Learning at Work: Worlds Within Worlds Professor Lorna Unwin Institute of Education University of London

The workplace as a site for learning Learning in the workplace arises from everyday workplace activity plus specific need (e.g. technological change) Learning can be deliberate, unplanned, individual or collaborative, incidental, productive, subversive Workplace context shapes the learning environment

Workplace Context Competitive product markets - target and cost driven Government/sector Regulation Dynamic climate - change/flexibility Short-term business goals may conflict with long-term workforce development

Employer Diversity Employers vary as much as learners in terms of motivation, aspiration and values Some employers have limited managerial/business expertise Organisation of work (levels of discretion, involvement in decision-making) has major impact on opportunities for learning

Employer Apathy/Realism? If you don’t like my peaches, don’t shake my tree. (Kansas City Blues)

Van Driver’s Story devise efficient route for day choose product line to suit each ‘drop’ negotiate prices arrange product on shelf waste control find new customers maintain existing customer loyal Calculate, record and collect money feedback field intelligence to directors

Expansive Environments Learning key to success and sustainability – embedded process Dual Worker-Learner Identity Shared pride in organisational output Older workers pass on skills, knowledge and tacit understanding

Restrictive Environments Learning regarded as ‘events’ – separate to everyday workplace activity Fast journey from learner to productive worker for trainees/apprentices Workers restricted to limited job roles – minimal boundary crossing Knowledge management confined to elite few

Role of Managers Key to maintenance and sustainability of learning environment Understanding their drivers and pressures Feedback key motivator for employees Forms of managerial support need building into model of learning- mentors, coaches, appraisers/reviewers

Points for Discussion Employers need help to create more effective learning environments Greater emphasis must be placed on the relationship between learning and the way work is organised Need for policies that take a more holistic view of skills development – greater connection between enhancing individuals ’ skills and the quality of the contexts in which they will develop and apply them

For more information ‘Learning as Work: Teaching and Learning Processes in the Contemporary Work Organisation’ is an ESRC funded project ( ) directed by Alan Felstead, Lorna Unwin, Alison Fuller and Nick Jewson