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When is it OK to learn at work? The learning work of organisational practices
journal contribution
posted on 2010-01-01, 00:00 authored by Hermine Scheeres, Nicky Solomon, David BoudDavid Boud, Donna RooneyPurpose – The purpose of this paper is to examine the use of “learning” through what we have termed “integrated development practices”. These are common organisational practices that both enhance organisational effectiveness and contribute to organisational and employee learning.
Design/methodology/approach – The paper analyses the ways in which learning and being a learner were talked about and enacted with regard to one of the integrated development practices identified in a study of four different organisations – safety practices, and how learning and being a learner regarding safety were legitimate in one of the organisations. Data are drawn from semi‐structured interviews with members of a variety of workgroups in one major division of the organisation.
Findings – Interviewees' responses reflected that learning was fully embedded as an accepted part of a necessary function of the organisation. This use of a learning discourse is discussed in the light of findings from an earlier study on informal learning at work that suggested that learning and the identity of being a learner were sometimes resisted in the everyday culture of work.
Originality/value – Using the theorisations of practice of Schatzki and the lifelong education framework of Delors the paper discusses the implications of these findings to examine when it is acceptable to articulate learning as part of work and be identified as a learner at work.
Design/methodology/approach – The paper analyses the ways in which learning and being a learner were talked about and enacted with regard to one of the integrated development practices identified in a study of four different organisations – safety practices, and how learning and being a learner regarding safety were legitimate in one of the organisations. Data are drawn from semi‐structured interviews with members of a variety of workgroups in one major division of the organisation.
Findings – Interviewees' responses reflected that learning was fully embedded as an accepted part of a necessary function of the organisation. This use of a learning discourse is discussed in the light of findings from an earlier study on informal learning at work that suggested that learning and the identity of being a learner were sometimes resisted in the everyday culture of work.
Originality/value – Using the theorisations of practice of Schatzki and the lifelong education framework of Delors the paper discusses the implications of these findings to examine when it is acceptable to articulate learning as part of work and be identified as a learner at work.
History
Journal
Journal of workplace learningVolume
22Issue
1/2Pagination
13 - 26Publisher
EmeraldLocation
Bingley, Eng.Publisher DOI
ISSN
1366-5626Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2010, EmeraldEditor/Contributor(s)
Henning Salling OlesenUsage metrics
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