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Learning, Work and Competence Development
... thinking critically and learning in collaboration with others; i.e. the continuous improvement of one's knowledge that are the essential characteristics required to a modern worker (Wegerif 2002;Illeris 2008;Scardamalia & Bereiter 2003). ...
... The recent explosion of interest in workplace learning is related to the new conditions of knowledge society (Illeris 2008;Billett 2004). Current trend in workplace learning emphasize that learning is not well-defined curricular units to be taught to students as in educational institutions. ...
... Current trend in workplace learning emphasize that learning is not well-defined curricular units to be taught to students as in educational institutions. On the contrary, learning in the context of workplace and competence development of personnel has gained a new renaissance (Illeris 2008). There is a trend now to change from "institutionalized vocationally oriented" education that served as a base for future stable performance at work to support for continuous updating of knowledge to learning on demand in the workplace (Illeris 2008). ...
... All these tensions may cause more or less unease, frustration or other types of emotions, in turn affecting everyday work. Finally, tensions may evolve over time (H€ okk€ a et al., 2017;Illeris, 2009). ...
... Research shows that a disequilibrium between demands teachers are exposed to and the resources they have at their disposal for professional expertise development reduces teachers' well-being and simultaneously increases teachers' stress (Bakker & Demerouti, 2007;Karasek & Theorell, 1990). When analyzing early career teachers' experiences, we prefer to focus on 'professional identity tensions', since it includes stress-related (decline of) wellbeing as well as the more positively framed 'learning opportunities' (Illeris, 2009). ...
This study gains insight into impact of professional identity tensions in terms of affective appraisal and behavioral response. Data consisted of 126 semi-structured reflective journals from early career teachers collected during one school year. Affective appraisals were ‘low’ (no impact on daily functioning, short occurrence), ‘moderate’ (reasonable impact for a couple of days) or ‘high’ (negative impact on work and private life, leading to personal doubts, long occurrence). Behavioral responses occurred as reflection, help seeking, support seeking, and directive actions. High affective appraisals occurred often in combination with reflection, while low and moderate affective appraisals often occurred with directive actions. This study concludes that impact is multidimensional and therefore, all tensions can be of significant importance for teacher induction programs.
... However, most of this research neglects the complex interactions between workplace affordances and personal features (Tynjälä 2013). Interestingly, research in other domains shows that tensions could play an important role in learning processes and outcomes (Illeris 2009), for example in the domain of teacher learning (Clandinin, Murphy, Huber, & Murray Orr, 2009), teacher agency in large-scale organizational innovations (Pyhältö et al. 2014), and crossing boundaries between different professional contexts (Akkerman and Bruining 2016). In the context of participating in a PLC, a perceived lack of alignment between participation in a PLC and working in a school can cause tensions. ...
... This could be interesting for gain more insight into the intra-personal tensions. Illeris (2009) refers to this type of tensions as intra-psychological tensions, often occurring when no external factors contribute to the tension, for example self-doubts or concerns emerging from self-reflection which are highly influential in teacher participation. In our study, intrapersonal tensions are to a lesser extent observed than the work pressure tensions and shared learning tensions, which could have its clarification in our methodological approach. ...
This article explores which tensions teachers experience during one year of participation in a professional learning community (PLC). Tensions are more or less temporal negative feelings of stress, loss of self-efficacy or anxiety caused by conflicting personal features and workplace affordances. A qualitative study including two semi-structured interviews with 18 teachers participating for one year in a PLC revealed that 15 out of 18 teachers experience one or more tensions. More specifically, eight different tensions are identified, in which tensions concerning high work pressure and a lack of shared learning are most commonly reported. The results further indicate temporal, contextual and personal nature of tensions. It is concluded that tensions are often caused by negatively perceived learning cultures in schools.
... Η αυξημένη εμπειρία επιτρέπει πλέον την εκδήλωση μεγαλύτερης υπευθυνότητας όπως και την επίτευξη αποτελεσμάτων υψηλού επιπέδου. Τέλος, στο επίπεδο του ειδικού, εκδηλώνει ολιστική κατανόηση της γενικής φύσης και των επιμέρους πλευρών της εργασίας του, διαθέτει βαθιά σιωπηρή γνώση (tacit knowledge) που του επιτρέπει διαισθητικά να μπορεί να εξελίσσει την ίδια τη γνώση και την εμπειρία του υπερβαίνοντας υφιστάμενες ερμηνείες και πρακτικές 5 Για παράδειγμα, ιδιαίτερης σημασίας και αυξανόμενης επιρροής σύγχρονες προσεγγίσεις θα μπορούσαν να θεωρηθούν οι λεγόμενες «ολιστικές» θεωρίες απόκτησης γνώσεων και δεξιοτήτων (ή ικανοτήτων), όπου περιλαμβάνονται η προσέγγιση του Peter Jarvis (2009β) για τη μάθηση του «όλου εαυτού», η θεώρηση του Knud Illeris (2008Illeris ( , 2009aIlleris ( , 2009bIlleris ( , 2009c για την ανάπτυξη των ικανοτήτων (competence development), οι θεωρήσεις της κοινωνικής μάθησης (social learning) και της εγκαθιδρυμένης / τοποθετημένης μάθησης (situated learning) όπως αναπτύχθηκαν από την Jane Lave (2009) όταν αυτές δεν είναι αποδοτικές. Επίσης, διαθέτει την ικανότητα και τη δυνατότητα ολοκληρωμένου σχεδιασμού της εργασίας του και μπορεί με ευκολία να επιτυγχάνει υψηλού επιπέδου αποτελέσματα. ...
Η εργασία συνιστά, από την ίδια της τη φύση, τη χωροχρονική λειτουργία και τον ρόλο της στην κοινωνική ζωή, ένα πεδίο ανθρώπινης αλληλεπίδρασης που λειτουργεί ως πηγή εμπειριών οι οποίες επηρεάζουν εξελικτικά και μεταμορφωτικά το σώμα των γνώσεων, δεξιοτήτων και ικανοτήτων που κάθε άτομο διαθέτει και ενεργοποιεί κατά την άσκησή της. Το κείμενο εξετάζει τρεις θεωρίες που αναφέρονται στους τρόπους που συντελείται η απόκτηση δεξιοτήτων για τη μετάβαση από την κατάσταση του αρχάριου σε αυτήν του ειδικού: τη θεώρηση των S.E. Dreyfus & H.L. Dreyfus, την ανάλυση του Richard Sennett και την προσέγγιση των Chris Argyris και Donald Schön. Υπογραμμίζεται η σημασία της πρακτικής εργασιακής εμπειρίας και ειδικότερα της επίλυσης προβλημάτων ώστε να υπάρξει υποκειμενική πρόσληψη, εσωτερίκευση και εμπέδωση της θεωρητικής γνώσης. Παράλληλα όμως τονίζεται η κρισιμότητα της θεωρητικής, επιστημονικής γνώσης για την κατανόηση, τον έλεγχο και τη γενίκευση της πρακτικής εμπειρίας.
... Вона включає в себе компетентність в невизначених і непередбачуваних ситуаціях, які вимагають більших здібностей, ніж навички, набуті в тій чи іншій професійній області. Отже, компетентність може розглядатися як включення навичок, знань, установок, моделей особистісних компетенцій і того, як вони спільно працюють для досягнення результатів [12]. ...
Інновації стають критично важливими для країн, організацій і окремих осіб у складних ситуаціях у всьому світі. Лідери, відповідальні за інновації в науці, повинні бути компетентні в їх впровадженні. Проте багато з них визнають свою невпевненість в тому, що їх практика буде успішною. Компетентності для лідерства в області інновацій можуть відрізнятися від тих, які використовувалися раніше. Попередні дослідження лідерських компетентностей в сфері інновацій носять обмежений і фрагментований характер. У той час як внесок у сукупність знань зростає, акцент робиться на одній дисципліні або орієнтується на конкретні елементи, а не на всеосяжний, системний огляд основних професійних якостей, необхідних для досягнення успіху. У даній статті пропонується профіль компетентностей для лідерів в області інновацій, отриманий в результаті досліджень в науково-дослідному центрі, що входить до системи Міністерства оборони України. Профіль включає в себе компетентності, які лідери-респонденти зазначили як “критичні”. Для дослідження було сформовано перелік лідерських якостей з багатьох джерел, включаючи авторів бестселерів, доступних програм розвитку лідерства, спостереження авторів і респондентів. Респонденти вказували на сприйняту ними значимість компетентностей в дослідницькій роботі лідерів в області інновацій.
... Various other authors have proposed similar conceptualizations, but they all circle around the notion of being capable to perform (Klink, Boon & Schlusmans, 2009) and dealing with future and unforeseen situations (Illeris, 2009). ...
... It includes being competent in uncertain and unpredictable situations that require more than the skills mastered in a professional area. Competencies can thus be seen as inclusion of skills, knowledge and attitudes, including the patterns of personal competencies and the way they work together for achievement [68]. The literature on how leadership competencies should be derived appears to be inconclusive. ...
Innovation has become critical for nations, organizations and individuals in an increasingly complex and challenging world. Leaders responsible for innovation need to be competent in making innovation happen, yet many acknowledge that they are not sure that their practices would yield success. The competencies for innovation leadership may differ from those used before to craft and achieve business goals. Research on innovation leadership competencies appears to be limited and fragmented with little evidence of a cumulative and coherent body of knowledge emerging on the topic. While contributions to the body of knowledge are increasing, the emphasis appears to be discipline- or element-specific rather than a comprehensive or systemic review of the underpinning competencies required for success. This article proposes a competency profile for innovation leaders derived from research in a South African science-based research and innovation organization. This profile includes competencies identified in a core sample of leaders whose leadership resulted in the creation of new knowledge or inventions, and the adoption of these by intended recipients in commercial and non-commercial or public good applications. The research started with a list of leadership competencies from multiple sources, including best-selling authors, commercially available leadership development programs, researcher observations and respondent inputs. Respondents completed a questionnaire to indicate their perceived significance of the competencies in the performance of successful innovation leaders. The resulting profile proposes a framework which may become a validated model through further research. Stakeholders who may benefit from these insights, include innovation leaders themselves, those who appoint such leaders to drive innovation, and those who provide learning and development to such leaders.
A modified company innovation model was applied to assess innovation potential, capabilities, competencies and activities of GlaxoSmithKline (GSK), UK Sanofi, France and Bayer, Germany in Pharma and biotechnology sector under ever changing, demanding and uncertain economic, financial and social conditions. This report also proposes entrepreneurial opportunities for these companies.
Keywords:Bayer, Entrepreneurship, GSK, Innovation, Pharmaceuticals, Sanofi
The leading thought of the research at hand was the idea that bringing together situa-tional leadership theories with theories of adult education will result in a synergy effect. The final goal was to put up a science-based synergetic model for adult education and specifically for the teaching of statistics. To achieve this objective, the study underwent different stages. First, different theories both for situational leadership (including con-tingency models) and adult education were presented. From all adult educational mod-els, the study pursued primarily Knowles’ (1980, 2005) andragogy. The model consists of excellent measurable properties of adult education and was therefore very suitable for an empirical analysis. Thus, the research analysed andragogy by doing a validation study first and then tried to find contingent or situational patterns of andragogy. In or-der to collect the necessary data for this analysis, a questionnaire was designed that con-tained items about adult and self-directed learning. One hundred nineteen persons took part in the survey, and the corresponding data were then analysed. The results con-firmed the major postulates of Knowles’ principles on adult education. They also showed that the need for andragogy is not uniformly distributed. One major finding of the research was the clear support of the assumption that the cultural process of grow-ing up is lagging behind the biological coming of age. This observation could be con-firmed by a recent study on American adolescents (Twenge, Sherman, & Wells, 2016). This is a very significant conclusion because it shows that andragogical principles are not equally appropriate for all age groups. So age is certainly a contingent element. Oth-er important contingent elements were self-directed learning behaviour, self-concept, and affiliation to a specific group, like student, employed researcher, or doctoral fellow. Based on these distinctions, the second stage of the research could uncover four levels of learning maturity levels, each denominating a group with more or less need for adult educational principles. To complete the model, a teaching style was proposed for each level of maturity. The teaching styles were partly derived from the situational leadership model (SLT) from Hersey, Blanchard, and Johnson (2008). SLT, similar to Knowles’ (2005) andragogy, is a very structured model, and this helped define clear teaching styles in analogy to SLT. Though the teaching styles draw many of their attributes from SLT, they have at the same time a very distinct foundation in the theory of adult educa-tion, as well as didactic theories. The two components (maturity level and teaching styles) together allowed the putting up of a model for lecturers of statistics and general-ly for the teaching of adults. As the model is built on different stages of maturity of andragogy, we call this model the Staged Andragogical Model (SAM). Within the framework of SAM, lecturers can find guidelines for teaching adults. Additionally SAM helps to identify different stages (or groups) of adult learners, which eases the control over the normally heterogeneous adult learning groups. Thus, SAM is an ap-plied model and has the potential of offering the adult educator a practical teaching tool.
Trends in online education stand to have profound impacts on
employment, culture, communication and class around the world. The rapid
global expansion in online education resources will make learning
opportunities more abundant, cheaper and more accessible. Increased value
placed on lifelong learning and the recognition of non-formal and informal
learning will change the nature of recruitment, and equalise employment
opportunities in a number of ways (Trend report, 2013). Nowadays, the
topic of massive open online courses (MOOCs) is widely discussed
innovation in higher education offered the world. The promise of MOOCs
is that they will provide free to access, cutting edge courses that could
drive down the cost of university-level education and potentially disrupt
the existing models of higher education (Yuan & Powell, 2013).
This article presents the theoretical aspect of the development of
MOOCs and its’ practical use in Latvia (a case of University of Latvia
(UL) Open Minded MOOCs) in context of the opportunities and
challenges that this could lead to Latvian universities.
Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories.
Purpose
– The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate.
Design/methodology/approach
– A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work requirements. Level of mastery of role-relevant knowledge, skills and attitudes (KSAs) was measured on three occasions (once before and twice after occurrence of work practice), with 126 participants. Associations have been tested between this learning and level of education, previous experience, use of learning strategies at work, population size of municipalities and participatory public planning.
Findings
– Findings suggest that the municipal officers showed learning of KSAs but no change in their attitude toward public administration. This learning has been positively associated to size of the municipalities, previous professional experience and learning strategies, especially regarding the cognitive strategy “intrinsic and extrinsic reflection”. A possible positive effect of the use of participatory planning on this learning could have been detected if measures were taken after 11 months.
Research limitations/implications
– The generalization of findings is limited, as data are restricted to the southern and southeastern regions of Brazil, in municipalities in which mayors belong to a given political party.
Practical implications
– The study brought useful information that may contribute to provide some clues, to municipal officers and their parties, on how to accelerate the required learning that should take place right after election.
Social implications
– The practical implications may be cautiously used in organizations in general.
Originality/value
– The feasibility of a longitudinal design to measure work-related learning was shown. Options for more comprehensive studies that may better define the phenomenon of workplace learning and identify its relationships with other variables have been demonstrated.
The aim of this article is to describe what is significant for youth learning in late modern society, as seen in relation to learning in childhood and in adulthood.It starts by outlining a modern understanding and theory of learning as comprising a cognitive, an emotional and a social/societal dimension. On this basis it is pointed out that what especially characterizes learning in youth is that it is always connected to and marked by the process of identity development. However, the concept of identity has also undergone profound changes in late modernity. Therefore the article concludes by suggesting the term ‘self-orientation’ as the central concept of contemporary youth learning processes.
This book first took shape in my mind as little more than a study of occupational shifts in the United States. I was interested in the structure of the working class, and the manner in which it had changed. That portion of the population employed in manufacturing and associated industries—the so-called industrial working class—had apparently been shrinking for some time, if not in absolute numbers at any rate in relative terms. Since the details of this process, especially its historical turning points and the shape of the new employment that was taking the place of the old, were not clear to me, I undertook to find out more about them. And since, as I soon discovered, these things had not yet been clarified in any comprehensive fashion, I decided that there was a need for a more substantial historical description and analysis of the process of occupational change than had yet been presented in print. This article can also be found at the Monthly Review website, where most recent articles are published in full.
Click here to purchase a PDF version of this article at the Monthly Review website.
The aim of this article is to develop a holistic model that shows the basic elements of workplace learning and their mutual connections. This is done by adjusting and combining two models that have already been worked out formerly by members of the consortium: a model dealing with the workplace as a learning space, and a general model of the learning process. The most important features of the new model are its distinction between the social and the individual levels of learning, and its pointing to the overlap between the working practice of the organisation and the work identities of the employees as the central area for important workplace learning. Concludes by discussing the purposes to which this model can be put.
This book, which is designed for human resource practitioners and students in courses on professional development and adult and vocational learning, examines strategies for effective practice in workplace learning. The introduction discusses interest in and ambivalence toward workplace learning and key premises of workplace learning. The following are among the specific topics discussed in the book's six chapters: (1) working and learning (conceptual bases of workplace learning; workplace and individual influences on learning); (2) expertise at work (understanding performance at work, the cognitive view of the knowledge underpinning performance; the cognitive view of expertise; situating expertise in workplaces); (3) learning vocational expertise at work (workplace activities and guidance); (4) a workplace curriculum model (developing and legitimating the workplace curriculum); (5) guided learning at work (guided learning in the workplace, in practice, and for transfer); and (6) organizing and managing workplace learning (support for guided learning in the workplace; encouraging participation; selecting and preparing guides; preparing workers/learners, external assistance). The following items are appended: questions to identify the pathway from peripheral to full participation; a form to determine which employees are performing specific tasks; and a form to identify learning pathways and difficult-to-learn tasks. (Contains 12 tables/figures and 173 references.) (MN)
In spite of a widespread belief in the importance of integrating learning and work, little is known about the conditions that promote such an integration. In order to both clarify the concept of learning and see how to integrate learning and work, this article distinguishes between two major modes of learning: adaptive and developmental learning, which the author breaks down into four levels. Using these conceptualizations as a starting point, the article focuses on identifying and analyzing a number of factors that are assumed to be critical for facilitating or constraining an integration of learning and work.
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