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Workers’ Power and Intentional Learning among Non-managerial Workers: A 2004 Benchmark Survey
This paper explores relations of workers’ power, in terms of unionization and delegated workplace authority, with incidence of participation in adult education and job-related informal learning activities. Empirical analysis is based primarily on the first Canadian survey to document both aspects of...
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| Published in: | Relations industrielles (Québec, Québec) Québec), 2008, Vol.63 (1), p.30-56 |
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| Main Authors: | , |
| Format: | Article |
| Language: | English |
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| container_end_page | 56 |
| container_issue | 1 |
| container_start_page | 30 |
| container_title | Relations industrielles (Québec, Québec) |
| container_volume | 63 |
| creator | Livingstone, David W. Raykov, Milosh |
| description | This paper explores relations of workers’ power, in terms of unionization and delegated workplace authority, with incidence of participation in adult education and job-related informal learning activities. Empirical analysis is based primarily on the first Canadian survey to document both aspects of workers’ power and both formal and informal learning. Prior inconsistent research on unionization and adult education is critically reviewed. The current study focuses on non-managerial employees between 25 and 64. The findings of this 2004 survey, as well as secondary analysis of other relevant surveys, confirm that union membership is consistently positively related to both participation in adult education and some informal learning topics. Delegated workplace authority also has positive effects on both adult education and some informal learning topics. While delegated workplace authority is not related to unionization, their positive effects on workers’ intentional learning are additive. Implications of these findings for further research and optimizing workplace learning are discussed. |
| doi_str_mv | 10.7202/018121ar |
| format | article |
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Empirical analysis is based primarily on the first Canadian survey to document both aspects of workers’ power and both formal and informal learning. Prior inconsistent research on unionization and adult education is critically reviewed. The current study focuses on non-managerial employees between 25 and 64. The findings of this 2004 survey, as well as secondary analysis of other relevant surveys, confirm that union membership is consistently positively related to both participation in adult education and some informal learning topics. Delegated workplace authority also has positive effects on both adult education and some informal learning topics. While delegated workplace authority is not related to unionization, their positive effects on workers’ intentional learning are additive. 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W.</au><au>Raykov, Milosh</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Workers’ Power and Intentional Learning among Non-managerial Workers: A 2004 Benchmark Survey</atitle><jtitle>Relations industrielles (Québec, Québec)</jtitle><date>2008</date><risdate>2008</risdate><volume>63</volume><issue>1</issue><spage>30</spage><epage>56</epage><pages>30-56</pages><issn>0034-379X</issn><eissn>1703-8138</eissn><coden>RLINE9</coden><abstract>This paper explores relations of workers’ power, in terms of unionization and delegated workplace authority, with incidence of participation in adult education and job-related informal learning activities. Empirical analysis is based primarily on the first Canadian survey to document both aspects of workers’ power and both formal and informal learning. Prior inconsistent research on unionization and adult education is critically reviewed. The current study focuses on non-managerial employees between 25 and 64. The findings of this 2004 survey, as well as secondary analysis of other relevant surveys, confirm that union membership is consistently positively related to both participation in adult education and some informal learning topics. Delegated workplace authority also has positive effects on both adult education and some informal learning topics. While delegated workplace authority is not related to unionization, their positive effects on workers’ intentional learning are additive. Implications of these findings for further research and optimizing workplace learning are discussed.</abstract><cop>Quebec</cop><pub>Département des relations industrielles de l'Université Laval</pub><doi>10.7202/018121ar</doi><tpages>27</tpages></addata></record> |
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| identifier | ISSN: 0034-379X |
| ispartof | Relations industrielles (Québec, Québec), 2008, Vol.63 (1), p.30-56 |
| issn | 0034-379X 1703-8138 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_61695176 |
| source | Jstor Journals Open Access |
| subjects | Active learning Adult Education Adult learning Adults Authority Cadres Canada Collective bargaining Decision making Delegation of authority Discretionary power Education Education Work Relationship Educational attainment Employees Hypotheses Informal education Informal learning Intentional learning Knowledge Labor relations Labor unionization Labor unions Labour relations Learning Learning activities Lifelong learning Membership Nonunion Organizational learning Participation Polls & surveys Power School surveys Studies Surveys Union membership Union organizing Unionization Unions Variables Workers Workplace learning Workplaces |
| title | Workers’ Power and Intentional Learning among Non-managerial Workers: A 2004 Benchmark Survey |
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