Routine-Generating and Regenerative Workplace Learning

Abstract

The research discussed in this article focuses on workplace learning in industrial manufacturing work. Everyday work episodes contributing to workplace learning are investigated in four companies operating in the Finnish and Swedish package-supplier sectors. The research adopts a qualitative, interpretive approach. Interviews with employees and managers along with workplace observations were used to gather data on work and learning. The findings indicate that workplace learning may have two purposes: routine-generating learning that contributes to the basic job mastery, and regenerative learning that promotes employees' ongoing competence and generates new work methods. Routine-generating learning occurs when an employee joins an organization and is planned, supported, and assessed in the companies. However, the lack of job rotation delimits further routine-generating learning. Regenerative learning takes place at the individual level but is not adequately supported at the collective level. The paper advances practical ideas on how to promote these two instances of workplace learning in industrial work.

Health-Promoting Managerial Work: A Theoretical Framework for a Leadership Program that Supports Knowledge and Capability to Craft Sustainable Work Practices in Daily Practice and During Organizational Change

“…The approach includes developments within the work environment that are integrated with efficiency and quality improvements, i.e., sustainable organizational developments [7,9,67]. Building a capacity for sustainable conditions means developing those resources that contribute to an organizational capacity to deal with demands within the organization [73,74]. These resources include creating generally good working conditions and a learning climate, systematized health and occupational management, integration of important values and norms into daily management, and communication that supports improvements, coordination, and the building of trust between individuals and across organizational levels.…”

An Agency-Promoting Learning Arena for Developing Shared Work Practices

“…There has been considerable discussion of how work-related learning processes can emerge and be promoted. Recent studies have emphasised that learning occurs especially via working and collaboration in the context of social interaction and via sharing experiences and reflecting on work practices (Cremers et al, 2016;Goller & Billett, 2014;Kira, 2010;Tynjälä, 2013). In addition, recent literature has emphasised the role of professional agency and boundary crossing in work-related learning.…”

“…At its best, boundary crossing involves gaining an understanding of other's perspectives and experiences in such a way that one's own practices and perspectives are transformed, which in turn results in the construction of knowledge (Akkerman & Bakker, 2011). Similarly, Kira (2010) suggested that to promote regenerative learning, it is essential to organise meetings between employees across different professional units and groups in the work organisation.…”

“…In rapidly changing work environments, continuous learning is necessary not only for individual professionals, but also for work communities and organisations (Billett, 2011;Kira, 2010). Work organisations, such as those in education and healthcare, are increasingly expected not only to improve their work practices and structures in order to produce high-quality services, but also to be productive and innovative (Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2013Messmann & Mulder, 2017, this volume).…”

“…Although much individual and collective learning occurs within everyday work activities (Billett & Noble, 2017, this volume), the hectic and pressurised atmosphere of contemporary workplaces may impede innovative and effective workplace learning (e.g., Kira, 2010). Thus, there is an urgent need to organise venues for training and learning within workplaces.…”