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  • 1
    Electronic Resource
    Electronic Resource
    Situating Learning in the Workplace - Having Another Look at Apprenticeships (1994)
    Bingley : Emerald
    Industrial and commercial training 26 (1994), S. 9-16 
    Details
    ISSN: 0019-7858
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Economics
    Notes: Examines the acquisition of vocational skills throughapprenticeship-type situated learning. Presents findings from studies ofskilled workers revealing that learning processes that were consonantwith the apprenticeship model of learning were highly valued as a meansof acquiring and maintaining vocational skills. Supported by currentresearch and theorizing, describes some conditions by which situatedlearning through apprenticeship can be utilized to develop vocationalskills. These conditixons include the nature of the activities learnersengage in, the agency of the learning environment and mentoring role ofexperts. Addresses conditions which may inhibit the effectiveness of anapprenticeship approach to learning. Concludes by suggesting thatsituated approaches to learning, such as the apprenticeship model, mayaddress problems of access to effective vocational skill developmentwithin the workforces.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/00197859410073745
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  • 2
    Electronic Resource
    Electronic Resource
    Workplace mentors: demands and benefits (2003)
    Bradford : Emerald
    The @journal of workplace learning 15 (2003), S. 105-113 
    Details
    ISSN: 1366-5626
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Economics
    Notes: As there is a growing interest in experienced workers mentoring co-workers in workplace settings, it is necessary to understand its impact on those who are nominated as mentors. Here, data from eight mentors who participated in a year-long trial of guided learning in a workplace are used to illuminate the demands upon and benefits for workplace mentors. In the study, all mentors noted the efficacy of guiding learning in the workplace. However, guiding the learning of others made considerable demands on these individuals. Finding time for mentoring and the low level of support by management were reported as making the mentors' work intense. Moreover, although workplace mentoring was found to have the capacity to improve learning, much of that improvement was centred on the mentors' actions and energies. For some mentors, it was a worthwhile and enriching experience. For others, the demands were not adequately offset by benefits that they experience in assisting co-workers to learn.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/13665620310468441
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  • 3
    Electronic Resource
    Electronic Resource
    Guided learning at work (2000)
    Bradford : Emerald
    The @journal of workplace learning 12 (2000), S. 272-285 
    Details
    ISSN: 1366-5626
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Economics
    Notes: Reports and discusses the findings of an investigation that examined the efficacy of guided learning in the workplace. The investigation comprised the trialing of guided learning strategies and an analysis of the learning occurring in five workplaces over a period of six months. The guided learning strategies selected for investigation were questioning dialogues, the use of diagrams and analogies within an approach to workplace learning emphasising modelling and coaching. Throughout the investigation, critical incident interviews were conducted to identify the contributions to learning that had occurred during these periods, including those provided by the guided learning. As anticipated, it was found that participation in everyday work activities (the learning curriculum) was most valued and reported as making effective contributions to learning in the workplace. However, there was also correlation between reports of the frequency of guided learning interactions and their efficacy in resolving novel workplace tasks, and therefore learning. It is postulated that some of these learning outcomes could not have been secured by everyday participation in the workplace alone. Further, factors associated with the readiness of enterprise and those within it were identified as influencing the likely effectiveness of guided learning at work.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/13665620010353351
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  • 4
    Electronic Resource
    Electronic Resource
    Learning through work: workplace affordances and individual engagement (2001)
    Bradford : Emerald
    The @journal of workplace learning 13 (2001), S. 209-214 
    Details
    ISSN: 1366-5626
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Economics
    Notes: Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co-participation) at work, and the relations between them, are central to understanding the kinds of learning that workplaces are able to provide and how improving the quality of that learning might proceed. The readiness of the workplace to afford opportunities for individuals to engage in work activities and access direct and indirect support is a key determinant of the quality of learning in workplaces. This readiness can promote individuals' engagement. However, this engagement remains dependent on the degree by which individuals wish to engage purposefully in the workplace.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/EUM0000000005548
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  • 5
    Electronic Resource
    Electronic Resource
    Workplace participatory practices: Conceptualising workplaces as learning environments (2004)
    Bradford : Emerald
    The @journal of workplace learning 16 (2004), S. 312-324 
    Details
    ISSN: 1366-5626
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Economics
    Notes: Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the individual participant, on the other. Workplaces impose certain expectations and norms in the interest of their own continuity and survival, and in the interest of certain participants; but learners also choose to act in certain ways dependent on their own preferences and goals. Thus, the workplace as a learning environment must be understood as a complex negotiation about knowledge-use, roles and processes - essentially as a question of the learner's participation in situated work activities.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/13665620410550295
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