Turning to the problem is the answer to the question of how you can learn faster than others: applying PBL at work

Purpose – The paper aims to explore the role of problem‐based learning (PBL) in workplace settings. It seeks to discuss the principles of PBL in relation to individual and group learning, and to propose possible applications that can be incorporated into the workplace. Design/methodology/approach – Data were collected in Singapore through two sample groups: ten PBL specialists who had direct experience in workplace applications and 50 working professionals who had some direct or indirect experience in PBL. Convergent interviewing and open‐ended survey questions in addition to follow‐up face‐to‐face interviews were used respectively. Findings – PBL can help employees to approach daily problems more confidently. Lessons drawn from problem‐solving activities can enhance the learning capacity of employees through dialogue and reflective inquiry. PBL activities can also help systematize learning patterns that are otherwise developed haphazardly through informal learning. Research limitations/implications – PBL creates different learning networks by allowing greater learning loops to develop. The desired outcome is the generation of critical organizational knowledge necessary for competition and growth. PBL taps into intra‐organizational processes where a deeper relationship between its applications and workplace learning can be further explored. Practical implications – The successful implementation of PBL in workplace settings requires a realistic timeframe, an appropriate reward and recognition system, a strategic positioning of technological infrastructure and an effective communication channel. Managers need to first appreciate the intrinsic value of PBL by supporting learning networks through the adjustment of organizational structures and processes. Originality/value – PBL is more than a useful approach used in educational settings. PBL principles can be strategically applied to workplace environments to promote different learning types. Transfer of individual to team learning can best be achieved through the structured yet spontaneous PBL activities.