Integrating learning and work: Problems and prospects

Abstract

In spite of a widespread belief in the importance of integrating learning and work, little is known about the conditions that promote such an integration. In order to both clarify the concept of learning and see how to integrate learning and work, this article distinguishes between two major modes of learning: adaptive and developmental learning, which the author breaks down into four levels. Using these conceptualizations as a starting point, the article focuses on identifying and analyzing a number of factors that are assumed to be critical for facilitating or constraining an integration of learning and work.

Lean production tools and decision latitude enable conditions for innovative learning in organizations: A multilevel analysis

“…This makes the work process explicit, and the roles and actions of individuals can be understood in a larger organizational context. These are important aspects of an innovative learning climate and collective dispersion of ideas, which facilitate questioning, new thinking, and collective analysis and discussion (Engeström, 2001;Ellström, 2001). …”

“…It is possible to identify potentially positive as well as negative effects of lean production on innovative learning (Ellström, 2001). Innovative learning can occur when established definitions of problems or mutual goals are questioned, discussed and analysed (Engeström, 2001).…”

“…Participation in problem solving and development are important conditions for learning new at work. Standardized work tasks and clear feedback might enable participation, but too strict standardization and goal-setting may also stifle innovative learning (Adler & Borys, 1996;Ellström, 2001). In organizations working with lean production, participation in decision making, employee involvement and opportunities for learning and reflection can be reduced by high performance pressure, precise standards and intensified work pace and demands (Landsbergis, 1999;Parker, 2003;Sprigg & Jackson 2006;Lorenz & Valeyre, 2005).…”

“…Decision latitude is an important condition for learning and reflection (Karasek & Theorell, 1990;Ellström, 2001), especially when work pace and demands are intensified (van Ruysseveldt & van Dijke, 2011), and is important for innovation and initiative (Ohly et al, 2006). A high degree of decision latitude at work is a job resource that enables employees to take advantage of an innovative learning climate at work (Fagerlind, Gustavsson, Johansson & Ekberg, 2013).…”

Integrated work-based placements – shifting the paradigm

“…However, there are barriers to realising this potential and ensuring the effectiveness of workplace learning (Billet, 1996). A range of studies highlight time as a common barrier to supporting students and to facilitating their learning in the workplace (Ellstrom, 2001;Flannagan et al, 2000) In addition, the need for considerable financial resourcing plus support and development for those delivering activities is essential (Spouse, 2001). It is critical in awards linked to professional registration to have a common definition and identity between stakeholders with collaborative networks supporting delivery of the curriculum (Tynjala, 2008;Fullerton et al, 2013).…”