Page 38 - Learning-while-working-Success-stories-on-workplace-learning-in-Europe

Learning while working
32 Success stories on workplace learning in Europe

Given that learning cultures in workplaces are rarely supportive to older
workers, it becomes even more difficult for them to acquire new skills and
become motivated to take up learning. In this regard, cultural perceptions
can curtail learning opportunities, because people are undeniably less likely
to think they are too old to learn in societies where participating in some
form of learning throughout life is a longstanding tradition (Cedefop, Sultana,
2004). Human resources policies may send the wrong signals and reinforce
older workers’ perceptions that there is little to be gained from engaging in
continuing training, given that they have reached the ceiling of their career
prospects, they receive limited encouragement from employers, and training
is not tailored to their specific circumstances.

2.4. Learning in the workplace:
for what purposes?

2.4.1. Informal learning versus more formalised training:
how to train?
Continuing vocational training surveys include more formalised forms of
continuing training as well as less formal sorts of learning, such as on-the-
job training and particular work organisation practices, like job rotation. The
last survey (CVTS3) indicates that traditional forms of training prevail at the
workplace, with courses being the preferred means of upgrading competences,
while other forms of training of a more informal nature are not widespread,
and have even decreased or stagnated between 1999 and 2005. How can
non-formal and informal learning in enterprises be quantified and typified? The
task is even more challenging when learning is anchored in work processes,
is project-based or embedded in team working. When it comes to non-formal
and informal learning, differences in learning traditions and terminology may
hamper cross-country comparisons. Some of the concepts included in CVTS
may be culturally biased, such as ‘learning circles’, which have a long tradition
in Northern Europe but may not be found much in other European regions. It
is difficult in quantitative surveys to capture non-formal and informal learning
in enterprises, which is often not viewed as training and therefore difficult
to monitor in terms of hours and participants. Mentoring and tutoring by
more experienced colleagues is a good example, since it tends not to be
considered by companies as a training activity; skilled workers who mentor
other colleagues and are in charge of the induction of new recruits may not
even consider themselves as trainers, as chapter seven will argue.