Learning from incidents: applying the 3-P model of workplace learning

Abstract

Purpose Learning from incidents (LFI) is an organisational process that high-risk industries use following an accident or near-miss to prevent similar events. Literature on the topic has presented a fragmented conceptualisation of learning in this context. This paper aims to present a holistic taxonomy of the different aspects of LFI from the perspective of front-line staff. Design/methodology/approach The 3-P model of workplace learning was used to guide a thematic analysis of interview data from 45 participants, exploring learner factors, learning context, learning processes and learning products. Findings The analysis was used to create a taxonomy of 21 aspects of learning, grouped into themes using the 3-P model of workplace learning. Many of the aspects of learning reflected previous literature, such as the importance of open communication. The analysis additionally demonstrated the interconnected nature of organisational and individual level learning, as well as how formal resources are needed to support informal learning in this context. Originality/value This study presents a holistic taxonomy of LFI from the perspective of front-line staff, addressing a known challenge of LFI literature being fragmented. Additionally, it provides examples of how aspects of organisational learning would influence individual-level learning and vice versa, adding to the relatively sparse number of studies that have explored this aspect. Finally, the paper highlights how informal learning in contexts where workers continually need to make sense of unseen hazards depends on formal learning activities and resources.

In-company training in a safety-critical industry: lessons from the aircraft industry

“…The consequences of mistakes and learning for incidents are also discussed with the apprentice on the basis of real accident reports, photo documentation, artefacts and statistics. The observed practices reflect many findings of learning-oriented leadership from the field of workplace learning research (Wallo et al, 2022) as well as approaches from research on LFIs (Murphy, 2021).…”

“…From the results, insights can be drawn for in-company training in other safety-critical industries such as oil, chemicals or medicine. In these industries, too, the potential of informal learning (through mistakes, incidents and experience) cannot be fully exploited (Bjørnsen et al , 2022; Cuvelier, 2019; Murphy et al , 2021). The findings on structuring and formalising activities at the individual and social level as well as at the level of work organisation in the aviation industry can also be used in other production-oriented sectors with safety-critical characteristics, such as the chemical industry.…”

“…Employees need to develop the skills to draw on their formal knowledge and use it to manage their work (Griffiths and Guile, 2003). Consequently, both formal and informal learning can support workplace learning and a mature safety culture (Murphy et al , 2021).…”

“…Furthermore, dealing openly with mistakes within a company can also offer development opportunities for employees. In some safety-critical industries, learning from error and incidence is organised under the term learning from incident (LFI) (Murphy et al, 2021). This is because reflection processes can be activated here and experiences can happen on a metacognitive level (Lave and Wenger, 1991).…”