Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning

Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper explores how professionals in the finance sector (n-30) self-regulate their learning through day-to-day work. Analysis focuses on three sub-processes of self-regulated learning that have been identified as significant predictors of good self-regulated learning at work. A key characteristic of good self-regulation is viewing learning as a form of long-term, personalised self-improvement. This study provides a foundation for future policy and planning in organisations aiming to encourage self-regulated learning

Tracing digital transformation in educational organizations

This chapter describes the quantitative approaches for assessing various aspects of digital transformation from the joint research and development project #ko.vernetzt. In an application-oriented case study approach, the operationalization of a maturity model of digital transformation for educational organizations (MMEO) and the design and implementation of a multi-perspective evaluation concept are outlined. While the MMEO provides a state perspective on the digital transformation of an educational organization and its employees, the evaluation concept aims at tracing developments of media-related professional competencies. MMEO has been implemented in a study with N = 222 participants, while N = 59 learners were subject to the evaluation polls. The results provide the necessary evidence for implementing and continuously improving a qualification program in the regarded research context. However, the methodology can also be transferred to other organizations in the education sector and beyond

Ml proteins from Mesorhizobium loti and MucR from Brucella abortus: an AT-rich core DNA-target site and oligomerization ability

Mesorhizobium loti contains ten genes coding for proteins sharing high amino acid sequence identity with members of the Ros/MucR transcription factor family. Five of these Ros/MucR family members from Mesorhizobium loti (Ml proteins) have been recently structurally and functionally characterized demonstrating that Ml proteins are DNA-binding proteins. However, the DNA-binding studies were performed using the Ros DNA-binding site with the Ml proteins. Currently, there is no evidence as to when the Ml proteins are expressed during the Mesorhizobium loti life cycle as well as no information concerning their natural DNA-binding site. In this study, we examine the ml genes expression profile in Mesorhizobium loti and show that ml1, ml2, ml3 and ml5 are expressed during planktonic growth and in biofilms. DNA-binding experiments show that the Ml proteins studied bind a conserved AT-rich site in the promoter region of the exoY gene from Mesorhizobium loti and that the proteins make important contacts with the minor groove of DNA. Moreover, we demonstrate that the Ml proteins studied form higher-order oligomers through their N-terminal region and that the same AT-rich site is recognized by MucR from Brucella abortus using a similar mechanism involving contacts with the minor groove of DNA and oligomerization

The role of human resource development in organizational change: Professional development strategies of employees, managers and HRD practitioners

The aim of this chapter is to present, and provide empirical evidence for, a theory that gives central stage to actors operating strategically in the context of professional development. The learning-network theory (based on the seminal work of Ferd van der Krogt) deals with the organization of HRD taking into account the various ways in which different actors employ their own professional development strategies. It also assumes that neither managers nor employees will have very explicit ideas about the organization of HRD (which HRD practitioners tend to forget about in this connection). The chapter first presents the main tenets of the learning-network theory. Its proceeds by describing a case study conducted in a healthcare setting, where managers and HRD practitioners attempted to introduce a new working method through a learning program. The case study also shows how employees (healthcare officers) worked on their own professional development. The chapter ends in a discussion of the different strategies employed by employees, managers, and HRD practitioners in organizing HRD