Group learning in the workplace

West, G. Wayne

doi:10.1002/ace.36719967108

Cited by 8 publications

(3 citation statements)

References 10 publications

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“…Billett 2001Billett , 2004Collin 2002;Eteläpelto and Collin 2004;Järvinen and Poikela 2001;Wenger 1998). Binding on previous studies, topics such as knowing, learning and working in groups and teams and in organisations (Boden 1995;Brown and Duguid 2001;Engeström and Middleton 1996;Nicolini, Gherardi, and Yanow 2003;West 1996) have increasingly become the focus of investigation. Issues such as the roles of interaction and talk have been at the centre of research efforts.…”

Section: Shared Practices and Learning In The Workplacementioning

confidence: 98%

Promoting inter‐professional teamwork and learning – the case of a surgical operating theatre

Collin

Paloniemi

Mecklin

2010

Journal of Education and Work

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Hospitals, and surgical operating theatres (OTs) in particular, are environments in which inter-professional teamwork and learning are essential to secure patient safety and effective practice. However, it has been revealed in many studies that inter-professional collaborative work in hospital organisations faces many challenges and constraints. In this study we examine surgical operations as participatory practices from the perspective of inter-professional learning and cooperation. We ask what kinds of shared practices enable learning and collaboration within the surgical operating team. We used an ethnographic approach to data collection including observations and interviews of surgical residents and nursing staff. Observations were conducted in the OTs of one nonacademic hospital in Finland in 2007. The transcripts and episodes were analysed qualitatively. We suggest that inter-professional teamwork can be implemented by collegial support, transgressing professional roles and sustaining an inclusive atmosphere. There is a need to strengthen and develop the practices of interprofessional education, not only in formal educational but, especially, in practical clinical settings.

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Section: Shared Practices and Learning In The Workplacementioning

confidence: 98%

Promoting inter‐professional teamwork and learning – the case of a surgical operating theatre

Collin

Paloniemi

Mecklin

2010

Journal of Education and Work

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“…Several authors have highlighted that converting individual learning into organizational learning has been problematic. A basic assumption of organizational learning is that insight and innovative ideas occur to individuals, not organizations, but knowledge generated by the individual does not come to bear on the organization independently (Nonaka and Takeuchi, 1995;Senge, 2006;Kasl et al, 1997;Marsick and Neaman, 1996;West, 1996;Ellis et al, 2003). Wenger (1999) describes communities of practice and social learning systems in terms of how engagement in social contexts involves a dual process of meaning-making:…”

Section: Introductionmentioning

confidence: 99%

Challenges in transferring individual learning to organizational learning in the residential care of older people

Augustsson

Törnquist

Hasson

2013

J of Health Org and Mgt

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“…Employees are more powerful in the organization of informal learning processes (Marsick and Watkins, 1990;Lave and Wenger, 199 1). Combining formal and informal situations in participatory learning programs may offer the best opportunities for organizations to solve work-related problems-that is, to learn (Senge, 1990;O'Neil and Marsick, 1994;Dixon, 1994;West, 1996;Poell, Tijmensen, and Van der Krogt, 1997). The diffuse relations between the actors make it difficult, however, to get a clear picture of the organization of these learning programs.…”

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confidence: 99%

Strategies in organizing work‐related learning projects

Krogt

Wildemeersch

1999

Human Resource Dev Quarterly

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Tnis study demonstrates that employees, managers, and HRD staff use different strategies to organize work-related learning networks. Actor strategies in sixteen cases were studied, involving ninety-six participants in six organizations. Using ideal types for comparative purposes, actor strategies were analyzed both qualitatively and quantitatively to establish in what confisurations they occurred. Three strategy configurations were found: Extended Training, Directed Reflection, and Reflective Innovation. For the most part, dqerent actors used diJerent strategies. Strategy configurations were partly related to work types. It is concluded that a network perspective on workrelated learning is useful to describe and explain important elements of HRD practice. Actors can use the strategy models developed toframe and negotiate their own learning policies and practices.Human resource development is a highly political field of practice. It has to serve two masters, one of which is work performance (Swanson and Arnold, 1996), the other of which is employee development (Bierema, 1996). The inherent tension, caused by the need to meet both demands at the same time, is increased by the fact that those involved in HRD practices express different interests. HRD professionals, line managers, and employees each use the organization of HRD arrangements to suit their own purposes.Let us suppose, for instance, that the management in organization X is convinced that shop floor teams should learn to work more autonomously. They are likely to find that the employees are not very enthusiastic about this idea and, moreover, that the current work climate prohibits any organizational change in the short run. The employees express different learning needs, which are more related to their own professional development. The HRD staff are willing to help the management acquire its goals, but only in compliance with the prevailing standards in HRD regarding the involvement of employees in organizational change processes. In short, although both demands are deemed important by all parties, the managers are letting work performance prevail over employee development, the employees are pursuing their professional

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Group learning in the workplace

Abstract: The concept of the “learning organization” is discussed, including the use of dialogue in group learning as a process for generative, creative, collective, and transformative learning.

Cited by 8 publications

References 10 publications

Promoting inter‐professional teamwork and learning – the case of a surgical operating theatre

Promoting inter‐professional teamwork and learning – the case of a surgical operating theatre

Challenges in transferring individual learning to organizational learning in the residential care of older people

Strategies in organizing work‐related learning projects

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