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Learning in-between, across and beyond workplace boundaries
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journal contribution
posted on 2024-06-04, 01:42 authored by MC Johnsson, David BoudDavid Boud, N SolomonIn this paper, we challenge conventional theories underpinning the practice of human resource development (HRD) that typically focus on the objects of learning - individuals, skills, jobs - or separate the contexts of work (performance) from learning (training). Using case study research from a public utility and a winery, we found similarities in workers' experiences of various organisational practices despite different objects of learning. These practices were, firstly, temporarily occupying (acting up) in a more senior position and, secondly, collaborating across functions. Unlike notions of boundary-crossing or job rotation, we argue that learning 'in-between' develops interactional competence that is grounded within the work practices of interacting individuals. This relational view opens up possibilities for redirecting the focus of HRD practice towards integrating work and learning in ways that develop the potential for learning in-between, across and beyond the boundaries of work. © 2012 Inderscience Enterprises Ltd.
History
Journal
International journal of human resources development and managementVolume
12Pagination
61-76Location
Olney, Eng.Publisher DOI
ISSN
1465-6612eISSN
1741-5160Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2012, InderscienceIssue
1-2Publisher
InderscienceUsage metrics
Keywords
Acting upBoundariesBoundary crossingHRD practiceHuman resource developmentLearning spacesOrganisational practicesRelational interactionsWorkplace learningCentre for Research in Assessment and Digital Learning130103 Higher Education130303 Education Assessment and Evaluation930101 Learner and Learning Achievement
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