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Exploring the relation between work domains and work‐related learning: the case of the Dutch police force

Exploring the relation between work domains and work‐related learning: the case of the Dutch... The principal aim of this study is to explore the relations between work domains and the work‐related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and at different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. Homogeneity analysis use of Alternating Least Squares (HOMALS) analysis showed work‐related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work‐related learning presented here. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Training and Development Wiley

Exploring the relation between work domains and work‐related learning: the case of the Dutch police force

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Publisher
Wiley
Copyright
Copyright © 2004 Wiley Subscription Services, Inc., A Wiley Company
ISSN
1360-3736
eISSN
1468-2419
DOI
10.1111/j.1360-3736.2004.00207.x
Publisher site
See Article on Publisher Site

Abstract

The principal aim of this study is to explore the relations between work domains and the work‐related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and at different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. Homogeneity analysis use of Alternating Least Squares (HOMALS) analysis showed work‐related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work‐related learning presented here.

Journal

International Journal of Training and DevelopmentWiley

Published: Sep 1, 2004

References