused on teachers in Kuala Lumpur and they were asked about learning culture. A questionnaire with 41 items (excluding demographic questions) was designed. Each respondent is requested to indicate his experience and perceptions on learning culture using DLOQ instrument. It was indicated that these variables are statistically significant and there are correlation between level of interests, awareness and practices. At school level, it is found that the age of respondents strongly influence the learning culture. Finally, correlation among the level of awareness, interests and practices in learning culture was identified. The finding presents an original study which examined the school administrators‘ and teachers‘ level of awareness, interests and practices towards learning culture in school. Implications and recommendations for future improvement of learning culture were channeled to the appropriate authorities. Keywords: Learning culture, awareness, interests and practices

A Learning Culture and Continuous Learning for a Learning Organization

This paper is aimed at studying a learning culture and continuous learning and finding out the benefits and the ways to develop continuous learning in an organization. The definition of learning culture and continuous learning is inferred from some experts’ opinions such as Van Breda-Verduijn & Heijboer, Cerne Matej, Blackwood, Schein, Jain & Martindale, etc. An organizational learning culture is inferred as a set of norms and values about the functioning of an organization that encourages individuals or the organization to carry out continuous learning. A continuous learning culture is important to implement in an organization since it has many benefits for a learning organization. An organizational learning culture can be developed if there are supports in forms of motivation, learning opportunities, and facilities to its members.   Keywords: Learning Culture, Continuous Learning, Learning Organizatio

Supporting the 'Sharing Institution' - Practical Steps Towards a More Open Teaching and Learning Culture

4th International Conference on Open RepositoriesThis presentation was part of the session : Conference PresentationsDate: 2009-05-19 03:00 PM – 04:30 PMInstitutional repositories for research output have developed progressively over the last few years. Although a primary motivation is Open Access both institutional and academic needs must also be met in order to foster this spirit effectively. There is now a greater emphasis on creating a more open culture for teaching and learning and institutions are again beginning to play their part more readily. On a larger scale, there are pioneering global examples of courses being preserved and complex learning materials being deposited in national and international databases. But what does fostering a more open culture in the practice of teaching mean for the institution itself and its academics? The virtual learning environment has given greater opportunities for effective administration of courses but in other ways it has had the opposite effect on sharing and re-use. There is potential for institutional solutions which are complementary to the global landscape. In this paper we report on the practical experiences and issues met, in setting up a institutional resource, EdShare, as a vehicle for sharing educational materials more easily in a multi-disciplinary institution. With constructive feedback from faculty, within the EdSpace project, EdShare has migrated into a more visual, web 2.0 style, resource with a flexible deposit process promoting 'micro-sharing'. It now offers a range of sharing options to support the teaching workflow in an encouraging atmosphere. Other features will support the growing emphasis on multidisciplinary teaching and collaboration - both internally and externally.JIS

Learning Culture in Madrasah School

This study aims to analyze the learning culture of students in madrasah schools. This research is a qualitative study with a type of case study. The unit of analysis of this study is MAN 2 Padang. The subjects of this study consisted of Principals, Teachers, Students, and Educational Personnel. Data was collected by interview, observation and documentation techniques. Data analysis uses an interactive analysis model that includes three stages, namely (1) reduction (2) presentation (3) verification / conclusion drawing. The results of the study showed that the learning culture in madrasah schools identified in MAN 2 Padang included three findings. First, namely the stage of student learning activities. At the stage of student learning activities are carried out in a variety of ways, one with individuals / individuals, pairs, making small groups, or in classical forms. Second, a conducive and calm learning atmosphere, in this situation the benchmark is a calm and comfortable learning atmosphere, namely creating learning activities 1). Relax, but still serious 2). Fun (there is active communication between teacher and student), 3). Educate and educate, and finally 4). Give reinforcement to students. Third, the benefits of the existing learning culture and schools in MAN 2 Padang, namely cultivating a good attitude and then informing all existing school members about the form of behavior that must be carried out in the school environment of MAN 2 Padang in order to shape students' personalities and character in the school area in accordance with the vision, mission, culture, values, norms that can be implemented in the school area both internal and external. Keywords: culture, study, madrasah school. DOI: 10.7176/JCSD/45-0

Towards a culture of learning: a European policy perspective

Two of the most important education and training policies developed (and still being developed) by the European Commission (EC) are those of the Validation of Non-formal and Informal Learning and a Learning Outcomes approach to the specification of learning. Both of these policies are intended to contribute to the achievement of a Lifelong Learning culture within the community. This short article is based upon a half-day training session delivered to officers of the EC (Brussels, October, 2008) and the follow-up summary paper