Applying knowledge‐enabling methods in the classroom and in the workplace

Applying knowledge‐enabling methods in the classroom and in the workplace There is a gradual shift away from traditional teaching and training methods based on academic research models to unstructured, learner‐centered programs designed to meet the specific needs of learners. Knowledge management processes and teaching methods used in three graduate courses in industrial/organizational psychology are presented in this paper. Learner‐enabled models, peer group teaching and mentoring, discussion groups, and experiential learning exercises were used in the classroom. Goals were to help learners acquire and develop a useful base of relevant explicit and tacit knowledge; to encourage learners to make better use of what they already know; and to more closely align classroom learning with specific job requirements. Practical applications were to prepare students to meet workplace demands; to create methods to transform information into useful classroom and work‐related knowledge; to tie employees’ learning goals to the mission, goals, objectives, and strategies of the organization; and to develop ways to recruit and retain highly talented workers. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

Applying knowledge‐enabling methods in the classroom and in the workplace

Journal of Workplace Learning, Volume 12 (6): 9 – Sep 1, 2000

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Publisher
Emerald Publishing
Copyright
Copyright © 2000 MCB UP Ltd. All rights reserved.
ISSN
1366-5626
DOI
10.1108/13665620010343505
Publisher site
See Article on Publisher Site

Abstract

There is a gradual shift away from traditional teaching and training methods based on academic research models to unstructured, learner‐centered programs designed to meet the specific needs of learners. Knowledge management processes and teaching methods used in three graduate courses in industrial/organizational psychology are presented in this paper. Learner‐enabled models, peer group teaching and mentoring, discussion groups, and experiential learning exercises were used in the classroom. Goals were to help learners acquire and develop a useful base of relevant explicit and tacit knowledge; to encourage learners to make better use of what they already know; and to more closely align classroom learning with specific job requirements. Practical applications were to prepare students to meet workplace demands; to create methods to transform information into useful classroom and work‐related knowledge; to tie employees’ learning goals to the mission, goals, objectives, and strategies of the organization; and to develop ways to recruit and retain highly talented workers.

Journal

Journal of Workplace LearningEmerald Publishing

Published: Sep 1, 2000

Keywords: Learning; Knowledge management; Mentoring; Experiential learning

References

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