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Learning above the size: customized learning towards a higher learning efficiency through the synchronization of professionalisation in the teaching competence of knowledge workers.

Investing in professional development of employees, especially knowledge workers, is crucial for an organization's success in contemporary society. A significant part of professional development activities nowadays consists of formal, group-based trajectories adopting a standardized curriculum in content and mode of delivery. Questions have been raised on the efficiency and the quality of learning outcomes of these training activities. Adapting training trajectories to the learning preferences of participants is hypothesized to increase efficiency and quality of outcomes (the so-called matching hypothesis). The current poster presents the outline of a project investigating this hypothesis, by exploring knowledge worker's cognitive, meta-cognitive an motivational learning preferences and relating these to their training needs and learning outcomes. The project proposes four research-aims: - RA1: Can we develop a valid and reliable instrument for measuring knowledge workers' cognitive, meta-cognitive and motivational learning characteristics?- RA2: Can we identify learning competency profiles, based on knowledge workers' cognitive, meta-cognitive and motivational learning characteristics?- RA3: Are differences in learning competency profiles related to differences in preferences regarding to the mode of delivery of professional development initiatives?- RA4: Is the degree to which training initiatives are adapted to learning competency profiles related to the learning outcomes training initiatives reach?The research-instrument proposed in RA1 will combine adaptations of existing instruments in the context of higher education to the context of professional learning (notably the Inventory of Learning Styles-SV) with existing instruments, such as the Cognitive Style Indicator and Kolb's Inventory of Learning Styles. Various quantitative and qualitative techniques will be used to validate the instrument, identify learning competency profiles and relate these profiles to training needs and learning outcomes. Results of this project will help gain insight in the complex processes of learning in a professional setting, but will also provide guidelines for improving the design of training-trajectories.
Date:1 Sep 2012 →  31 Aug 2013
Disciplines:Education curriculum, Education systems, General pedagogical and educational sciences, Specialist studies in education, Other pedagogical and educational sciences