Pub Date : 2019-12-19DOI: 10.1108/dlo-11-2019-0257
J. Kimmerle
In this viewpoint article four areas are considered that are relevant for organizational learning.,These areas are analyzed against the background of digitalization and AI.,In introducing the EPIC approach, special attention is paid to the relevance of education, the role of patience, the importance of promoting innovation, and the desirability of supporting collaboration.,Our educational system must aim to prepare us for the challenges of organizational learning. We must learn to have the patience to meet these challenges, for only then will we achieve real innovation which we can develop in collaboration with others, in a learning organization that is truly worthy of the name.
{"title":"In the face of digitalization and AI - Organizations need to take an EPIC approach to learning","authors":"J. Kimmerle","doi":"10.1108/dlo-11-2019-0257","DOIUrl":"https://doi.org/10.1108/dlo-11-2019-0257","url":null,"abstract":"In this viewpoint article four areas are considered that are relevant for organizational learning.,These areas are analyzed against the background of digitalization and AI.,In introducing the EPIC approach, special attention is paid to the relevance of education, the role of patience, the importance of promoting innovation, and the desirability of supporting collaboration.,Our educational system must aim to prepare us for the challenges of organizational learning. We must learn to have the patience to meet these challenges, for only then will we achieve real innovation which we can develop in collaboration with others, in a learning organization that is truly worthy of the name.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85667706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.1108/dlo-10-2019-0252
Anna-Liisa J. Little, R. Wordsworth, S. Malinen
Purpose Past research identifies many positive outcomes associated with workplace exercise initiatives. Realizing these outcomes is, however, dependent on securing sustained employee participation in the initiative. This study examines how organizational factors influence employee participation in workplace exercise initiatives. Design/methodology/approach The study utilizes data from 98 employees who were provided with the opportunity to participate in a workplace exercise initiative. Data were collected via an online survey as well as semi-structured interviews. Findings The paper shows that organizational, rather than individual-level, factors had the greatest impact on employee participation in workplace exercise initiatives. Leadership support for well-being was particularly important and had a significant effect on participation frequency. This relationship was moderated by employee perceptions of employer intentions, such that the more genuine and caring an employer’s intentions were perceived to be, the more likely employees were to participate. Our findings also show that perceived employer intentions have a significant direct effect on employee participation. Research implications We extend research on employee participation in well-being initiatives by considering the influence of organizational, rather than individual-level, factors. Practical implications This research is of practical significance as it highlights the importance of positive leadership in fostering physical well-being in the workplace. It reinforces that sustained participation in workplace exercise initiatives requires deliberate planning, promotion and support from organizational leaders. Originality/value Most studies of workplace exercise and well-being initiatives focus on individual barriers to participation. Our study highlights the important role of leadership support and perceived intentions as organizational influences on employee participation.
{"title":"Workplace exercise programmes – how organizational factors influence employee participation","authors":"Anna-Liisa J. Little, R. Wordsworth, S. Malinen","doi":"10.1108/dlo-10-2019-0252","DOIUrl":"https://doi.org/10.1108/dlo-10-2019-0252","url":null,"abstract":"\u0000Purpose\u0000Past research identifies many positive outcomes associated with workplace exercise initiatives. Realizing these outcomes is, however, dependent on securing sustained employee participation in the initiative. This study examines how organizational factors influence employee participation in workplace exercise initiatives.\u0000\u0000\u0000Design/methodology/approach\u0000The study utilizes data from 98 employees who were provided with the opportunity to participate in a workplace exercise initiative. Data were collected via an online survey as well as semi-structured interviews.\u0000\u0000\u0000Findings\u0000The paper shows that organizational, rather than individual-level, factors had the greatest impact on employee participation in workplace exercise initiatives. Leadership support for well-being was particularly important and had a significant effect on participation frequency. This relationship was moderated by employee perceptions of employer intentions, such that the more genuine and caring an employer’s intentions were perceived to be, the more likely employees were to participate. Our findings also show that perceived employer intentions have a significant direct effect on employee participation.\u0000\u0000\u0000Research implications\u0000We extend research on employee participation in well-being initiatives by considering the influence of organizational, rather than individual-level, factors.\u0000\u0000\u0000Practical implications\u0000This research is of practical significance as it highlights the importance of positive leadership in fostering physical well-being in the workplace. It reinforces that sustained participation in workplace exercise initiatives requires deliberate planning, promotion and support from organizational leaders.\u0000\u0000\u0000Originality/value\u0000Most studies of workplace exercise and well-being initiatives focus on individual barriers to participation. Our study highlights the important role of leadership support and perceived intentions as organizational influences on employee participation.\u0000","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"151 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86171532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.1108/dlo-08-2019-0200
S. Malhotra, Venugopal Pingali
The purpose of this paper is to review Indian management-school programs that integrate social and environmental concerns in the curriculum.,The paper analyses the data provided in the form of reports submitted by students after the rural immersion program and draws inferences from the written material.,This paper illustrates the usefulness of the rural immersion program in sensitizing students about the social divide that exists in India; thus, it helps inculcate an inclusive mind-set.,This paper emphasizes the usefulness of creating a management curriculum that integrates societal issues in the learning process.,The paper discusses how a top Indian business school is attempting to develop socially-responsible managers.
{"title":"Rural immersion program in India: integrating management education with community","authors":"S. Malhotra, Venugopal Pingali","doi":"10.1108/dlo-08-2019-0200","DOIUrl":"https://doi.org/10.1108/dlo-08-2019-0200","url":null,"abstract":"The purpose of this paper is to review Indian management-school programs that integrate social and environmental concerns in the curriculum.,The paper analyses the data provided in the form of reports submitted by students after the rural immersion program and draws inferences from the written material.,This paper illustrates the usefulness of the rural immersion program in sensitizing students about the social divide that exists in India; thus, it helps inculcate an inclusive mind-set.,This paper emphasizes the usefulness of creating a management curriculum that integrates societal issues in the learning process.,The paper discusses how a top Indian business school is attempting to develop socially-responsible managers.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"12 1","pages":"13-15"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75527590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-16DOI: 10.1108/dlo-08-2019-0173
A. Horstmeyer
Purpose This paper describes the ways automation and artificial intelligence are shifting the business landscape and how learning professionals can use curiosity to enhance their own and their organizations' success. Design/methodology/approach A review of theory and research on automation and artificial intelligence, curiosity, and learning and development challenges was conducted. Findings Although technological advancements are already transforming the workplace, the optimal benefits of these technologies will be realized only in collaboration with human capital. In particular, as certain manual and technical skills are replaced by automation, the jobs that remain will require more highly developed social and cognitive skills such as creative problem solving, interpersonal skills and empathy, and adaptability and continuous learning. Practical implications Learning professionals are encouraged to use strategies that leverage the power of curiosity to cultivate the soft skills critical for success in technologically advanced workplaces. Originality/value Technological advancement creates an ever-changing organizational and learning landscape for employees and development professionals. Cost-effective strategies are needed to close the growing skill gaps that result. Curiosity is a helpful tool for growing needed competencies.
{"title":"The role of curiosity in workplace automation","authors":"A. Horstmeyer","doi":"10.1108/dlo-08-2019-0173","DOIUrl":"https://doi.org/10.1108/dlo-08-2019-0173","url":null,"abstract":"\u0000Purpose\u0000This paper describes the ways automation and artificial intelligence are shifting the business landscape and how learning professionals can use curiosity to enhance their own and their organizations' success.\u0000\u0000\u0000Design/methodology/approach\u0000A review of theory and research on automation and artificial intelligence, curiosity, and learning and development challenges was conducted.\u0000\u0000\u0000Findings\u0000Although technological advancements are already transforming the workplace, the optimal benefits of these technologies will be realized only in collaboration with human capital. In particular, as certain manual and technical skills are replaced by automation, the jobs that remain will require more highly developed social and cognitive skills such as creative problem solving, interpersonal skills and empathy, and adaptability and continuous learning.\u0000\u0000\u0000Practical implications\u0000Learning professionals are encouraged to use strategies that leverage the power of curiosity to cultivate the soft skills critical for success in technologically advanced workplaces.\u0000\u0000\u0000Originality/value\u0000Technological advancement creates an ever-changing organizational and learning landscape for employees and development professionals. Cost-effective strategies are needed to close the growing skill gaps that result. Curiosity is a helpful tool for growing needed competencies.\u0000","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"221 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75169897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-16DOI: 10.1108/dlo-10-2019-0229
N. Singh, Uma Warrier, Teena Bharti
This paper exemplifies the role of emotional intelligence (EI) achieving subjective career success in the global knowledge industry.,Discussion based on the literature, report, and industry experts.,EI can be used as an effective tool to influence the attributes of subjective career success such as job satisfaction, new skill acquisition, work-life balance, healthy relationship with peers and pride in work. Employees feel empowered and successful in their careers if their social ability, emotionality, self-control, well-being and, expressed behavior are properly taken care of by their organizations.,This paper introduces a new factor expressed behavior in EI model and suggests various strategies to enhance EI and achieve subjective career success in the knowledge industry.
{"title":"Emotional intelligence strategies to achieve subjective career success: implications for learning and development in knowledge industry","authors":"N. Singh, Uma Warrier, Teena Bharti","doi":"10.1108/dlo-10-2019-0229","DOIUrl":"https://doi.org/10.1108/dlo-10-2019-0229","url":null,"abstract":"This paper exemplifies the role of emotional intelligence (EI) achieving subjective career success in the global knowledge industry.,Discussion based on the literature, report, and industry experts.,EI can be used as an effective tool to influence the attributes of subjective career success such as job satisfaction, new skill acquisition, work-life balance, healthy relationship with peers and pride in work. Employees feel empowered and successful in their careers if their social ability, emotionality, self-control, well-being and, expressed behavior are properly taken care of by their organizations.,This paper introduces a new factor expressed behavior in EI model and suggests various strategies to enhance EI and achieve subjective career success in the knowledge industry.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"27 1","pages":"23-26"},"PeriodicalIF":0.0,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75057409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-16DOI: 10.1108/dlo-05-2019-0121
Kenneth W. Bohl
The purpose of this paper is to introduce virtue epistemology as a complementary approach to how we learn and make wise decisions within organizations.,Drawing on a philosophic history of intellectual virtue and recent research into virtue epistemology, this article presents an applied theoretical approach for practitioners to use in developing a more robust learning environment.,With robust market and operational databases of information, organizations continue to face the difficult decision of what this data means and what they can do with it. This article suggests intellectual virtue as a tool to develop appropriate knowledge, informed practical actions and sustainable outcomes.,Volatility, uncertainty, complexity and ambiguity have led to increasing rates of change in organizations. Organizations rely increasingly on their ability to observe, analyze, interpret and ultimately make decisions and act in ways that ensure sustainable results. This article provides an alternative perspective to complement traditional problem solving and decision-making processes.,There is currently limited research into the applicability of intellectual virtue or virtue epistemology to the field of organizational development and learning.
{"title":"Intellectual virtue and virtue epistemology: Leveraging knowledge for sustainable results","authors":"Kenneth W. Bohl","doi":"10.1108/dlo-05-2019-0121","DOIUrl":"https://doi.org/10.1108/dlo-05-2019-0121","url":null,"abstract":"The purpose of this paper is to introduce virtue epistemology as a complementary approach to how we learn and make wise decisions within organizations.,Drawing on a philosophic history of intellectual virtue and recent research into virtue epistemology, this article presents an applied theoretical approach for practitioners to use in developing a more robust learning environment.,With robust market and operational databases of information, organizations continue to face the difficult decision of what this data means and what they can do with it. This article suggests intellectual virtue as a tool to develop appropriate knowledge, informed practical actions and sustainable outcomes.,Volatility, uncertainty, complexity and ambiguity have led to increasing rates of change in organizations. Organizations rely increasingly on their ability to observe, analyze, interpret and ultimately make decisions and act in ways that ensure sustainable results. This article provides an alternative perspective to complement traditional problem solving and decision-making processes.,There is currently limited research into the applicability of intellectual virtue or virtue epistemology to the field of organizational development and learning.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"10 1","pages":"21-24"},"PeriodicalIF":0.0,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82470328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-09DOI: 10.1108/dlo-08-2019-0191
Nimitha Aboobaker, K. Zakkariya
The paper aims to examine the influence of students’ digital learning orientation on their readiness for change and innovative work behaviour. Elaborations are made on how these concepts can be utilized for strengthening the teaching-learning process in higher education institutions, and help them gain more cutting-edge competencies in areas of learning delivery and learning engagement.,The respondents for this descriptive study were drawn through random sampling, from an end-semester student group, who had taken up post-graduate courses in science and technology streams of a prominent science and technology university. Data was collected by administering self-reporting questionnaires.,The study revealed that higher digital learning orientation is associated with improved attitude towards change and higher innovative behaviour. With conflicting results in exiting literature, regarding the influence of digital learning orientation on learning outcomes, this study adds to the body of knowledge by testing previously unexplored propositions in a student sample.,This study is pioneering in conceptualizing and testing the proposed model. The paper emphasizes the role of digital learning orientation, especially in the context of today’s students being referred to as ‘digital natives’. It is thus imperative to understand how the same can be translated into learning outcomes. The results of the study highlights the need for augmenting the role of digital orientation in the teaching-learning process, so as to transform educational institutions sustainable in producing graduates with readiness for change and innovative work behaviour, in the context of an emergent digital economy.
{"title":"Influence of digital learning orientation and readiness for change on innovative work behaviour: reflections from the higher education sector","authors":"Nimitha Aboobaker, K. Zakkariya","doi":"10.1108/dlo-08-2019-0191","DOIUrl":"https://doi.org/10.1108/dlo-08-2019-0191","url":null,"abstract":"The paper aims to examine the influence of students’ digital learning orientation on their readiness for change and innovative work behaviour. Elaborations are made on how these concepts can be utilized for strengthening the teaching-learning process in higher education institutions, and help them gain more cutting-edge competencies in areas of learning delivery and learning engagement.,The respondents for this descriptive study were drawn through random sampling, from an end-semester student group, who had taken up post-graduate courses in science and technology streams of a prominent science and technology university. Data was collected by administering self-reporting questionnaires.,The study revealed that higher digital learning orientation is associated with improved attitude towards change and higher innovative behaviour. With conflicting results in exiting literature, regarding the influence of digital learning orientation on learning outcomes, this study adds to the body of knowledge by testing previously unexplored propositions in a student sample.,This study is pioneering in conceptualizing and testing the proposed model. The paper emphasizes the role of digital learning orientation, especially in the context of today’s students being referred to as ‘digital natives’. It is thus imperative to understand how the same can be translated into learning outcomes. The results of the study highlights the need for augmenting the role of digital orientation in the teaching-learning process, so as to transform educational institutions sustainable in producing graduates with readiness for change and innovative work behaviour, in the context of an emergent digital economy.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"03 1","pages":"25-28"},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86265283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-09DOI: 10.1108/dlo-09-2019-0211
R. Dixit, V. Sinha
Purpose The purpose of this case study is to highlight the efficacy of Augmented Reality (AR) as an effective tool to facilitate training transfer of behavioral skills and knowledge imparted during the training program, back on the job. Design/methodology/approach Insights were gathered through qualitative assessments in the form of post-training depth interviews with participants, with the objective of investigating the success of AR as an effective training transfer tool. Findings The findings of the study revealed encouraging results related to the application of AR towards training transfer at the workplace. The learners revealed positive impact of AR on training transfer and found the experience to be highly enriching. Practical implications The study offers insights in the domain of technology enabled tools such as AR to drive transfer of training through an immersive and engaging learning environment. Social implications AR as a training transfer tool can bridge the gap between training delivery and training implementation in behavioral trainings for several key industries, thus eliminating geographic and language barriers for learners. Originality/value The study is first of its kind and promises further inquiry in the domain of organizational learning and development. Insights revealed in this case are gathered through personal experience and offer a new perspective towards training transfer at the workplace.
{"title":"Leveraging augmented reality for training transfer: a case of healthcare service providers in ophthalmology","authors":"R. Dixit, V. Sinha","doi":"10.1108/dlo-09-2019-0211","DOIUrl":"https://doi.org/10.1108/dlo-09-2019-0211","url":null,"abstract":"\u0000Purpose\u0000The purpose of this case study is to highlight the efficacy of Augmented Reality (AR) as an effective tool to facilitate training transfer of behavioral skills and knowledge imparted during the training program, back on the job.\u0000\u0000\u0000Design/methodology/approach\u0000Insights were gathered through qualitative assessments in the form of post-training depth interviews with participants, with the objective of investigating the success of AR as an effective training transfer tool.\u0000\u0000\u0000Findings\u0000The findings of the study revealed encouraging results related to the application of AR towards training transfer at the workplace. The learners revealed positive impact of AR on training transfer and found the experience to be highly enriching.\u0000\u0000\u0000Practical implications\u0000The study offers insights in the domain of technology enabled tools such as AR to drive transfer of training through an immersive and engaging learning environment.\u0000\u0000\u0000Social implications\u0000AR as a training transfer tool can bridge the gap between training delivery and training implementation in behavioral trainings for several key industries, thus eliminating geographic and language barriers for learners.\u0000\u0000\u0000Originality/value\u0000The study is first of its kind and promises further inquiry in the domain of organizational learning and development. Insights revealed in this case are gathered through personal experience and offer a new perspective towards training transfer at the workplace.\u0000","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88321392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-09DOI: 10.1108/dlo-05-2019-0103
Neha Garg, Pankaj Singh
Reverse mentoring though widely discussed and adopted in practice, scholarly research on the same is scarce. This paper thus attempts to provide an overview of the extant literature and highlights the developments taking place in the practical arena so as to reveal the research-practice gap and identify new avenues with respect to the expanding role of reverse mentoring.,This paper is based on the review of important developments in research and practice related to reverse mentoring.,Despite the multi-faceted benefits of reverse mentoring observed by practitioners, the academic literature is not only scarce but also confined to its vignettes and anecdotes. This review highlights how reverse mentoring has much more to offer than being just a tech-savvy tool.,This review calls for abandoning the single-faceted outlook (of a tech-savvy tool) towards reverse mentoring by exploring the concept from a broader lens.,The insights covered in the review highlight the expanding scope of reverse mentoring and present future pathways both for researchers and practitioners. It inspires the readers to re-visit the concept and explore how it can deliver valuable outcomes especially with regards to the multi-generational workforce.
{"title":"Reverse mentoring: a review of extant literature and recent trends","authors":"Neha Garg, Pankaj Singh","doi":"10.1108/dlo-05-2019-0103","DOIUrl":"https://doi.org/10.1108/dlo-05-2019-0103","url":null,"abstract":"Reverse mentoring though widely discussed and adopted in practice, scholarly research on the same is scarce. This paper thus attempts to provide an overview of the extant literature and highlights the developments taking place in the practical arena so as to reveal the research-practice gap and identify new avenues with respect to the expanding role of reverse mentoring.,This paper is based on the review of important developments in research and practice related to reverse mentoring.,Despite the multi-faceted benefits of reverse mentoring observed by practitioners, the academic literature is not only scarce but also confined to its vignettes and anecdotes. This review highlights how reverse mentoring has much more to offer than being just a tech-savvy tool.,This review calls for abandoning the single-faceted outlook (of a tech-savvy tool) towards reverse mentoring by exploring the concept from a broader lens.,The insights covered in the review highlight the expanding scope of reverse mentoring and present future pathways both for researchers and practitioners. It inspires the readers to re-visit the concept and explore how it can deliver valuable outcomes especially with regards to the multi-generational workforce.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79318029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-09DOI: 10.1108/dlo-09-2019-0215
Tiffany L. Hunt, R. Carter, Ling Zhang, Sohyun Yang
The purpose of this article is to introduce micro-credentials as an innovative, personalized professional development modality. With traditional time bound professional development (PD) offering largely whole group instruction with little feedback or a focus on skill mastery, micro-credentials have the ability to develop educator skills, provide relevant content, encourage flexibility, and measure earner mastery. Although relatively new, state leaders and administrators are exploring the use of micro-credentials to improve educator practice at the individual level. Such efforts encourage systems change aligned with new technologies and advancements.,This article is designed to review the impetus for the use of micro-credentials in education and the potential this personalized professional development has to change and improve traditional support of educators' professional growth and skill development. We structured the article to first introduce the possibilities micro-credentials (MCs) have in initiating systems change in education. We then define MCs and explore their use in state policy. Additionally, we present the benefits MCs offer and how an individual would select and complete one. To conclude, we connect all elements in the article and emphasize the need for further research and analysis.,Findings from our review indicate that 9 states are currently exploring the use of micro-credentials in their state ESSA plans. We recognize that there are several benefits of micro-credentials that make them appealing to state leaders and administrators. These include personalization, competency, flexibility, cost efficiency, and collaboration. It is noted that a large number of organizations are offering micro-credentials and it is most often the responsibility of educators to determine which micro-credentials meet their needs and may be utilized for continuing education credit. Steps in earning micro-credentials are similar across platforms, though content, assessment expectations, and depth vary widely.,Rapid strides in technology have created change and advancements to societal norms, required workforce skillsets, and personalization. As a result, leaders in education are exploring new and innovative ways to provide professional development to educators. This article will introduce the concept of micro-credentials and explore their focus on personalization, competency-based learning, flexibility and skill development. Individuals interested in shifting the delivery and methodology of traditional PD will be intrigued by the potential micro-credentials offer and the work that is currently being done to explore this PD option.
{"title":"Micro-credentials: the potential of personalized professional development","authors":"Tiffany L. Hunt, R. Carter, Ling Zhang, Sohyun Yang","doi":"10.1108/dlo-09-2019-0215","DOIUrl":"https://doi.org/10.1108/dlo-09-2019-0215","url":null,"abstract":"The purpose of this article is to introduce micro-credentials as an innovative, personalized professional development modality. With traditional time bound professional development (PD) offering largely whole group instruction with little feedback or a focus on skill mastery, micro-credentials have the ability to develop educator skills, provide relevant content, encourage flexibility, and measure earner mastery. Although relatively new, state leaders and administrators are exploring the use of micro-credentials to improve educator practice at the individual level. Such efforts encourage systems change aligned with new technologies and advancements.,This article is designed to review the impetus for the use of micro-credentials in education and the potential this personalized professional development has to change and improve traditional support of educators' professional growth and skill development. We structured the article to first introduce the possibilities micro-credentials (MCs) have in initiating systems change in education. We then define MCs and explore their use in state policy. Additionally, we present the benefits MCs offer and how an individual would select and complete one. To conclude, we connect all elements in the article and emphasize the need for further research and analysis.,Findings from our review indicate that 9 states are currently exploring the use of micro-credentials in their state ESSA plans. We recognize that there are several benefits of micro-credentials that make them appealing to state leaders and administrators. These include personalization, competency, flexibility, cost efficiency, and collaboration. It is noted that a large number of organizations are offering micro-credentials and it is most often the responsibility of educators to determine which micro-credentials meet their needs and may be utilized for continuing education credit. Steps in earning micro-credentials are similar across platforms, though content, assessment expectations, and depth vary widely.,Rapid strides in technology have created change and advancements to societal norms, required workforce skillsets, and personalization. As a result, leaders in education are exploring new and innovative ways to provide professional development to educators. This article will introduce the concept of micro-credentials and explore their focus on personalization, competency-based learning, flexibility and skill development. Individuals interested in shifting the delivery and methodology of traditional PD will be intrigued by the potential micro-credentials offer and the work that is currently being done to explore this PD option.","PeriodicalId":39753,"journal":{"name":"Development and Learning in Organizations","volume":"54 1","pages":"33-35"},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84785609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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