Learning in-between, across and beyond workplace boundaries

Johnsson, MC; Boud, D; Solomon, N

Learning in-between, across and beyond workplace boundaries

Johnsson, MC Boud, D

Solomon, N

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Publication Type:: Journal Article
Citation:: International Journal of Human Resources Development and Management, 2012, 12 (1-2), pp. 61 - 76
Issue Date:: 2012-02-27

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Field	Value	Language
dc.contributor.author	Johnsson, MC	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Solomon, N https://orcid.org/0000-0001-7223-0428	en_US
dc.date.issued	2012-02-27	en_US
dc.identifier.citation	International Journal of Human Resources Development and Management, 2012, 12 (1-2), pp. 61 - 76	en_US
dc.identifier.issn	1465-6612	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18875
dc.identifier.uri	http://hdl.handle.net/10453/30660
dc.description.abstract	In 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.	en_US
dc.relation	http://purl.org/au-research/grants/arc/DP0666815
dc.relation.ispartof	International Journal of Human Resources Development and Management	en_US
dc.relation.isbasedon	10.1504/IJHRDM.2012.044200	en_US
dc.subject.classification	Business & Management	en_US
dc.title	Learning in-between, across and beyond workplace boundaries	en_US
dc.type	Journal Article
utslib.citation.volume	1-2	en_US
utslib.citation.volume	12	en_US
utslib.for	130108 Technical, Further and Workplace Education	en_US
utslib.for	150305 Human Resources Management	en_US
utslib.for	1503 Business and Management	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	1-2	en_US
pubs.publication-status	Published	en_US
pubs.volume	12	en_US

Abstract:

In 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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/18875