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Creator |
ddfea09c87321f113cbedc1a102b844b |
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Creator |
ext-2139396b3e70a8d413126a3700479835 |
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Creator |
ext-83a588ca57bdba928e852139f2f4c665 |
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Date |
2012 |
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Is Part Of |
p13665626 |
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Is Part Of |
repository |
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abstract |
<b>Purpose</b><br></br>
– This study aims to outline an approach to improving the effectiveness of work‐based
learning through knowledge creation and enhancing self‐regulated learning. The paper
presents a case example of a novel approach to learning through knowledge creation
in the workplace. This case example is based on empirical data collected through a
study of the learning practices of knowledge workers employed within a large, multinational
organization.
<br></br><br></br>
<b>Design/methodology/approach</b><br></br>
– The case example presented in this article is based on a study of the learning practices
of knowledge workers employed within a large, multinational organization. Participants
were members of a number of global, online knowledge sharing networks focused around
the core technical and commercial disciplines of the company. Membership of each network
ranged from a few hundred to a few thousand professionals at various stages of their
career. The survey is available online at: http://dl.dropbox.com/u/6017514/survey.pdf
The case study reported in this paper is based on 462 survey respondents, including
211 (45.7 per cent) experts, 128 (27.7 per cent) mid‐career professionals and 123
(26.6 per cent) novices, and 29 interviews were conducted with nine novices, and 20
experts.
<br></br><br></br>
<b>Findings</b><br></br>
– The study proposes a mechanism to enhance goal actuation processes for self‐regulated
learning in the workplace. The authors term this mechanism “charting” and provide
a scenario illustrating how it might work in practice. Drawing upon social cognitive
theory of self‐regulated learning, they argue that individualised conceptualisations
of self‐regulated learning should be re‐examined. These contradict the interactional
and collaborative nature of the workplace where goal actuation is socially mediated,
structured by and closely integrated within work tasks.
<br></br><br></br>
<b>Research limitations/implications</b><br></br>
– The case example is based on a previous study. It is not a real‐life example because
this paper aims to predict a likely case example to enhance learning performance in
the workplace, based on empirical evidence. The study on which this case example is
based is limited in scope, examining a small group of workers in one multinational
organization. Quantitative studies, as well as studies in related contexts, would
complement and validate these findings.
<br></br><br></br>
<b>Originality/value</b><br></br>
– This article extends understanding of the relationship between the individual learner
and the collective knowledge and how this relationship can be enhanced through self‐regulated
learning in the workplace. |
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authorList |
authors |
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issue |
3 |
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status |
published |
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status |
peerReviewed |
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volume |
24 |
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type |
AcademicArticle |
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type |
Article |
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label |
Littlejohn, Allison ; Milligan, Colin and Margaryan, Anoush (2012). Charting collective
knowledge: supporting self-regulated learning in the workplace. Journal of Workplace
Learning, 24(3) pp. 226–238. |
| 42269 |
label |
Littlejohn, Allison ; Milligan, Colin and Margaryan, Anoush (2012). Charting collective
knowledge: supporting self-regulated learning in the workplace. Journal of Workplace
Learning, 24(3) pp. 226–238. |
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Title |
Charting collective knowledge: supporting self-regulated learning in the workplace |
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in dataset |
oro |