Contextual Dynamics of Workplace Learning: A Systematic Review of Recent International Research

While workplace learning has evolved into a field of research and practice in its own right, it is still often dismissed for its potential to be a significant driver of transformational change. Because knowledge and technology keep advancing at an unprecedented pace, the connection between work and learning is growing stronger every day; hence it becomes necessary to find ways of reiterating the significance of workplace learning, as well as to detail what operating principles stand behind it. This study identifies significant international theoretical trends in workplace learning since 2010 and indicates that empirical and contemporary research show growing diversification of theory formation and expansion, particularly at the micro-level. Workplace learning and human resource development are slowly merging toward an integration that captures the best of both worlds. Research progress has been made on the individual level determinants of learning (e.g., cognitive styles, motivation, self-efficacy), which received increasing scholarly attention. Concurrently, more focus has been given to the multidimensional and multilevel interactions of individuals, organizational socio–cultural contexts, work tasks, and personal life histories. Additionally, research trends suggest a movement from emphasizing only the development of overt skills toward examining implicit, informal and non-structured learning processes embedded in daily work activity. Future studies should seek to close and transcend longstanding gaps between formal and informal learning, people with organizations, access/participation and diffusion/transformation of knowledge, thus providing clearer perspectives on the workplace learning processes.