Due to developments in information and communication technology, increasing knowledge production in the economy, globalisation and changes in professional structures and expectations, the call for reshaping education to increase its impact in terms of value for societal demands has become acute. In addition, many scholars have formulated criticisms on the low impact of education and higher education specifically. For this reason, it is of great importance for higher education institutions and colleges to offer their students an educational programme providing them with the basic skills and competences they can adapt to the globalising, fast and constantly changing world and meet the needs of the business life. The aim of this study is to determine the roles of seven High-impact Learning that Lasts (HILL) building blocks (urgency, learning agency, collaboration and coaching, action and knowledge sharing, flexibility, hybrid learning, and assessment as learning) in the effects of high-impact practices (HIPs). After analysing the 56 selected studies by narrative analysis, it was determined that almost all of the effects of HIPs (collaboration, personal growth and social development, communication, enhanced learning, appreciation of diversity, student-faculty/peer/community interaction, critical thinking, motivation, academic success, retention and/or engagement, job-readiness skills, knowledge transfer, positive learning environment, meaningful education opportunities, sense of belonging and institutional acceptance, problem solving, being a leader of one's own learning, social responsibility, career related opportunities, leadership skills, being aware of one's own skills/abilities/beliefs) were supported and strengthened by the seven HILL building blocks. To conclude, the application of the HILL building blocks will make the HIPs more applicable and effective.

An expansive learning cycle begins with actions of questioning the existing standard practice, then proceeds to actions of analysing its contradictions and modelling a vision for its zone of proximal development, and ends with actions of examining, implementing, and consolidating the new model in practice. As such, expansive learning is different from both the acquisition-based and the participation-based approaches that share much of the same conservative bias. Incremental exploration is the construction of new knowledge in the existing activity, whereas in radical exploration or expansive learning also, the activity and object are reconstructed. Expansive learning processes include layers of the other processes, but in that case, they gain a different meaning, motive, and perspective. The theory of expansive learning can be used as a starting point for understanding how learning can happen within a setting like this. But, as the theory of expansive learning was initially developed to illuminate learning in single activity systems.

Within competitive business markets, involving our employees in learning and development (L&D) activities is increasingly necessary for various reasons. In addition, L&D opportunities play a role in why applicants choose one job over another and are clearly an important reason for long-term retention within the same organisation. Benefits of employee-led learning in terms of teamwork, knowledge-sharing, and longer term employee satisfaction are significant. L&D should be an on-going process that strengthens long-term sustainable business growth. Allowing flexibility in learning and being open to informal learning in the daily training and work situation can be very effective and necessary to further develop professional expertise. It is important to make use of spontaneous learning opportunities and to consider what has been learned afterwards. Argyris' double loop learning is characterised by taking 'governing variables' into account in all learning processes, reflecting on their influence before any action is started.

This book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engeström, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schön, Senge, and Van den Bossche, this book discusses: Learning of employees in the digital era Workplace learning High impact learning Informal learning Adult learning Learning & development didactics (L&D) Reflective practice Transformational learning Experiential learning Deliberate practice Communities of practice Team learning Organisational learning Expansive learning Combining theory and practice, this book will be essential reading for all trainee and practising educational psychologists, organisational psychologists, researchers, and students in the field of lifelong learning, educational policy makers, students, researchers, and teachers in vocational and higher education. It will also be of interest to those involved in training trainers and teacher training. © 2022 Filip Dochy, David Gijbels, Mien Segers and Piet Van den Bossche. All rights reserved.

The laws of The fifth discipline as put forth by Senge have changed insights into the way learning organisations operate. He calls his core strategy 'systems thinking', which can be described as a different way of thinking in which all employees leave behind their commonly used ways of thinking and start afresh using an 'open-minded way of thought'. The systems thinking theory looks at less obvious structures that are commonly overlooked by companies: 'For the first time in history, humankind has capacity to create more information than anyone can absorb, to foster far greater interdependency than anyone can manage, and to accelerate change'. A balancing system must then be put into practice where the balancing feedback mechanism (the second fundamental mechanism of the systems thinking paradigm) plays a larger role. The learning building strategy was what Senge referred to as 'the learning organisation's spiritual foundation'. His choice of metaphor is based on the fact that the concept of personal mastery.

The aim of this study was to examine the differential effects of specific types of supervisor support on transfer of training, taking into account established trainee characteristics, such as trainees' motivation to learn, motivation to transfer, and training self-efficacy. More specifically, nine types of supervisor support were examined (pre-training information, role modelling & facilitation, request sharing, favourable attitude, coaching & feedback, openness, involvement & accountability, work coverage, and training participation). In addition, the mediating effect of training retention is explored, as learning outcomes may present an intervening variable that connects supervisor support to transfer of training. A time-lagged design was used to investigate the relationships in the proposed model and it was evaluated using partial least squares path modelling (PLS-PM). Data was gathered in Belgium through online questionnaires at three points in time from 111 participants of work-related training. Participants were employees from a retail organisation and different government agencies. Results indicate that only supervisors' accountability and involvement positively predicted employees' transfer of training three months after training. In addition, it was found that supervisors' involvement and accountability had an indirect effect on transfer of training through training retention.