Learning, Working and Living: Mapping the Terrain of Working by Elena Antonacopoulou, Vibeke Andersen, P. Jarvis, B.

By Elena Antonacopoulou, Vibeke Andersen, P. Jarvis, B. Elkjaer, S. Høyrup

Debate approximately association and office studying has now moved on from viewing studying as a fashion of fostering keep an eye on, to paving the way in which for viewing studying, operating and residing within the context of organizational complexity. The publication means that by way of targeting studying as a manner of residing, the wishes of creation will be reconciled with the necessity for workers to have pleasurable engagement with their paintings.

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Extra resources for Learning, Working and Living: Mapping the Terrain of Working Life Learning

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2000a). Practice-based Theorizing on Learning and Knowing in Organizations. Organization, 7(2), 211–23. , & Odella, F. (1998). Toward a Social Understanding of How People Learn in Organizations. The Notion of Situated Curriculum. Management Learning, 29(3), 273–97. Hollway, W. (1991). Work psychology and organizational behaviour. Managing the individual at work. London: Sage. Jarvis, P. (1987). Adult Learning in the Social Context. London: Croom Helm. Kelly, G. A. (1955). The Psychology of Personal Constructs, vols 1 and 2.

As used here, reflection means a capacity for distancing, alternative thinking and critical analysis of the objectives and underlying premises of action, including the organizational and social contexts of action. In terms of learning, this logic presupposes developmental learning as a primary driving force. Thus, there is a strong emphasis on the subjects’ capacity for self-management and their preparedness to question, reflect upon and, if necessary, transform established practices in the organization into new solutions or ways of working (cf.

In WPL it is possible to detect a development of the individual from a narrowly trained worker to a reflective worker, capable of participating in contemporary workplaces with its emphasis on knowledge and innovation. In the early days of OL, there was emphasis on abstraction and epistemology whereas today, ability to participate skilfully in the organizational practices is regarded as important. Within the field of WPL, there is alertness to the need for a conceptual understanding as opposed to narrow task performance, and there is much confidence in the potential of reflection to provide this conceptual understanding.

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