This study examines the influence of the job characteristics of a training placement and a self-directed learning orientation on work-related (informal) learning in pupils from the part-time education sector. How informal learning can to be stimulated so that a powerful learning work environment is created is a matter for which educators and HRD professionals are responsible. With the recognition of this, learning and work become an integral part of each other (Doornbos et al. This informal learning in everyday work situations can be very effective and necessary for students from the vocational education sector. Learning often takes place without one being aware of it, by making mistakes and redoing, talking with colleagues, observing, reading and listening to others. These can be very effective and necessary for the purposes of becoming more expert at your profession. Everyday work practice is full of potential learning processes. In the case of workplace learning, both explicit and implicit or tacit knowledge is developed (Eraut 2004 Smith 2001). As a result, the value which is placed upon learning in the workplace has increased. Teaching and training in the workplace is one of the most important tools for improving the difficult connection between education and the labour market. Researchers such as Resnick ( 1987) and Baldwin and Ford ( 1988) have long argued that what is taught in school is too remote from everyday work practice and no longer provides adequate preparation for the labour market. With regard to this, today’s employers report that students who have completed vocational training courses have too little transferable knowledge and too few transferable skills to be productive (Streumer and van der Klink 2001). The high level of competence and the innovative capacity on which the economy is based are strongly determined by the development and training which employees have undergone (Tynjälä 2008). Schools, enterprises, and players in the field of training and development are faced with the challenge of finding, valuing and further developing every talent. In today’s rapidly evolving society, we are confronted with an exponential increase in information, a growing need for innovation and the requirement to develop sufficient skills. The results of the linear regression analyses indicated that only the self-directed learning orientation scale predicted the work-related learning behaviour to a significant extent. All scales had acceptable Cronbach alpha values. It was assumed that high scores for self-directed learning orientation and high scores for the job characteristics job demands, job control and social support would be associated with more work-related learning behaviour. A total of 115 students from different sectors completed the questionnaire. Students were asked to complete the questionnaire with the job in mind they were doing at present. A questionnaire using scales adapted from validated instruments was used. The students in the centre work for 3 days a week and attend school during the other two days. The present study was conducted in a centre for part-time vocational education in Flanders (Belgium). Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning behaviour of workers.
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