Workplace Learning
Learning in the workplace is seen as the crucial contributor to dealing with change, coping with uncertainty and complexity in the environment, and creating opportunities for sustainable competitive advantage (Antonacopoulou et al., 2005; Bratton et al., 2004). As argued by Billett (2006), the workplace provides the space for learning where most people gain skills and knowledge every day of their working lives. Workplace learning has therefore become a key idea in recent years.
First, it casts a whole organisation as a unit of learning, allowing managers to take a strategic view and others to think in terms of how their learning impacts on the wider context.
Second, it is an idea that unifies an increasingly diverse set of influences and disciplines within HRD (McCormack, 2000), such as training and organisational development, knowledge and information systems. Some writers have extended the influences still further. Swanson (2001), for example, talks about HRD as an octopus that draws on a variety of different influences – anthropology, sociology, speech communications, music, philosophy and, in the future, chaos theory, a branch of mathematics concerned with non-linear dynamics. McGoldrick et al. (2001, p. 346), accepting the multidisciplinary character of HRD, argue that there is ‘no single lens for viewing HRD research’, that a variety of perspectives are being employed, and that this is leading to increasing sophistication in theorising about and understanding learning at work.
- The learning organisation and organisational learning
- Knowledge creation and management
- e-Learning.
References
Antonacopoulou, E., Ferdinand, J., Graca, M. and Easterby-Smith, M. (2005) Dynamic Capabilities and Organizational Learning: Socio-political Tensions in Organizational Renewal. AIM Working Paper Series. London: Advanced Institute of Management.
Billett, S. (2006) Constituting the workplace curriculum. Journal of Curriculum Studies, 38(1): 31–48.
Bratton, J., Grint, K. and Nelson, D. (2004) Organizational Leadership. Mason, OH: Thomson/ South-Western.
Gold, J., Rodgers, H. and Smith, V. (2003) What is the future for the human resource development professional? A UK perspective. Human Resource Development International, 6(4): 437–455.
McCormack, B. (2000) Workplace learning: a unifying concept. Human Resource Development International, 3(3): 397–404.
McGoldrick, J., Stewart, J. and Watson, S. (2001) Theorizing human resource development. Human Resource Development International, 4(3): 343–56.
Swanson, R. A. (2001) HRD and its underlying theory. Human Resource Development International, 4(3): 299–312.
Hi Mohamed, I agree with your post. Let me add few things. Workplace learning for effective work practice both structured and unstructured for on-the-job activities result in the development of new capabilities required (Billett, 2002).
ReplyDeleteYes, agreed Nilushi. As argued by Billett (2006), the workplace provides the space for learning where most people gain skills and knowledge every day of their working lives. Workplace learning has therefore become a key idea in recent years.
DeleteHi Mohamed, adding to your references from Billett, (2006), the author further states four factors which will be instrumental in cultivating workplace learning. Those are as below:
ReplyDelete1. Developing organization learning environment which welcome and invite learning within the organization.
2. Customize learning curriculum to fit the organizational objectives and needs.
3. Encouraging both those who are learning and those who are directing the learning to participate.
4. Selecting the suitable learning guide who will coach and mentor.
Hi Shalini, totally agree with the points you mentioned in my blog post, Billet (2006) also suggest that thorough workplace learning employers want to extend their workers’ skills to make them more broadly deployable within the organisation or aim to secure a greater sense of attachment to the organisation.
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