Integrating learning with working: A reconception of the role of workplace learning

Abstract

The nature of work continues to evolvefrom predictable, deterministic patterns toforms that are more contingent and idiosyncratic. The evolution of work and of the expertise needed to perform it have not been accompanied by innovations in the models used by workplace educators to develop this expertise. For some technical work roles, present models are inadequate for developing the skilled performance the roles require. Using in-depth accounts of actual work activity, this article examines changes in how work is accomplished. Emergent themes from selected work settings are analyzed against present models of employee development. Using the theories of situated learning and distributed cognition, a reconception of the role of learning intewentions is proposed that more fully integrates learning with working.Some contemporary work roles require a significant amount of work activity that is contingent and hard to predict (Darrah, 1994). Today's work environments are increasingly characterized by change arising from multiple factors, increasing the likelihood that workers will face novel and ambiguous problems (Howard, 1995;Weick, 1990). This places demands on workers that are difficult to specify and prepare for in advance (Barley and Orr, 1997; Mirvis and Hall, 1996). In addition, the expertise for work is increasingly distributed across members of work groups (Hutchins, 1991;Katzenbach and Smith, 1993). Even the environments for work are becoming fluid, as communication technology enables productive work from almost anywhere (Apgar, 1998) and organizations evolve into new, boundaryless forms (Handy, 1989).Developing the expertise needed for skilled performance in this environment has become a seamless and ongoing process. To ensure an adequate stock of work skills, workers are continuously adding, replacing, enhancing, and retro-fitting their expertise, as changes in the marketplace, technology, and work processes gradually eliminate the need for old skills and necessitate the development of new ones (Adler, 1992; Carnevale, Gainer, and Shultz, 1990).

Modeling Work-Related Learning on the Basis of Intentionality and Developmental Relatedness: A Noneducational Perspective

“…Another example of how the present model can guide future practice is via a shift from prescriptive role and task description to a supportive role facilitation and resource provision (Torraco, 1999). Along these lines, Onstenk (1997) speaks of the "learning potential" in the workplace, for example, in the movement from participation in low -to high-accountability work activities.…”

The role of continuing training motivation for work ability and the desire to work past retirement age

“…Finally, it seems important that there is a continuing positive learning experience starting at a much earlier age, as learning histories and memories do influence training perceptions and behaviour (see Tippelt & von Hippel, 2005). Thus, organisations would be wise to strengthen employees' training motivation by boosting their feeling of self-efficacy and valence not just in trainings but also generally at work and over a longer period of time (see Torraco, 1999).…”

Team-Based Knowledge Sharing: Learning Through Complex Work Challenges

“…The sharing of concrete experiences takes the social construction of learning further as individuals negotiate deeper meanings by demonstrating their intuitive responses to specific narratives (Plaskoff, 2011;Torraco, 1999). The articulation of embedded and situated practice helps bring tacit knowledge to the forefront as individuals relate particular actions to specific experiences through a language that resonates with others (Brown, Collins, and Duguid, 1989).…”