Purpose

The purpose of this study is to review the definition, perspective, measurement and context of workplace learning and explored workplace learning to identify its role in quantitative research.

Design/methodology/approach

Through an integrative review of the literature, the following four roles that workplace learning has played in these studies were identified: workplace learning as an antecedent, a mediator, a moderator and an outcome.

Findings

This paper synthesized results for workplace learning in 45 studies. A total of 88 variables related to workplace learning were identified after four overlapped variables (autonomy, social support, work engagement and workload) in multiples areas were excluded from a total of 92 variables (56 antecedents, 8 mediators, 7 moderators and 21 outcomes).

Research limitations/implications

Because this study identified four roles of workplace learning (as antecedent, mediator, moderator and outcome), this study did not focus on the process of learning in the workplace. Additional study is needed to investigate how workplace learning can lead to outcomes and how this process can link workplace learning and its consequences.

Originality/value

This paper synthesized the antecedents, mediators, moderators and outcomes for workplace learning by integrating the findings in this study. This provided a comprehensive framework that could be used by researchers to continue the empirical research on this topic to develop the dynamics between individual, group, job and organizational variables on the one hand and workplace learning on the other.

中文翻译：

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工作场所学习在定量研究中的作用和相关变量

目的

这项研究的目的是回顾工作场所学习的定义，观点，度量和背景，并探索工作场所学习以确认其在定量研究中的作用。

设计/方法/方法

通过对文献的综合审查，确定了工作场所学习在这些研究中发挥的以下四个作用：工作场所学习是前提，中介，主持人和结果。

发现

本文综合了45项研究中的工作场所学习结果。在从92个变量（56个前因，8个调解人，7个主持人和21个结果）中排除了多个领域中的四个重叠变量（自治权，社会支持，工作投入和工作量）后，共确定了88个与工作场所学习相关的变量。 。

研究局限/意义

由于本研究确定了工作场所学习的四个角色（作为先行者，调解者，主持人和成果），因此本研究不关注工作场所学习的过程。需要进行其他研究，以研究工作场所学习如何导致结果，以及该过程如何将工作场所学习及其后果联系起来。

创意/价值

本文通过整合研究结果，综合了工作场所学习的前因，调解者，主持人和成果。这提供了一个全面的框架，研究人员可以使用该框架继续进行有关该主题的实证研究，从而一方面开发个人，群体，工作和组织变量之间的动态关系，另一方面开发工作场所学习之间的动态关系。