Purpose: This paper aims to consider and appraise current developments and emerging perspectives on learning in the circumstances of work, to propose how some of the challenges for securing effective workplace learning may be redressed. Design/methodology/approach: First, new challenges and perspectives on learning in the circumstances of work are…

Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the…

Data from eight mentors who provided guided learning in a workplace illuminated the demands upon and benefits for workplace mentors. All mentors noted the efficacy of guiding workplace learning. However, finding time for mentoring and the low level of management support made the mentors' work intense. For some, the demands were not adequately…

The readiness of the workplace to afford opportunities for individuals to engage in work activities and receive support is a key factor in the quality of workplace learning. Even with support, individuals may choose not to participate in goal-directed activities and acquire accessible knowledge. (Contains 25 references.) (SK)

Guided learning (questioning, diagrams/analogies, modeling, coaching) was studied through critical incident interviews in five workplaces. Participation in everyday work activities was the most effective contributor to workplace learning. Organizational readiness and the efficacy of guided learning in resolving novel tasks were also important. (SK)