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Empowering Organizational Learning: Technology-Driven Performance Support for Real-Time Skill Building and Workflow Efficiency

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Title: Empowering Organizational Learning: Technology-Driven Performance Support for Real-Time Skill Building and Workflow Efficiency
Language: English
Authors: Roshan Bharwaney (ORCID 0009-0004-5801-9342), Seth-Aaron Martinez, Brian Simko, Jeffrey Dalto, Tyler Bangs, Nolan Lovett
Source: TechTrends: Linking Research and Practice to Improve Learning. 2025 69(6):1141-1157.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Organizational Learning, Technology Uses in Education, Skill Development, Efficiency, Job Performance, Artificial Intelligence, Keyboarding (Data Entry)
DOI: 10.1007/s11528-025-01101-0
ISSN: 8756-3894
1559-7075
Abstract: This paper examines how organizational learning leaders define and use workplace performance support and learning in the flow of work, including the strengths and challenges of these approaches and tools. We surveyed 84 individuals working across a variety of roles and industries and interviewed 21 individuals representing various learning and development functions across 21 different organizations. Our findings provide a contemporary understanding of how workflow learning is evolving and describe changes in how performance support is developed and utilized by individuals and organizations, particularly around Artificial Intelligence technologies and data capabilities. We found three common themes for perceived strengths of performance support and workflow learning: just-in-time support for work, skill building, and onboarding; provision of data that are useful for management to identify process efficiencies, improvement opportunities, and reduce data entry work; and reduce the time spent and reliance on formal learning. We discovered two common challenges across the data: inconsistent understanding of workflow learning and performance support and the requirement of intentional support for effective implementation. We offer a new definition and recommendations for adoption of workflow learning and performance support.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499480
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Roshan+Bharwaney%22">Roshan Bharwaney</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0004-5801-9342">0009-0004-5801-9342</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seth-Aaron+Martinez%22">Seth-Aaron Martinez</searchLink><br /><searchLink fieldCode="AR" term="%22Brian+Simko%22">Brian Simko</searchLink><br /><searchLink fieldCode="AR" term="%22Jeffrey+Dalto%22">Jeffrey Dalto</searchLink><br /><searchLink fieldCode="AR" term="%22Tyler+Bangs%22">Tyler Bangs</searchLink><br /><searchLink fieldCode="AR" term="%22Nolan+Lovett%22">Nolan Lovett</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: This paper examines how organizational learning leaders define and use workplace performance support and learning in the flow of work, including the strengths and challenges of these approaches and tools. We surveyed 84 individuals working across a variety of roles and industries and interviewed 21 individuals representing various learning and development functions across 21 different organizations. Our findings provide a contemporary understanding of how workflow learning is evolving and describe changes in how performance support is developed and utilized by individuals and organizations, particularly around Artificial Intelligence technologies and data capabilities. We found three common themes for perceived strengths of performance support and workflow learning: just-in-time support for work, skill building, and onboarding; provision of data that are useful for management to identify process efficiencies, improvement opportunities, and reduce data entry work; and reduce the time spent and reliance on formal learning. We discovered two common challenges across the data: inconsistent understanding of workflow learning and performance support and the requirement of intentional support for effective implementation. We offer a new definition and recommendations for adoption of workflow learning and performance support.
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