Information seeking: A crucial graduate capability for workplace adaptation and lifelong learning
Thai Vu, Dawn Bennett and Subramaniam Ananthram
Why information seeking?
Information seeking is integral to workplace learning and adaptation, particularly for newcomers such as recent graduates and students undertaking work-integrated learning (WIL) placements. The process by which individuals identify, target and access information sources is called information-seeking behaviour (ISB).
When joining new workplaces, individuals need to seek the information they require to learn and adapt. In the longer term, the effectiveness of workers’ work-based and lifelong learning is strongly influenced by their ISB. The national imperative to facilitate re-skilling and lifelong learning has been emphasised in the 2024 Australian Universities Accord Final Report as vital to shaping the future careers of students and graduates. Indeed, the Accord’s first Term of Reference required the Expert Panel to address enhancements to the ‘delivery of quality education that meets the needs of students across all stages of lifelong learning and develops the skills needed now, and in the future’ (p. 310). The Report highlights the importance of cultivating and incentivising an inclusive culture of lifelong learning, stating that ‘lifelong learning is no longer just a choice but a necessity due to technological advancements, globalisation and demographic shifts’ (p. 93).
It follows that institutions need to support students to effectively prepare for endemic workplace adaptation and continuous lifelong learning engagement by enhancing their ISB. To do so, we need to understand the factors that influence ISB.
Factors influencing workplace newcomers’ ISB
A recent scoping review mapped previous empirical research findings (2000-2021) into a dynamic model of workplace information seeking as shown below. The model unravels complicated dynamics between newcomer ISB, the workplace context, and newcomer individual characteristics. Those dynamics are illustrated by ties (T), with no priority order.
Newcomer individual characteristics influencing ISB include personal and career goals, a need for control, cultural background, personality traits, self-efficacy, proactive behaviour, and emotions.
Workplace context aspects affecting newcomer ISB encompass formal organisational socialisation practices (e.g., induction programmes), organisational climate (newcomer perceptions of organisational policy and socialisationpractices), and socialisation agents (workplace insiders with whom newcomers interact).
Dynamic Model of Workplace Learning and Adaptation
* Sequence of T1 and T3: The impact of the organisational context on newcomer ISB is influenced by newcomer individual characteristics.
The model illustrates that newcomers’ ISB is influenced by their characteristics (T3) and the workplace context (T2). However, and of importance to higher education, newcomers can change the context to enhance information seeking and acquisition, as follows:
Where there is an interrelation between newcomer ISB and the workplace context (T2 and T4). For instance, newcomer proactive ISB can positively influence some aspects of the workplace context, such as line managers’ and co-workers’ supportiveness (T4), and the changed context can subsequently facilitate newcomer future ISB (T2).
Where newcomer ISB and individual characteristics (T3 and T5) are correlated. By seeking information proactively and frequently, newcomers can develop workplace communication skills (T5) which, in turn, enhance their information-seeking capacities (T3).
Where there is a causal link between the workplace context, newcomer characteristics, and their ISB. That is, the impact of the context on newcomers’ ISB is affected by their characteristics (the sequence of T1 and T3). Thus, the same workplace context can affect different newcomers in various ways depending on their information-seeking capacities.
What is needed now?
Educational institutions should adopt a systematic approach to enhancing students’ ISB to prepare them for successful study-to-work transition and effective, beneficial lifelong learning. This can be achieved by using the Dynamic Model of Workplace Learning and Adaptation above and the 4-GAP Model of Transition into Work to:
Raise students’ awareness of the dynamics involved in workplace learning and adaptation;
Build students’ capability to effectively engage with and harness workplace dynamics in information seeking; and
Equip students with the necessary knowledge and skills to identify their information needs, evaluate information sources, and generate and implement effective strategies for information seeking and acquisition.
By untangling the complicated dynamics involved in workplace learning for newcomers, employers can enhance new employees’ learning and adaptation and educators are better able to prepare students for WIL placements and subsequent study-to-work transitions.
Thai Vu is a recent PhD graduate from Curtin University (Australia), whose research focuses on workplace learning, employability, study-to-work transition, and information-seeking behaviour.
Dawn Bennett is a Higher Education Consultant and Honorary Professor with Bond University.
Subramaniam Ananthram is Professor and Dean of Learning and Teaching for the Faculty of Business and Law, Curtin University.