Inter-organisational Expansive Learning at Work

Abstract In rapidly changing work environments, individuals need a willingness and ability to learn new skills and knowledge to contribute to their organization's goals and their own employability. As the baby-boomer generation begins to exit the workplace, organizations need to pay attention to developing the capability of younger, novice workers who will increasingly comprise the core workforce of the future. The present study, grounded in social cognitive theory, develops and examines a model of learning and development for younger workers. In total, 1,732 employees in New Zealand aged 16–24 years completed a survey relating to their perceptions, beliefs, and intentions regarding learning and development. The results from structural equation modeling show that individual and work-environment factors both influence younger workers' developmental intentions but affect this through different pathways. The study contributes to a better understanding of the development process for younger workers and offers implications for management based on these findings.

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The dialectics of authoring expansive learning: tracing the long tail of a Change Laboratory

Journal of Workplace Learning ◽

10.1108/jwl-01-2016-0003 ◽

2016 ◽

Vol 28 (4) ◽

pp. 245-262 ◽

Cited By ~ 11

Author(s):

Annalisa Sannino ◽

Yrjö Engeström ◽

Johanna Lahikainen

Keyword(s):

Large Scale ◽

Scale Transformation ◽

Dialectical Tensions ◽

Content Type ◽

Organization Model ◽

Expansive Learning ◽

Conceptual Argument ◽

University Library ◽

Dialectical Process ◽

Cultural Historical Activity

Purpose The paper aims to examine organizational authoring understood as a longitudinal, material and dialectical process of transformation efforts. The following questions are asked: To which extent can a Change Laboratory intervention help practitioners author their own learning? Are the authored outcomes of a Change Laboratory intervention futile if a workplace subsequently undergoes large-scale organizational transformations? Does the expansive learning authored in a Change Laboratory intervention survive large-scale organizational transformations, and if so, why does it survive and how? Design/methodology/approach The paper develops a conceptual argument based on cultural–historical activity theory. The conceptual argument is grounded in the examination of a case of eight years of change efforts in a university library, including a Change Laboratory (CL) intervention. Follow-up interview data are used to discuss and illuminate our argument in relation to the three research questions. Findings The idea of knotworking constructed in the CL process became a “germ cell” that generates novel solutions in the library activity. A large-scale transformation from the local organization model developed in the CL process to the organization model of the entire university library was not experienced as a loss. The dialectical tension between the local and global models became a source of movement driven by the emerging expansive object. Practitioners are modeling their own collective future competences, expanding them both in socio-spatial scope and interactive depth. Originality/value The article offers an expanded view of authorship, calling attention to material changes and practical change actions. The dialectical tensions identified serve as heuristic guidelines for future studies and interventions.

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