In the face of research that shows that workplace knowledge and learning are highly contextual, calls for the teaching of generalizable skills for the workplace have been widespread. While the authors reject the usefulness of teaching generalizable skills, they believe that there are commonalities i…
On a basis of research and literature review, Smith, in 2001, suggested a model for the development of preparedness of learners and their workplaces to support the flexible delivery of training in enterprises. Using the model as a framework, he then developed a detailed set of strategies that may be…
Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co-pa…
Reports and discusses the findings of an investigation that examined the efficacy of guided learning in the workplace. The investigation comprised the trialing of guided learning strategies and an analysis of the learning occurring in five workplaces over a period of six months. The guided learning …
One of the more interesting features of modern human resource development and management is that despite all the evidence that supports “person centred” approaches to these activities the most persistent model applied is based on control. One explanation for this is that the problem is not one of no…
Most higher education institutions in the UK have managed, until recently, to avoid addressing the issue of work-based learning, not least because they have only recently begun to seriously consider the workplace as a site of learning. It is agreed that learning itself, rooted in individual experien…
