Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework

The focus of Recognition Prior Learning (RPL) on assessment and credentials has ambivalent implications regarding research workplace RPL. This article presents empirically tests a heuristic conceptual framework to support the analysis RPL its relation learning at work. is defined as practice pedagogy with two modes recognition attributed performance, developmental, an occupational orientation. applied analyse data from interview-based study managers in Austrian wood-processing companies. reveals strong orientation towards adaptive learning, immediate use skills. A strength-based view staff development awareness importance positively influence occupationally relevant developmental learning. When part everyday management participation, there are even greater opportunities for offers perspectives empirical evidence researchers practitioners. suggest intensification help them appreciate potential benefits For future research, it indicated among others further develop, strengthen, validate framework.