Talking up learning at work: Cautionary tales in co-opting everyday learning

Boud, D; Rooney, D; Solomon, N

Talking up learning at work: Cautionary tales in co-opting everyday learning

Boud, D

Rooney, D

Solomon, N

Permalink

Publication Type:: Journal Article
Citation:: International Journal of Lifelong Education, 2009, 28 (3), pp. 323 - 334
Issue Date:: 2009-05-01

Closed Access

	Filename	Description	Size
	2007003834OK.pdf		163.56 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.contributor.author	Solomon, N https://orcid.org/0000-0001-7223-0428	en_US
dc.date.issued	2009-05-01	en_US
dc.identifier.citation	International Journal of Lifelong Education, 2009, 28 (3), pp. 323 - 334	en_US
dc.identifier.issn	0260-1370	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31770
dc.identifier.uri	http://hdl.handle.net/10453/9905
dc.description.abstract	Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It draws on interviews with managers and workers in a public sector organisation to examine their experience of these practices. The paper raises questions about whether interventions in the name of fostering informal learning may well be hindering what they seek to promote.	en_US
dc.relation.ispartof	International Journal of Lifelong Education	en_US
dc.relation.isbasedon	10.1080/02601370902799077	en_US
dc.subject.classification	Education	en_US
dc.title	Talking up learning at work: Cautionary tales in co-opting everyday learning	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	28	en_US
utslib.for	1301 Education Systems	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/FASS Faculty Administration
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	28	en_US

Abstract:

Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It draws on interviews with managers and workers in a public sector organisation to examine their experience of these practices. The paper raises questions about whether interventions in the name of fostering informal learning may well be hindering what they seek to promote.

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

http://hdl.handle.net/10453/9905