Fostering Learning Opportunities Through Employee Participation Amid Organizational Change

Valleala, Ulla Maija; Herranen, Sanna; Collin, Kaija; Paloniemi, Susanna

doi:10.1007/s12186-014-9121-0

Cited by 19 publications

(11 citation statements)

References 58 publications

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“…Although, there has been earlier research on learning practices at work, some researchers have argued that studies on the topic have been too theoretical and have lacked empirical evidence (Lee and Roth 2006). Some of the empirical studies have been conducted as ethnographic case studies (e.g., Valleala et al 2015) or primarily based on interviews and surveys (e.g., Milligan et al 2015;Vanthournout et al 2014). However, there is a need also for in-depth tools to understand learning and SDL as phenomena in the context of work and to determine the learning methods or resources employees use to achieve their learning goals (Pintrich 2004;Ha 2008;Loftus and Higgs 2010).…”

Section: Introductionmentioning

confidence: 99%

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Lemmetty

Collin

2019

Vocations and Learning

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Changing technologies and competition in the field of information and communication technology (ICT) are challenging the learning of individual workers and teams alongside and through work. Organisations call for employees' autonomy and self-directedness executed by agile operations and low hierarchies, where learning is also increasingly the responsibility of the individuals and teams themselves and occurs in practice without strong control of the organisation. Therefore, the multidimensional concept of selfdirected learning becomes essential in the context of learning at work. In this study, we examine how employees in the ICT sector describe self-directed learning practices in the context of workplace learning. Our data consist of interviews with ICT employees in two organisations, which undergo an applied discourse analysis. The workers talked about self-directed learning as an obliged, creativity-enhanced as well as flexible and fast-paced practice. Self-directed learning was also described as a practice tied to work itself. The paper concludes with a discussion on how these partly conflicting discourses about selfdirected learning practice in work could be considered in practices related to enhancing such learning in the ICT field. Suggestions for future investigations are also presented.

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Section: Introductionmentioning

confidence: 99%

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Lemmetty

Collin

2019

Vocations and Learning

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“…For example, on one hand, learning involved becoming a more agentic member in the work community, and on the other hand, it involved the formation of innovative developmental discussions and an increased sense of togetherness (i.e., strengthened professional identity at the collective level). Thus, the claim (Messmann & Mulder, 2011 this volume) that individual learning can occur simultaneously with the broader development of the work community is supported, which indicates a close relationship between individual and collective learning (Billett, 2011;Valleala et al, 2015). Below, we offer some theoretical and practical conclusions and suggest avenues for future research.…”

Section: Discussionmentioning

confidence: 74%

“…However, individual learning can also be expected to emerge, because according to Messmann and Mulder (2011), fostering workplace innovations can also contribute to individual professionals' learning. Other scholars, too, have emphasised that varieties of learning at individual, community, and organisational levels should not be seen as separate entities; rather, there is a reciprocal relationship between various forms of learning (Fenwick, 2008;Imants et al, 2013;Messman & Mulder, 2017, this volume;Valleala, Herranen, Collin, & Paloniemi, 2015). Ideally, individual learning and organisational development would go hand in hand, and there would be orchestrated events for fostering sustainable learning in work organisations Labone & Long, 2016;Vähäsantanen, 2015).…”

Section: Individual and Collective Learningmentioning

confidence: 99%

“…In addition, professional agency has been understood as constituted by individual actionsincluding influencing, making choices, and taking stances -in ways that make a significant difference to work practices and professional identity (Eteläpelto et al, 2014;Toom, Pyhältö, & Rust, 2015;Ylén, 2017, this volume). In dialogical practices, agency is enacted particularly through expressing experiences and opinions, proposing and evaluating ideas and initiatives, and making suggestions relative to a given frame of action (Lipponen & Kumpulainen, 2011;Valleala et al, 2015). In this paper, we take a subject-centred socio-cultural approach to professional agency (Eteläpelto, 2017, this volume;Eteläpelto et al, 2013) and conceptualise professional agency mainly as a matter of influencing, making choices, expressing ideas and suggestions, and taking stances regarding work-related matters, such as individual and collective work practices.…”

Section: Professional Agency As a Part Of Learningmentioning

confidence: 99%

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An Agency-Promoting Learning Arena for Developing Shared Work Practices

Vähäsantanen

Paloniemi

Hökkä

et al. 2017

Professional and Practice-Based Learning

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Despite the emerging recognition of the pivotal role played by professional agency within work contexts, little is known about how agency is promoted and enacted in organised work-related learning settings. This chapter focuses on the work conference as an orchestrated agency-promoting learning arena. We understand professional agency as a necessary precondition of work-related learning, and we emphasise the potential of work conferences to activate and promote such agency. Our empirical study investigated three work conferences in education and healthcare organisations in Finland. Utilising assessments, the investigation addressed how the participants perceived the conditions for learning and the learning outcomes in these conferences. The work conference was mostly viewed as a worthwhile learning arena. The conference advanced participants' professional agency and participation across entrenched professional boundaries, and workrelated learning occurred at both individual and collective levels. A comparison of the three work conferences indicated that in terms of the generation and actualisation of innovative developmental discussions, the most prominent learning outcomes occurred when the participants were able to enact substantial professional agency, when there was comprehensive participation from the work community, and when boundary crossing occurred. This paper contributes to the understanding of the conditions that impede or support work-related learning.

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“…It focuses on a close relation with everyday work tasks and on the experiential development of professional expertise through social interaction and relationships, plus individual reflection (e.g. Valleala et al 2015;Goller et al 2018). Consequently, workplace learning encompasses not only the learning of knowledge and skills but also the implicit and tacit learning of work practices and workplace cultures (Eraut 2004).…”

Section: Learning At Workmentioning

confidence: 99%

Emotions in Learning at Work: a Literature Review

Hökkä

Vähäsantanen

Paloniemi

2019

Vocations and Learning

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The research elaborating emotions in organizational settings has increased considerably in recent years. However, we lack a comprehensive understanding of the role of emotions in learning at work. This review aimed to elaborate how emotions and learning are understood in the field of workplace studies, and how emotions and learning at work are related. For the review, 31 scientific articles were selected and analysed. We found that emotions and learning were understood in a range of ways in the articles. Emotions were mainly defined as emotional experiences and responses, and learning at work mainly referred to learning through participatory practices. In addition, the review illustrates the relationship between emotions and learning at work. Most of the studies focused on the active role of emotions in supporting and/or hindering learning at work, but some indicated the contrary direction of influence, with emotions at work being influenced by learning. The review further illustrates trends and gaps in this research field, and suggests some theoretical underpinnings, with recommendations for future research.

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Fostering Learning Opportunities Through Employee Participation Amid Organizational Change

Cited by 19 publications

References 58 publications

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

An Agency-Promoting Learning Arena for Developing Shared Work Practices

Emotions in Learning at Work: a Literature Review

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