Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-08T13:19:51.415Z Has data issue: false hasContentIssue false
  • English
  • Français

Employee learning processes in New Zealand small manufacturing firms

Published online by Cambridge University Press:  02 February 2015

Alan Coetzer ,
Raja Peter  and
Vasanthi Peter
Alan Coetzer
Affiliation:
School of Management, Edith Cowan University, Perth, WA, Australia
Raja Peter
Affiliation:
School of Communication, Journalism and Marketing, Massey University, Wellington, New Zealand
Vasanthi Peter
Affiliation:
School of Business, Open Polytechnic of New Zealand, Lower Hutt, New Zealand
Get access Rights & Permissions [Opens in a new window]

Abstract

We investigate differences between the ways novices and experienced specialists perceive their workplaces as learning environments and also examine differences between the learning processes of these two groups of employees. The study's research questions are explored by applying discriminant analysis to survey data collected from 218 employees in 31 New Zealand small manufacturing firms. We found that novices and experienced specialists do differ significantly in their perceptions of (1) work-environment conditions that either help or hinder learning, (2) supervisors' proximate support for learning, and (3) satisfaction with workplace learning. We also found that novices and experienced specialists do differ significantly in terms of the sources and methods of learning that they use. Our results identify the individual variables that contribute most to the discrimination between the two groups. Limitations of the study and the implications of our findings for researching and managing employee learning in small firms are discussed.

Keywords

continuous learningemployee learningsmall firmsmanufacturingdiscriminant analysisNew Zealand
Type
Research Article
Information
Journal of Management & Organization , Volume 17 , Issue 6: 25th ANZAM Anniversary Edition Remembering 2011: Managing for the Human Spirit , November 2011 , pp. 764 - 781
Copyright
Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Argyris, C. (1991). Teaching smart people how to learn. Harvard Business School, 4, 99–109.Google Scholar
Awater, L. E., & Yammarino, E. J. (1997). Self-other rating agreement: A review and a model. Research in Personnel and Human Resources Management, 15, 141–164.Google Scholar
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Crows Nest, NSW: Allen & Unwin.Google Scholar
Billett, S., Hernon-Tinning, B., & Ehrich, L. (2003). Small business pedagogic practices. Journal of Vocational Education and Training, 55, 149–167.Google Scholar
Boud, D., & Garrick, J. (1999). Understanding of workplace learning. In Boud, D. (Ed.), Understanding learning at work (pp. 165–179). London: Routledge.Google Scholar
Curran, J. (2000). Commentary to the study ‘small business training and development in the United States’. International Small Business Journal, 18, 78–81.Google Scholar
Curran, J., & Blackburn, R. A. (2001). Researching the small enterprise. London: Sage.Google Scholar
Daft, R. (2000). Management. Fort Worth, TX: Harcourt College.Google Scholar
Davenport, T. O. (1999). Human capital: Employees want a return on their investment, and they expect managers to help them get it. Management Review, 88, 37–42.Google Scholar
Davis, T. R. V., & Luthans, F. (1980). A social learning approach to organizational behaviour. Academy of Management Review, 5, 281–290.Google Scholar
De Geus, A. P. (1988). Planning as learning. Harvard Business Review, 66, 70–74.Google Scholar
Dillman, D. A. (2000). Mail and internet surveys: The tailored design method. New York: Wiley.Google Scholar
Ellinger, A., & Bostrom, R. P. (1999). Managerial coaching behaviours in learning organizations. Journal of Management Development, 18, 752–771.Google Scholar
Ellinger, A., Watkins, K. E., & Bostrom, R. P. (1999). Managers as facilitators of learning in learning organizations. Human Resource Development, 10, 105–127.Google Scholar
Ellstrom, P-E. (2001). Integrating learning and work: Problems and prospects. Human Resource Development Quarterly, 12, 421–435.Google Scholar
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 247–273.Google Scholar
Field, L. (1998). Shifting the focus from ‘training’ to ‘learning’: The case of Australian small business. Australian and New Zealand Journal of Vocational Education Research, 6, 49–68.Google Scholar
Gerber, R. (1998). How do workers learn in their work? The Learning Organization, 5, 168–175.Google Scholar
Gibb, A. (1997). Small firms' training and competitiveness. Building upon small business as a learning organisation. International Small Business Journal, 15, 13–29.Google Scholar
Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78, 78–90.Google Scholar
Green, P. E., Tull, D. S., & Albaum, G. (1988). Research for marketing decisions. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis with readings. New York: Macmillan.Google Scholar
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall Inc.Google Scholar
Hall, J. L., Posner, B. Z., & Harder, J. W. (1989). Performance appraisal systems: Matching practice with theory. Group & Organization Studies, 14, 51–69.Google Scholar
Harrison, R. (1992). Employee development. London: IPM.Google Scholar
Harvie, C., & Lee, B. (Eds.). (2005). Sustaining growth and performance in East Asia: The role of small and medium sized enterprises. Northampton, MA: Edward Elgar.Google Scholar
Herold, D. M., & Greller, M. M. (1997). Feedback: The definition of a construct. Academy of Management Journal, 20, 142–147.Google Scholar
Hill, L. A. (2004). New manager development for the 21st century. Academy of Management Executive, 18, 121–126.Google Scholar
Hill, R., & Stewart, J. (2000). Human resource development in small organizations. Journal of European Training, 24, 105–117.Google Scholar
Hughes, C. (2004). The supervisor's influence on workplace learning. Studies in Continuing Education, 26, 275–287.Google Scholar
Hunt, D. E., & Sullivan, E. V. (1974). Between psychology and education. Hinsdale, IL: Dryden.Google Scholar
Jacobs, R. L., & Washington, C. (2003). Employee development and organizational performance: A review of literature and directions for future research. Human Resource Development International, 6, 343–354.Google Scholar
Johnson, S. (2002). Lifelong learning and SMEs: Issues for research and policy. Journal of Small Business and Enterprise Development, 9, 285–295.Google Scholar
Kerr, A., & McDougall, M. (1999). The small business of developing people. International Small Business Journal, 17, 65–74.Google Scholar
Kidd, J. R. (1973). How adults learn. New York: Association Press.Google Scholar
Kirkpatrick, D. L. (1998). Evaluating training programmes: The four levels. San Francisco: Berrett-Koehler.Google Scholar
Kitching, J., & Blackburn, R. A. (2002). The nature of training and motivation to train in small firms. London: Small Business Research Centre, Kingston University.Google Scholar
Kluger, A., & Denisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284.Google Scholar
Knowles, M. S. (1990). The adult learner: A neglected species. Houston, TX: Gulf Publishing.Google Scholar
Kolb, D. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Kraut, A., Pedigo, P. R., Mckenna, D. D., & Dunnette, M. D. (1989). The role of the manager: What's really important in different management jobs. Academy of Management Executive, 3, 286–293.Google Scholar
Lang, D., & Wittig-Berman, U. (2000). Managing work-related learning for employee and organizational growth. Advanced Management Journal, 65, 37–43.Google Scholar
Larson, J. R. (1984). The performance feedback process: A preliminary model. Organizational Behaviour and Human Performance, 33, 42–76.Google Scholar
Larson, J. R. (1986). Supervisors' performance feedback to subordinates: The impact of subordinates performance valence and outcome dependence. Organizational Behaviour and Human Performance, 37, 391–408.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar
Lewin, K. (1951). Field theory in social science. New York: Harper & Row.Google Scholar
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
London, M. (1996). Redeployment and continuous learning in the 21st century: Hard lessons and positive examples from the downsizing era. Academy of Management Executive, 10, 67–79.Google Scholar
Mackeracher, D. (1996). Making sense of adult learning. Toronto, Canada: Culture Concepts.Google Scholar
Marlow, S. (1998). So much opportunity – so little takeup: The use of training in smaller firms. Journal of Small Business and Enterprise Development, 5, 38–48.Google Scholar
Maurer, T. J. (2002). Employee learning and development orientation: Toward an integrative model of involvement in continuous learning. Human Resource Development Review, 1, 9–44.Google Scholar
Minter, R. L., & Thomas, E. G. (2000). Employee development through coaching, mentoring and counselling: A multidimensional approach. Review of Business, 21, 43–47.Google Scholar
Moates, W. H., & Kulonda, D. J. (1990). An examination of differences between supervisors in large and small companies. Journal of Small Business Management, 28, 27–36.Google Scholar
Moini, A. (1995). An inquiry into successful exporting: An empirical investigation using a three-stage model. Journal of Small Business Management, 33, 9–25.Google Scholar
Noe, R. A. (2005). Employee training & development. New York: McGraw-Hill.Google Scholar
Noe, R. A., & Wilk, S. L. (1993). Investigation of the factors that influence employee's participation in development activities. Journal of Applied Psychology, 78, 291–302.Google Scholar
Peter, R., Peter, V., & Ogunmokun, G. (2002). International transcultural adaptation: An exploratory study of consumer acculturation. Journal of International Marketing and Exporting, 7, 98–113.Google Scholar
Petrof, J. V. (1980). Entrepreneurial profile: A discriminant analysis. Journal of Small Business Management, 18, 13–17.Google Scholar
Richardson, L. (1998). Five-minute sales coaching. Training & Development, 52, 53–57.Google Scholar
Rowden, R. W. (1995). The role of human resource development in successful small to mid-sized manufacturing businesses: A comparative case study. Human Resource Development Quarterly, 6, 355–373.Google Scholar
Sambrook, S., & Stewart, J. (2000). Factors influencing learning in European learning oriented organisations: Issues for management. Journal of European Industrial Training, 24, 209–219.Google Scholar
Sashkin, M. (1981). Appraising appraisal: Ten lessons from research for practice. Organizational Dynamics, 10, 37–50.Google Scholar
Schein, E. H. (1993). How can organizations learn faster? The challenge of entering the green room. Sloan Management Review, 34, 85–92.Google Scholar
Skinner, B. F. (1971). Contingencies of reinforcement. East Norwalk, CT: Appleton-Century-Crofts.Google Scholar
Statistics New Zealand. (2003). Enterprise and employment size groups. Wellington, New Zealand: Statistics New Zealand.Google Scholar
Tannebaum, S. I. (1997). Enhancing continuous learning: Diagnostic findings from multiple companies. Human Resource Management, 36, 437–452.Google Scholar
Tjepkema, S., Stewart, J., Sambrook, S., Mulder, M., Horst, T. H., & Scheerens, J. (2002). Conclusions from case studies and survey. In Tjepkema, S. (Ed.), HRD and learning organisations in Europe (pp. 156–177). London: Routledge.Google Scholar
Walton, J. (1999). Strategic human resource development. London: Prentice Hall.Google Scholar
Watkins, K. E., Ellinger, A., & Valentine, T. (1999). Understanding support for innovation in a large-scale change effort: The manager's-as-instructor approach. Human Resource Development Quarterly, 10, 63–77.Google Scholar
Zikmund, W. G. (2000). Business research methods. Orlando, FL: Dryden.Google Scholar