Are positive learning experiences levers for lifelong learning among low educated workers?van kennistekorten?
van Dam, K.
Purpose Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach Low-educated workers of three different organizations (n=359) filled out a questionnaire at three different points in time, with a half-yearly interval. Regression analyses were used to establish the effects of training participation and learning experience on learning self-efficacy. Findings Training participation alone did not affect low-educated workers’ learning self-efficacy, but a positive learning experience did contribute to workers’ post-training learning self-efficacy. These results support the relevance of positive learning experiences. Research limitations/implications Follow-up studies could focus on the effects of learning self-efficacy for subsequent learning activities, establish which aspects of training contribute to a positive learning experience, and include contextual characteristics that may predict learning self-efficacy. Practical implications To stimulate learning among lower educated workers, it is necessary that they have confidence in their ability to successfully complete their training. Trainers and training developers working for this specific target group of lower educated workers should aim to provide training that is a positive experience, besides being a learning exercise. Originality/value The study is the first to analyse the longitudinal effects of training participation and learning experience on post-training learning self-efficacy among low-educated workers.
To reference this document use:
SP - Sustainable Productivity and Employability
ELSS - Earth, Life and Social Sciences
Work and Employment
Theory of planned behaviour
Social learning theory
Human resource development
Evidence-based HRM: a global forum for Empirical Scholarship, 3 (3), 244-257