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Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

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Page 1: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Learning at Work: Worlds Within Worlds

Professor Lorna UnwinInstitute of EducationUniversity of London

Page 2: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London
Page 3: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

The workplace as a site for learning

• Learning in the workplace arises from everyday workplace activity plus specific need (e.g. technological change)

• Learning can be deliberate, unplanned, individual or collaborative, incidental, productive, subversive

• Workplace context shapes the learning environment

Page 4: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Workplace Context

• Competitive product markets - target and cost driven

• Government/sector Regulation• Dynamic climate - change/flexibility • Short-term business goals may

conflict with long-term workforce development

Page 5: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Employer Diversity

• Employers vary as much as learners in terms of motivation, aspiration and values

• Some employers have limited managerial/business expertise

• Organisation of work (levels of discretion, involvement in decision-making) has major impact on opportunities for learning

Page 6: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Employer Apathy/Realism?

If you don’t like my peaches, don’t shake my tree.

(Kansas City Blues)

Page 7: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Van Driver’s Story

• devise efficient route for day• choose product line to suit each ‘drop’• negotiate prices • arrange product on shelf • waste control• find new customers• maintain existing customer loyal• Calculate, record and collect money• feedback field intelligence to directors

Page 8: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Expansive Environments

• Learning key to success and sustainability – embedded process

• Dual Worker-Learner Identity• Shared pride in organisational

output • Older workers pass on skills,

knowledge and tacit understanding

Page 9: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Restrictive Environments

• Learning regarded as ‘events’ – separate to everyday workplace activity

• Fast journey from learner to productive worker for trainees/apprentices

• Workers restricted to limited job roles – minimal boundary crossing

• Knowledge management confined to elite few

Page 10: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Role of Managers

• Key to maintenance and sustainability of learning environment

• Understanding their drivers and pressures

• Feedback key motivator for employees• Forms of managerial support need

building into model of learning- mentors, coaches, appraisers/reviewers

Page 11: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

Points for Discussion

• Employers need help to create more effective learning environments

• Greater emphasis must be placed on the relationship between learning and the way work is organised

• Need for policies that take a more holistic view of skills development – greater connection between enhancing individuals’ skills and the quality of the contexts in which they will develop and apply them

Page 12: Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

For more information

‘Learning as Work: Teaching and Learning Processes in the Contemporary Work Organisation’ is an ESRC funded project (2003-2008) directed by Alan Felstead, Lorna Unwin, Alison Fuller and Nick Jewson

[email protected]

• http://learningaswork.cardiff.ac.uk