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In search of learning within work: A collective case study
Abstract
Much has been theorized about the process of informal learning; however, few studies have been done where researchers actually enter the organization to depict examples of this learning process. This study explored the related literature, producing a framework containing four theoretical components believed to foster effective and motivated learning in the workplace: (1) A focus on real-world, non-routine problems, (2) deliberate or critical reflection associated with the experience, (3) work-related interaction, and (4) a balance of control (Courtney & Maben-Crouch 1996; Maben-Crouch, 1996). In order to explore how practitioners learn informally and to determine support of the framework, the researcher entered a corporate environment in search of the theoretical components in action. The researcher selected five human resource development (HRD) practitioners as the cases. Four methods of data collection were utilized: (1) interviews, (2) observations, (3) documents, and (4) cultural artifacts. The five cases are depicted in narrative form: Janet, learns through her own experience and vicariously through her colleagues'; Nancy, learns the consulting process via "doing" in partnership with an experienced consultant; Joan learns within the immediacy of the situation by reflectively asking herself questions; Margaret learns primarily through reflection; and finally, Ben learns by observing his colleagues. The four theoretical components in the framework were supported by the data: (1) Non-routine problems was important because without it, less reflection and learning occurred; (2) deliberate reflection was important because without it practitioners may have never become conscious of the necessary ingredients for successful practice; (3) work-related interaction was important because without it practitioners would not have experienced enhanced learning; and (4) balance of control was important because it produced an environment in which learning flourished. Furthermore, as a result of being involved in this research, study participants claimed to learn more about what and how they learned. Therefore, a fifth component of asking what and how one learns was added to the original framework. Recommendations were provided to foster work-based learning.
Subject Area
Adult education|Continuing education|Labor relations|Management
Recommended Citation
Maben-Crouch, Cheryl Lynn, "In search of learning within work: A collective case study" (1997). ETD collection for University of Nebraska-Lincoln. AAI9734625.
https://digitalcommons.unl.edu/dissertations/AAI9734625