Understanding the social side of learning

Abstract

As an economy we face the challenge to successfully engage in green and digital transitions.The COVID-19 pandemic and the war in Ukraine spurred these transitions and corresponding challenges even more.More recent challenges lie in skills and staff shortages.These are just a few challenges that translate to the organizational level, where companies must invest in sustainable growth and innovativeness to drive their competitiveness.Subsequently, it cascades down to the professionals who face these challenges in their day-to-day work.Now more than ever it is of utmost importance to invest in skilled, employable professionals.In this light, Ursula von der Leyen, President of the European Commission, announced in the State of the Union Address of 2022 that 2023 will be the European Year of Skills (European Commission, 2022).Economic changes, innovations, rapid technological advancements, globalization of markets, aging workforces, and new ways of working inevitably require organizations, to flexibly adapt and anticipate to these challenges (Collet et al., 2015;Nauta et al., 2010; Mc Kee & Eraut, 2012;Scully-Russ & Torraco, 2020;Valverde et al., 2000; Van der Heijden et al., 2016, 2018).Consequently, organizations recognize the need to be able to adapt to these challenges to remain competitive (Collet et al., 2015).An organization's performance and competitiveness highly depend on the capabilities and transformative potential of their workforce with professionals who possess up-to-date knowledge, skills and abilities (KSA; Crooke et al., 2011; Delery & Roumpi, 2017;Mahsud et al., 2011).Consequently, organizations strive to Validation of the learning processThe learner receives an external validation (e.g., a certificate) or no external validation.2005).Based on their experience, leaders can be on-the-job coaches, advising on personal and professional growth.Moreover, learning oriented leaders constantly seek for possibilities to support their professionals' development, stimulate discussions, and encourage critical thinking (Ellinger, 2005).Furthermore, Schürmann and Beausaert (2016) identified learning-committed leadership and management, understood as encouraging professionals to learn and expand their knowledge, as a driver for social informal learning activities, such as talking or collaborating with others, giving and seeking feedback, and sharing knowledge. Dimension 2: Space for LearningOrganizational structures and processes that are integrated with work, such as a knowledge-based system (or intranet), a feedback platform, and workshops enable professional development (Marsick & Watkins, 2003).This dimension also refers to having access to resources such as computers (Berg & Chyung, 2008; Marsick & Watkins, 2003), time (Schürmann & Beausaert, 2016) and subject matter experts (Lohman, 2005). Dimension 3: Exchange of KnowledgeOpen and critical exchange of knowledge is a crucial element of learning climate.Personal networks and close proximity to colleagues grant professionals access to more knowledge and sources of information (Marsick & Watkins, 2003; Schürmann & Beausaert, 2016).Professionals can learn from each other when expertise differs, information is shared in open discussions, and employees feel comfortable to voice their opinions (Nikolova et al., 2014; Ortenblad, 2002; Singer et al., 2012).Organizations can promote the establishment of strong networks and dialogues by, for instance, creating collaborative job tasks, job rotations, virtual communities, and networking events (Marsick & Watkins, 2003).Furthermore, learning is promoted when employees feel empowered to participate in decision-making (Clarke, 2005) and experience open communication within the organization (Jeon & Kim, 2012). Dimension 4: Support for LearningSupport from the immediate work environment also enables professionals to learn.It is crucial that learning is stimulated and appreciated on an organizational level, team level and individual level (Nikolova et al., 2014).Positive feedback and nonmonetary or monetary rewards acknowledge the individuals' effort in learning (Skule, 2004).Moreover, a supportive environment implies that professionals feel psychologically safe to make 1 27

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