Formal Learning and Informal Learning Dissertation

Formal encyclopedism and Informal Learning - Dissertation ExampleResearch Design 38 3.2. Research orderology 39 3.3. Method of Data Collection 40 3.3.1. Selection of Documents 40 3.3.2. Qualitative Research 41 3.4. Data Analysis 43 3.5. Justification of the Choice of Methodology 44 3.6. Role of the Researcher 45 3.7. ETHICAL ISSUES/CONSTRAINTS/VALUES OF THIS RESEARCH 46 3.8. Potential Value of this Research 47 Chapter 4 Findings and Discussions 48 4.0. Introduction 48 4.1. Findings and Discussions 48 4.1.1. Better Appreciation of Informal Learning in the Work Place and Central Role of Employees 49 4.1.2. The More Effective Approach 51 4.1.3. The Learning Approaches 55 4.1.4. Kinds of Information 61 4.1.5. The Factors 63 4.1.6. The Balance 64 Summary 68 Chapter 5 Conclusion, Limitations and Recommendations 69 5.0. Conclusion 70 5.1. Limitations/Possibilities 72 5.2. Recommendations 72 References 75 Appendix 1 81 Fig. 1 p. 6 Fig. 2 p. 14 Fig. 3 p. 21 Fig. 4 p. 30 Fig. 5 p. 49 set ba ck 1 p. 16 graph 1 p. 55 Chart 2 p. 56 Chart 3 p. 57 Chart 4 p. 58 Chart 5 p.59 Chart 6 p. 61 Chart 7 p.62 Chapter 1 Introduction 1.0. Introduction Globalisation opens a new a paradigm in the economic interactions among nations around the globe (Fisher, 2003). Generally, this unique phenomenon enables people across the globe to access services and goods from different countries with ease (Soros, 2002), thus, paving fro exchanges not only for goods and services, still also of ideas, knowledge and identity as greater mobility are experienced by people (Peet, 2003 Suarez-Orozco and Qin-Hilliard, 2004). In addition, globalisation creates tougher competition in the global food market economy, challenging organisations to continuously come up with products and services that genuinely respond to the changing needs and demands of the 21st century clients (Suarez-Orozco and Qin-Hilliard, 2004). Responding to the challenge pose by globalisation, firms admit come up with strategies and deve lopments that will endow organisations with the opportunity in creating a niche and surviving the stringent global market competition. One of the most noted development in the recent period is the recognition of the central importance of the role of employees in attaining the goals of the company (Armstrong, 2006). The human factor in the organisation is deemed as the human capital essential for the success of the organisation (Beer et al., 1984 Bontis et al., 1999 Caldwell, 2004 de Meneses and Woods, 2008 Ramirez, Guy, and Beale 2007). In effect, the collective knowledge, skills, learning, abilities and experiences that are deployed by the employees in the performance of their functions is crucial for the success of the firm and a primary source of the organisations strategic advantage (Armstrong, 2006). As such, in the last few decades, much scholarly work have been undertaken to net the various concepts that are inherent in human capital . One of the subject matters that have b een given ample consideration is learning in the workplace. Learning is considered as a spectrum of formal learning, informal learning and non-formal learning (Cook and Smith, 2004). A person may move from one section of the spectrum to another without diminishing the importee and influence of learning and its consequences to the individual. This is possible because learning is a process of awareness, reflection, association and application that involves transforming experience and knowledge into functional learning