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ERIC Number: EJ922915
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-1366-5626
Employees' and Managers' Accounts of Interactive Workplace Learning: A Grounded Theory of "Complex Integrative Learning"
Armson, Genevieve; Whiteley, Alma
Journal of Workplace Learning, v22 n7 p409-427 2010
Purpose: The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning. Design/methodology/approach: The approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory method. Data collection included semi-structured interview, "complete this sentence" and "scenarios" from 51 respondents: 22 managers and 29 employees in four private sector organisations. As respondents' theories emerged, these informed the next round of data collection, this process named "theoretical sampling". Managers and employees were asked about perceptions of their own role and the other's roles in learning. Findings: Reciprocity and participative learning involving managers and employees emerged. There was dynamism to the data and evidence of both Billett's notion of affordances and Stacey's patterns of local interactions. Employees encouraged learning through peer discussions, and motivation/personal initiative. Managers encouraged learning through have a go coaching, formal training opportunities and working with company structure and resources. The data support the idea of complex and integrated learning. Practical implications: The data informed both managers and employees in such a way as to highlight the dynamic and complex interactions around learning processes. One practical implication is employee and manager training in emergence and complexity as learning environments. Ideas of complex responses and patterns of local interaction resonated with the data more than particular typologies of learning. Originality/value: This paper captures insights, especially from employees, into the dialogue and dynamism of their learning opportunities, whilst supporting existing theories. The need for managers to "learn" employees' local interaction patterns emerged as a future research agenda, alongside the need to penetrate the social space of employee learning more deeply. (Contains 3 tables and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A