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abstract |
Traditional conceptions of learning focus on the formal learning that occurs in contexts
such as school, college and university education. These however form only part of
the learning experience for any individual. Indeed for adults, most learning will
occur outside formal contexts either informally or incidentally (Marsick, Watkins,
Callahan, & Volpe, 2009). Informal learning is typically unplanned, or highly embedded
within other activities such as work. The workplace is increasingly recognised as
a key locus for informal learning (Harteis & Billet, 2008), particularly in knowledge-intensive
domains where classroom training approaches are unsuitable. In the workplace, an individual
develops trusted networks of current and former colleagues that provide access to
the knowledge and expertise necessary to perform their role. These networks may be
internal to an organisation or can extend beyond organisational boundaries, and can
be activated when new learning needs arise. However, to take advantage of the learning
opportunities afforded by networks, individuals must be able to plan and structure
their own learning, and to know how to interact effectively in order to learn.
This chapter explores workplace learning in informal networks. The chapter is structured
into four main sections. First, we consider the context of informal learning in the
workplace for knowledge workers (people who produce knowledge as an output through
work) in knowledge-intensive environments (Davenport, 2005; Drucker, 1999). We explore
how the changing nature of the workplace requires knowledge workers to be able to
self-regulate their learning (Zimmerman, 2000). Second, we explore how people self-regulate
their learning in practice. We outline people’s learning behaviours – activities we
have observed in individuals as they managed, monitored and optimised their interaction
with the people and resources within their network. This analysis draws on our previous
research in knowledge intensive organisations in the petrochemical (Littlejohn, Milligan,
& Margaryan, 2012) and financial services industries. Third, we consider how these
behaviours are currently supported by the tools that make up an individual’s personal
work and learning environment. Functions that are missing from existing tools are
highlighted and we explore how they might be provided. Finally, we conclude by considering
the nature of knowledge workers’ learning in an open, networked world. |
| 51330 |
label |
Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush (2014). Workplace learning
in informal networks. In: Littlejohn, Allison and Pegler, Chris eds. Reusing
Open Resources: Learning in Open Networks for Work, Life and Education. Routledge. |
| 51330 |
label |
Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush (2014). Workplace learning
in informal networks. In: Littlejohn, Allison and Pegler, Chris eds. Reusing
Open Resources: Learning in Open Networks for Work, Life and Education. Routledge.
|