Learning through work and structured learning and development systems in complex adaptive organisations
Ongoing disconnections
Dados Bibliográficos
| ID | 21458650 |
|---|---|
| Autores | Amanda L Lizier (0000-0002-8999-5379, School of International Studies and Education, University of Technology Sydney, Broadway, Australia, autor correspondente), Ann Reich (0000-0002-1051-0261, School of International Studies and Education, University of Technology Sydney, Broadway, Australia) |
| Ano | 2021 |
| Volume | 43 |
| Fascículo | 2 |
| Páginas | 261-276 |
| Data de publicação | 2021-05-04 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Studies in Continuing Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2020.1814714 |
| OpenAlex | W3084964345 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 74 |
Decades of research on workplace learning has reinforced that professionals learn through work; however, organisational learning practices have often not shifted to recognise or facilitate this learning. This article presents findings from an interview-based study of professionals in Australia that investigated their experiences of work and learning in a variety of complex adaptive organisations. The focus of this article is on a particular aspect of the study’s findings which identified that, despite the organisations studied espousing support for learning through work, the professionals interviewed described learning through engaging in ‘fluid work’, and that organisational learning and development systems and practices were still largely oriented towards formality and structure. The study contributes to the research field of work and learning, through the use of complex adaptive systems theory to examine how organisational complexity influences professionals’ experiences of work and learning. It also empirically indicates the interrelatedness of work and learning in complex adaptive organisations. The implications of this study suggest that the focus for understanding and reforming organisational learning and development systems and practices needs to shift away from structure and measurement and towards the interplay of organisational complexity, fluidity of work, and experiences of learning primarily through work
Cooperative learning · Engineering ethics · Experiential learning · Formality · Knowledge management · Learning Sciences · Open learning · Pedagogy · Political science · Sociology · Teaching method · Computer Science · Engineering · Innovative Education and Learning Practices · Management and Organizational Studies · Organizational Learning and Leadership · Psychology
What is agency? Conceptualizing professional agency at work
Learning as Apprentices in the Contemporary UK Workplace
Learning from other people in the workplace
On Organizations as they Happen
Toward a 3-P Model of Workplace Learning
Collective dynamics of ‘small-world’ networks
Emergence of Scaling in Random Networks
Learning/Becoming/Organizing
Social Emergence
Learning in the Twenty-First-Century Workplace
Facilitating Informal Learning at Work
Phenomenography
Co-participation at work
Moving beyond the metaphor of transfer of learning
Seeing the forest and the trees
Education as a Complex System
Practising Knowing
Complex Systems in Education
On Two Metaphors for Learning and the Dangers of Choosing Just One
Professional staff carve out a new space
Fifty years of the critical incident technique
Human Agency and the Evolutionary Dynamics of Culture
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 0,75 |
| Intervalo de citações | 2022 - 2024 (3) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |