Abstract

This study evaluated the relationship between workplaces learning activities, outdoor learning activities, and continuous learning activities on employees' performance in manufacturing firms in Penang, Malaysia. A sample size of 222 respondents was taken from 28 electrical manufacturing firms with a 6322 population and 361 samples to examine the relationship. A questionnaire was designed for data collection to measure learning activities on employees' performance in manufacturing firms. A stratified sampling method was used, and the data was analyzed using SmartPls 3.7.8. The study showed that workplaces learning activities and continuous learning activities have a significant relationship with employees' performance in manufacturing firms. The result also showed that outdoor learning activities are not-significant on employees’ performance in manufacturing firms. However, the limitation of this study only covers electrical manufacturing firms. Suggested for future study focus on electronic, plastic, and fabricated manufacturing firms to be more effective in improving manufacturing firms' learning and development practices. 

Keywords

• Learning Activities,
• , Workplace Learning Activities,
• Outdoor Learning Activities,
• Continuous Learning,
• Activities,
• Employees,
• Performance

References

• Arinaitwe, D., & Sannerud, A. R. (2019). Analysing the Interplay Between Institutional-Based and Workplace Learning. Skandinavisk Tidsskrift for Yrker Og Profesjoner i Utvikling, 4(1), 109–135. https://doi.org/10.7577/sjvd.3249
• Armstrong, N. (2018). Management of Nursing Workplace Incivility in the Health Care Settings: A Systematic Review. Workplace Health and Safety, 66(8), 403–410. https://doi.org/10.1177/2165079918771106
• Bakhru, S. A., & Mehta, R. P. (2019). Assignment and project activity based learning systems as an alternative to continuous internal assessment. Procedia Computer Science, 172(2019), 397–405. https://doi.org/10.1016/j.procs.2020.05.073
• Beltran-Martin, I., & Bou-Llusar, J. C. (2018). Examining the intermediate role of employee abilities, motivation and opportunities to participate in the relationship between HR bundles and employee performance. BRQ Business Research Quarterly, 21(2), 99–110. https://doi.org/10.1016/j.brq.2018.02.001
• Bernanthos, B. (2018). The direct and indirect influence of leadership, motivation and job satisfaction against employees’ performance. European Research Studies Journal, 21(2), 236–243. https://doi.org/10.35808/ersj/998
• Chukwuemeka, E. J., Dominic, S., Kareem, M. A., & Mailafia, I. A. (2018). Redesigning educational delivery systems: The needs and options for continuous learning during the coronavirus (covid-19) pandemic in nigeria. Contemporary Educational Technology, 13(1), 1–11. https://doi.org/10.30935/CEDTECH/9363
• Dejene, W., & Chen, D. (2019). The practice of modularized curriculum in higher education institution: Active learning and continuous assessment in focus. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1611052
• Djajadi, M., & Rauf, A. (2018). Learning physics of motion and force using the outdoor activities: An effort to increase students’ interest and achievement at secondary school. Jurnal Pendidikan IPA Indonesia, 9(2), 208–218. https://doi.org/10.15294/jpii.v9i2.24001
• Hadi, M. S., Mutiarani, M., & Herlina, S. (2019). Outdoor Learning Activity in Teaching Students’ Descriptive Writing Skills. Journal of Languages and Language Teaching, 9(2), 220. https://doi.org/10.33394/jollt.v9i2.3529
• Halvarsson Lundkvist, A., & Gustavsson, M. (2018). Conditions for Employee Learning and Innovation – Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs. Vocations and Learning, 11(1), 45–63. https://doi.org/10.1007/s12186-017-9179-6
• Jeder, D. (2019). Practical Aspects of the Continuous Training Activities Regarding the Learning Difficulties. Procedia - Social and Behavioral Sciences, 116, 2125–2130. https://doi.org/10.1016/j.sbspro.2014.01.531
• Lakshmi Narahari, C., & Koneru, K. (2018). Stress at work place and its impact on employee performance. International Journal of Engineering and Technology(UAE), 7(2), 1066–1071. https://doi.org/10.14419/ijet.v7i2.7.12229
• Liljedahl, M. (2018). On learning in the clinical environment. Perspectives on Medical Education, 7(4), 272–275. https://doi.org/10.1007/s40037-018-0441-x
• Lismaya, L. (2018). Improving Student’S Naturalist Intelligence Through Outdoor Activities on Plant Morphology Learning. Indonesian Journal of Learning and Instruction, 1(1). https://doi.org/10.25134/ijli.v1i1.1283
• Lismaya, L. (2019). Multiple Intelligence and Students Learning Motivation Through Demonstration With Outdoor Activities. Indonesian Journal of Learning and Instruction, 3(1), 19–26. https://doi.org/10.25134/ijli.v3i1.3004
• Marques, G., & Pitarma, R. (2019). An Internet of Things-based environmental quality management system to supervise the indoor laboratory conditions. Applied Sciences (Switzerland), 9(3). https://doi.org/10.3390/app9030438
• Mekruksavanich, S., & Jitpattanakul, A. (2018). Deep learning approaches for continuous authentication based on activity patterns using mobile sensing. Sensors, 21(22), 1–21. https://doi.org/10.3390/s21227519
• Martono, S., & Putri, V. W. (2018). HRM Practices in Indonesia: the Contributing Power of Embeddedness and Support. Jurnal Dinamika Manajemen, 9(2), 206–217. https://doi.org/10.15294/jdm.v9i2.16379
• Oktaviani, C., Slamet, S. Y., & Hartono, H. (2018). Outdoor Learning Model To Develp Creative Thinking Ability in Writing Poetry. Social, Humanities, and Educational Studies (SHEs): Conference Series, 1(1), 144–150. https://doi.org/10.20961/shes.v1i1.23578
• Ozkan, G., Turan, H., & Topsakal, U. U. (2019). Opinions of the Sixth Year Students Who Participated in Outdoor Learning Activity Practices for Science. World Journal of Education, 10(2), 150. https://doi.org/10.5430/wje.v10n2p150
• Patalas-Maliszewska, J., & Halikowski, D. (2019). A model for generating workplace procedures using a CNN-SVM architecture. Symmetry, 11(9), 1–15. https://doi.org/10.3390/SYM11091151
• Rajabalee, B. Y., Santally, M. I., & Rennie, F. (2019). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-Learning and Digital Media, 17(1), 1–20. https://doi.org/10.1177/2042753019882567
• Schaefer, T., Rahn, J., Kopp, T., Fabian, C. M., & Brown, A. (2019). Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions. British Journal of Educational Technology, 50(3), 1354–1367. https://doi.org/10.1111/bjet.12617
• Sendawula, K., Nakyejwe Kimuli, S., Bananuka, J., & Najjemba Muganga, G. (2018). Training, employee engagement and employee performance: Evidence from Uganda’s health sector. Cogent Business and Management, 5(1), 1–12. https://doi.org/10.1080/23311975.2018.1470891
• Shrestha, A., Li, H., Le Kernec, J., & Fioranelli, F. (2019). Continuous Human Activity Classification from FMCW Radar with Bi-LSTM Networks. IEEE Sensors Journal, 20(22), 13607–13619. https://doi.org/10.1109/JSEN.2020.3006386
• Soelton, M. (2018). How culture, training standard and discipline on the employee performance affect hotel management. European Research Studies Journal, 21(4), 378–385. https://doi.org/10.35808/ersj/1128
• Vallejo-Correa, P., Monsalve-Pulido, J., & Tabares-Betancur, M. (2019). Systematic mapping review of context-aware analysis and its approach to mobile learning and ubiquitous learning processe. Computer Science Review, 39, 100335. https://doi.org/10.1016/j.cosrev.2020.100335
• Wang, H., & Guan, B. (2018). The positive effect of authoritarian leadership on employee performance: The moderating role of power distance. Frontiers in Psychology, 9(MAR), 1–10. https://doi.org/10.3389/fpsyg.2018.00357
• Zafeiroudi, A., & Kouthouris, C. (2018). Teaching Outdoor Adventure Activities in Preschools: A Review of Creativity and Learning Development. International Journal of Learning and Development, 11(2), 141. https://doi.org/10.5296/ijld.v11i2.18722
• Zhang, X., Admiraal, W., & Saab, N. (2018). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804

This work is licensed under a Creative Commons Attribution 4.0 International License.