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"Workplace Learning"
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From teams to knots : activity-theoretical studies of collaboration and learning at work
A solid research-based analysis of the development of work teams as workplaces change and evolve.
Book
Development and Contemporary Understanding of Work-Based Learning
Serious criticism of didactic intellectualism in the past resulted in a range of pedagogical approaches to Work-based Learning as a response to this issue. A comparative overview of the development of work-based learning over time is presented in this article. Additionally, a temporal approach to work-based and workplace learning is explored. We see the change of WBL from being one part of individual pedagogical approaches to becoming part of policy recommendations. Finally, a discussion of the didactic features of contemporary Work-based Learning clearly positions it as a didactic model. The paper stresses the importance of WBL as a didactic model that is appropriate in all student-centred classrooms, regardless of the level of education.
Journal Article
Transformative student experiences in higher education : meeting the needs of the twenty-first century student and modern workplace
\"This book considers the role, use, and implications of transformative and active instructional strategies in higher education. It examines the changing landscape of higher education and serves as a foundational lens and framework for thinking through higher education from both an experiential and transformative instructional context\"-- Provided by publisher.
Book
Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts
Social interactions are integral to clinical workplace functioning and are recognised to play an important role in clinical workplace learning. How, why and to what end students, in the context of today’s culturally and linguistically diverse cohorts, interact with members of clinical workplace communities during clinical workplace learning is not well understood. The aim of this research was to generate a theoretical understanding of students’ interactive processes in clinical workplace learning that accounted for high levels of cultural/linguistic diversity. In accordance with constructivist grounded theory methods, data collection and analysis were premised on theoretical sampling and constant comparative analysis, and undertaken from an informed and reflexive stance. This involved iterations of survey, interview and diary data from two diverse cohorts of final year veterinary students who had undergone 11 months of clinical workplace learning. Clinical preceptors were also interviewed. As an aid to theory building, testing and refinement, and in order to test the theory’s relevance, usefulness and transferability beyond veterinary clinical education, critical feedback was sought from medical and allied health educators. Our substantive level theory demonstrates that upon entering the clinical workplace community, students learn how to ‘harness dialogue’ in order to effectively coordinate three, inter-related interactive processes: (i) functioning in the workplace, (ii) impression management and (iii) learning-in-the-moment. We found both positive and negative consequences ensued, depending on how students harnessed dialogue. The theory responds to a perceived need in international student education to move away from a deficit discourse by developing educational theory which focuses on the nature of participation, rather than the nature of the student.
Journal Article
Transforming teamwork : cultivating collaborative cultures
\"Written by 3 outstanding experts in the field of education and teamwork, this book envisions three integral strands that bind synchronistic collaborative interactions into a transformative way of working--a triple helix that supports all teamwork. The focus is on how safety in relationships opens up diverse perspectives and new understandings. The authors describe how teams can foster transparent communications and greater collective intelligence from constructive conflict. And finally, the purpose for all teamwork is to build coherence around actionable learning that extends and refines knowledge. The type of knowledge worthy to be passed on to others--hence knowledge legacies. Recently there has been a resurgence of interest supporting a variety of collaborative structures to improve student learning by using data teams, professional learning communities, distributed leadership, and collaborative inquiry. This book on collaboration is different from others in that instead of expecting a facilitator to be responsible for group success these authors posit that it is the individual group members who are critical for successful collaboration. Teamwork isn't always productive. In some cases, collaboration can lead to group members feeling anxious, vulnerable, and distrustful of others. In work cultures where people do not pay attention to the quality of the relationships dysfunction sets in and limits trust, destroys open communication, and significantly reduces collective learning. These types of communication patterns often lead to a sense of futility, disappointment, and low morale\" -- Provided by publisher.
Book
Toward a new beginning: exploring the instructional dynamics of expansive learning with workers in a youth supported housing unit
Purpose
This study aims at presenting an analysis of a Change Laboratory conducted with the personnel of a youth supported housing unit for clients with a history or at risk of homelessness. The analysis is centered on how the workers’ expansive learning process was supported ensuring that they would be in the lead of their workplace transformation process.
Design/methodology/approach
The data were collected in six Change Laboratory sessions facilitated by interventionist-researchers and were analyzed with a specific method of discourse analysis devised for tracing expansive learning at work, the method of analysis of expansive learning actions and deviation from instructional intentions. The purpose of this method of analysis is to present in a detailed and structured manner how workplace expansive learning unfolds.
Findings
The results of the analysis indicate that the contribution of the practitioners participating in this Change Laboratory was such that the undertaken transformation resulting from the expansive learning process was actually owned by them. These results contribute to ongoing discussions on workplace expansive learning, which question the extent to which the Change Laboratory is truly a participatory intervention method in which the participating practitioners’ agency becomes visible without the interventionists necessarily dominating.
Originality/value
This study addresses existing gaps in the literature on workplace expansive learning, by opening up a novel perspective for detailed empirical enquiries that demonstrate the role workers may play in supported expansive learning processes and ensuing transformations of their workplaces.
Journal Article
Thriving or surviving at work: how workplace learning opportunities and subjective career success are connected with job satisfaction and turnover intention?
Purpose
The purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors. Specifically, this study investigates the role of workplace learning opportunities (WLO) afforded by the environment and individual’s subjective career success (SCS). The connections between learning opportunities and career success are examined, as well as their connections to JS and TI.
Design/methodology/approach
The current research was based on self-report questionnaire data (N = 153). The questionnaire included existing instruments measuring WLO, SCS, JS and TI. The analyses of the data included Pearson product-moment correlations, path analysis (based on multiple regression) and analysis of relative importance (dominance analysis).
Findings
Results indicated that higher access to resources that support learning, more opportunities for professional growth and satisfactory career decisions made by employees were connected to lower TI. The processes of well-being and learning are strongly intertwined and mutually reinforce each other, reducing the willingness to change a job in the near future.
Originality/value
This study adds to the previous research by providing more detailed knowledge on the connections between the various dimensions of WLO and SCS. The findings of the present study can offer insights for developing work environments where employees wish to remain, learn and are satisfied with their job and careers, thus ultimately supporting their well-being.
Journal Article
Build an A team : play to their strengths and lead them up the learning curve
Do you want to have a high-performing team that strives for greatness, even in the face of uncertainty? Do you want to be a boss people love, while also driving high performance? Building morale and high performance are about engagement, and engagement is all about learning, argues Whitney Johnson. In over twenty years of research, investing, consulting, and coaching, Johnson has seen that people need continuous learning and fresh challenges to stay engaged. In this book you'll learn how to build an \"A\" team by leading team members on their current learning curve, how to design their jobs to maximize learning and engagement, and how to implement a seven-step process for advancing up the learning curve. We all want opportunities to learn, experiment, and grow in our jobs. The best bosses know this, and they know how to make it happen through thoughtful role design and just enough challenge. The result is a team that learns how to thrive, no matter what the industry throws at them.-- Provided by publisher
Book
Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue-Collar Workers
We investigated informal workplace learning (IWL) within an under-researched target group: blue-collar workers. IWL is particularly important for these workers because of learning barriers to participation in formal training. Based on meta-analytical conceptualizations and findings, we developed a conceptual framework of
a
ntecedents,
p
rocesses, and learning
o
utcomes of IWL among blue-collar workers (APO framework), following an input-process-output perspective. The results of our structural equation model analysis with
N
= 702 blue-collar workers from small and medium-sized businesses provided support for seven of eight hypotheses: Personal antecedents, namely
curiosity
,
learning goal orientation
, and
self-directed learning orientation
were positively related to IWL; organizational antecedents, namely
social support
—containing
supervisor support
,
coworker support
, and
error-related learning climate
—and, surprisingly,
time pressure
were positively related to IWL; IWL was positively related to three learning outcomes, namely
job involvement
,
newly acquired competency
, and
organizational citizenship behavior
. The findings establish a basis for future longitudinal studies and theory building in workplace learning research, and they provide managers in organizations with guidance to promote IWL.
Journal Article