New Skills for New Jobs: Work Agency as a Necessary Condition for Successful Lifelong Learning

Harteis, Christian; Göller, Michael

doi:10.1007/978-94-017-8694-2_3

Cited by 51 publications

(62 citation statements)

References 60 publications

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“…The inter-relatedness of these forms was strongly intertwined with the nature of the visions that emerged and the action plans created. The meaning of professional agency has been demonstrated, for example, for employees' lifelong learning (Harteis & Goller, 2014). Our findings further suggest that professional agency can be understood as a necessary condition for the (un)successful development of work practices.…”

Section: Discussionsupporting

confidence: 62%

“…Recent studies on work-related learning have shown that employees, work communities, and/or organizations are the prime actors in the maintenance and enhancement of learning at work, including crafting work practices (Billett, 2011;Harteis & Goller, 2014;Kira et al, 2010;Wrzesniewski & Dutton, 2001). Likewise, the construction of professional identity becomes essential for employees' sense making, especially individuals' sense of meaningful work (Buch & Andersen, 2013).…”

Section: Multiple Forms Of Professional Agency For (Non)crafting Of Wmentioning

confidence: 99%

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Multiple Forms of Professional Agency for (non)crafting of Work Practices in a Hospital Organization

Collin

Paloniemi

Vähäsantanen

2015

NJWLS

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Section: Discussionsupporting

confidence: 62%

Section: Multiple Forms Of Professional Agency For (Non)crafting Of Wmentioning

confidence: 99%

Multiple Forms of Professional Agency for (non)crafting of Work Practices in a Hospital Organization

Collin

Paloniemi

Vähäsantanen

2015

NJWLS

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“…To find a sustainable solution in these situations, professionals need to enact professional agency. Professional agency can be understood as enacted through influencing and making choices in ways that affect one's professional identity, career, and work practices (Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2013;Harteis & Goller, 2014). According to this definition, professional refers to the actor and the focus of agency: professionals enact agency which is directed at professional phenomena (such as one's professional identity), as opposed to issues beyond one's professional work.…”

mentioning

confidence: 99%

Professional Agency, Identity, and Emotions While Leaving One’s Work Organization

Vähäsantanen

Eteläpelto

2015

P&P

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This study investigated the enactment of professional agency in an emotionally troubled work context emerging from a conflicted relationship between the professional and the work organization. Narrative interviews with Finnish educators were utilized. The findings indicate that the enactment of agency was in part framed by the educators’ rational interpretations of the relationship between themselves and their employer, plus their work history and future prospects. However, it was simultaneously embedded with contradictory emotions, such as a sense of being undervalued, fear, and a sense of empowerment. Within this framework, multifaceted professional agency was enacted particularly via leaving the organization. This was also a means of upholding one’s professional identity and resisting the organization’s work practices. The paper contributes to the theorizing of professional agency, particularly regarding its emotional dimension, and elaborates the significance of an emotional relationship between professionals and their organizations. Keywords: career, educators, emotions, meaningful work, narrative research, professional agency, professional identity

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“…According to Cairns and Malloch (2011), learning involves change and development in individuals, groups, and work organisations. More precisely, learning is understood as acquiring knowledge, developing professional competencies, developing task performance, and changing behaviour and thinking (Eraut, 2011;Fenwick, 2008;Harteis & Goller, 2014). It also includes increased awareness and understanding -for example, of other people and of one's own organisation (Eraut, 2011;Tynjälä, 2013).…”

Section: Individual and Collective Learningmentioning

confidence: 99%

“…Although recent studies have emphasised the crucial role of professional agency in work-related learning, they have conceptualised agency differently. Some scholars understand professional agency as a capacity or disposition that enables individuals to make intentional choices and to initiate actions based on them (Goller & Harteis, 2017, this volume;Harteis & Goller, 2014).…”

Section: Professional Agency As a Part Of Learningmentioning

confidence: 99%

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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New Skills for New Jobs: Work Agency as a Necessary Condition for Successful Lifelong Learning

Cited by 51 publications

References 60 publications

Multiple Forms of Professional Agency for (non)crafting of Work Practices in a Hospital Organization

Multiple Forms of Professional Agency for (non)crafting of Work Practices in a Hospital Organization

Professional Agency, Identity, and Emotions While Leaving One’s Work Organization

An Agency-Promoting Learning Arena for Developing Shared Work Practices

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