Learning In The Workplace: Strategies for effective practice
Learning in the workplace has come of age with the publication of this book. It shows the way for a new level of sophistication in the ways learning and work are treated. And it opens new territory for exploration in the world of learning throughout life.
David Boud, University of Technology, Sydney
Stephen Billett provides a comprehensive and practical model, well-grounded in theory and research, to guide learning in the workplace. This is a 'must read' for
those in vocational education and training.
Victoria Marsick, Columbia University
Learning does not stop when you leave school or tertiary studies, but continues throughout life. The workplace is now seen as an important learning environment, and businesses and government units are encouraged to become 'learning organisations'. This is all very well in theory, but how does learning actually occur in the workplace?
Drawing on research of a wide variety of workplaces in different countries, Stephen Billett analyses the strengths and limitations of 'on-the-job' learning. He outlines what knowledge individuals need and how they can best acquire this knowledge in workplace settings. He shows how to develop a workplace curriculum, and how it can be implemented in organisations of different sizes.
Learning in the Workplace offers a comprehensive pedagogy for the workplace. It is a valuable reference for human resource practitioners and students in courses on professional development and adult and vocational learning.
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PART I Understanding workplaces as learning environments
A curriculum for the workplace
ITEMS TO IDENTIFY THE PATHWAY FROM PERIPHERAL TO FULL PARTICIPATION
ACTIVITIES IN THE SALON WHO DOES WHAT?
IDENTIFYING THE LEARNING PATHWAYS AND TASKS THAT ARE DIFFICULT TO LEARN
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ability access to activities Access to goals activities and guidance analogies apprentices appropriate assist associated Chapter clients close guidance coaching coal mining cognitive Cognitive apprenticeship collaborative components concepts conceptual knowledge concerns contributions to learning determine diagrams difficult to learn direct guidance educational institutions effective enterprises everyday activities everyday work activities experienced coworkers experienced workers factors full participation hairdressing identified indirect instance interactions kinds of learning knowl knowledge required Lave learning arrangements learning guides learning in workplaces learning outcomes learning process level of guidance mentors and learners monitoring novice opportunities organisation particular workplace pathway of activities premised problem problem-solving procedural knowledge procedures proposed Propositional knowledge Raizen reluctance required for performance responses rienced role salon self-regulated learning situations skills structured thinking and acting transfer transfer of learning understanding undertaken vocational education vocational expertise vocational knowledge vocational practice workplace activities workplace curriculum workplace experiences workplace tasks