Factors Influencing the Context and Process of Work-Related Learning: Synthesizing Findings from Two Research Projects

Abstract

Work-related learning, defined as learning in and at work, is at the core of human resource development. This paper identifies factors influencing work-related learning as an initial step towards developing a holistic model. The factors, derived from a synthesis of empirical research, are presented as a conceptual framework bringing together both contextual and processual factors influencing work-related learning. The paper first identifies the various contextual factors, at organizational, functional (HRD) and individual levels, and then focuses upon three levels of factors influencing the process of learning. While much research focuses on one or other aspect of work-related learning, and often uses quantitative methods, this paper aspires to integrate and analyse organizational, individual and technological factors from a qualitative perspective. It is argued that identifying these, often contradictory and subjective, factors provides an initial and important step enabling HRD practitioners, managers and learners to recognize how learning might be hindered or helped within the organizational, and particularly information and communications technology (ICT), context.

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