[ca] T'has parat a pensar com aprens tot el que saps per a desenvolupar les funcions que requereix el teu lloc de treball? Consideres que des de la teva organització s'ofereixen les suficients oportunitats per a facilitar l'adquisició de competències i/o habilitats que necessites en el dia a dia? Aquestes són algunes qüestions a les quals intenta donar resposta la present tesi doctoral. Tal com detallen Jennings i Wargnier (2012) els professionals ja no necessiten desplaçar-se del seu ambient de treball per a aprendre, ja que la seva formació té cabuda també en el mateix lloc laboral. L'objectiu d'aquesta recerca se centra en els models d'aprenentatge en el lloc de treball i la seva concreció en el Departament de Justícia i en els Serveis Socials de Catalunya. S'analitzen els mecanismes a través dels quals es crea coneixement relacionat amb les activitats professionals diàries, tenint present el paper de l'aprenentatge informal. Al seu torn, es revisen conceptes i s'aprofundeix en els problemes que comporta utilitzar, promoure i impulsar l'aprenentatge informal vinculat al lloc de treball i la millora professional i institucional. Concretament, l'estudi parteix d'un plantejament metodològic mixt i inclou un disseny exploratori progressiu o successiu amb l'enfocament qualitatiu com a predominant (quan-QUAL), establint així una evolució i integració entre les dades quantitatives i qualitatives. Els resultats, no arriben a ser generalitzables per a tots els contextos de l'Administració Pública catalana, així i tot, ofereixen una primera aproximació a fi d'estudi i permeten apreciar unes certes particularitats o tendències en tots dos departaments analitzats. La revisió documental, els resultats obtinguts amb l'estudi i les conclusions derivades permeten la proposta d'un model de millora específic per al foment de l'aprenentatge en el lloc de treball dels professionals que formen part de la realitat d'aquests àmbits.

[en] Have you stopped thinking about how you learn everything you need to know to carry out the functions required by your position? Do you consider that your organization offers sufficient resources to facilitate the acquisition of the competences and/or skills you need on a daily basis? These are some of the questions this doctoral thesis attempts to answer. As shown by Jennings and Wargnier (2012), professionals no longer need to step out from their working environment in order to learn, as their training can also take place at their workplace. The aim of this study is to focus on workplace learning models and their implementation in the Department of Justice and Social Services in Catalonia. In this respect, it analyses the mechanisms through which knowledge related to daily professional activities is created, bearing in mind the role of informal learning. At the same time, concepts are reviewed, and the problems involved in using, promoting, and fostering informal learning linked to the workplace and professional and institutional improvement are examined in depth. Specifically, the study starts from a mixed methodological approach and includes a progressive or successive exploratory design, with the qualitative approach as predominant (quan-QUAL), thus establishing an evolution and integration between quantitative and qualitative data. The results are not generalizable to all the contexts of the Catalan public administration; nevertheless, they offer a first approximation to the object of study and allow us to appreciate certain particularities or trends in both departments analysed. The documentary review, the results obtained from the study, and the conclusions derived from it allow the proposal of a specific improvement model for the promotion of on-the-job learning of professionals in these areas.Have you stopped thinking about how you learn everything you need to know to carry out the functions required by your position? Do you consider that your organization offers sufficient resources to facilitate the acquisition of the competences and/or skills you need on a daily basis? These are some of the questions this doctoral thesis attempts to answer. As shown by Jennings and Wargnier (2012), professionals no longer need to step out from their working environment in order to learn, as their training can also take place at their workplace. The aim of this study is to focus on workplace learning models and their implementation in the Department of Justice and Social Services in Catalonia. In this respect, it analyses the mechanisms through which knowledge related to daily professional activities is created, bearing in mind the role of informal learning. At the same time, concepts are reviewed, and the problems involved in using, promoting, and fostering informal learning linked to the workplace and professional and institutional improvement are examined in depth. Specifically, the study starts from a mixed methodological approach and includes a progressive or successive exploratory design, with the qualitative approach as predominant (quan-QUAL), thus establishing an evolution and integration between quantitative and qualitative data. The results are not generalizable to all the contexts of the Catalan public administration; nevertheless, they offer a first approximation to the object of study and allow us to appreciate certain particularities or trends in both departments analysed. The documentary review, the results obtained from the study, and the conclusions derived from it allow the proposal of a specific improvement model for the promotion of on-the-job learning of professionals in these areas.