Justification Based on Rational Training

This chapter produces a socio-cultural critique of the ‘rational training’ workplace e-learning scenario. In this workplace e-learning scenario, workplace e-learning for workplace adult education training is used to justify the workforce through standards, categories, and measures. The alienating effects that arise out of this rush towards technocentric rationalization of the workforce through workplace e-learning are also discussed. These are the unintended and paradoxically opposite outcomes to the effects actually anticipated. An exploratory case study problematizes the unquestioned acceptance of the technological artefacts of workplace e-learning within organizations as credible sources to provide a rationale to justify workforces within workplaces. This approach critiques the presumption of infallibility of the technological artefacts of workplace e-learning; considers the short-comings of the conceiving of workplace e-learning as ‘finished’; and, reveals the ‘underdetermined’ nature of workplace e-learning technological artefacts. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their sociocultural flaws and inferiorities; and, need to be justified by workplace e-learning, through standards, categories, and measures, to meet the expectations of the infallible and commodified workplace. A workplace e-learning that is deployed to justify the workforce, through standardization, categorization, and measurement, all result in a workforce being alienated from: (a) each other (worker-worker alienation); (b) their work (worker-work alienation); and, (c) their personal identities and sense of self (worker-identity alienation). Social rationalization is not the means to social justice in the workplace when it comes to workplace adult education and training, workplace e-learning, and the diverse and multicultural learning needs of a global cohort of adult learners.

Infallibility of Innovative Artefacts

This chapter discusses the cultural paradigm of ‘innovative artefacts’ in the workplace. This cultural paradigm is one of two proposed paradigms that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. Technological innovation and business process change dominate workplace transformations. At the same time, any discussion on the socio-cultural impacts of workplace e-learning must also take into account that workplace e-learning is arguably both a technological innovation and as well as a business administration process, all of which affect adult learning in the workplace. Critical theory problematizes these relations between technology and technological progress as well as workplace e-learning. The ‘presumption of neutrality’ is highlighted as it influences the shaping of workplace e-learning and its dubious, shifting, and reversible impacts on the workforce. A focused discourse analysis of the connotations and assumptions that have further shaped e-learning for the workplace over the past decade illustrate workplace e-learning’s changing emphases over the years, from administrational to associational to artefactual, today. The technological artefacts of workplace elearning now deserve closer scrutiny. The similarities and differences between ‘online learning and simulations’, ‘learning objects’, and ‘learning management systems’ are highlighted as each of these technological artefacts, more often than not, is taken as equivalent to and a substitute for learning. The ‘presumption of neutrality’ now also comes to fruition in the ‘infallibility paradox’ for workplace e-learning. For workplace e-learning, adherence to the belief in the infallibility of innovative artefacts leads to two workplace e-learning scenarios: (a) instrumental instruction (see Chapter 7); and, (b) rational training (see Chapter 8).

Redressing Socio-Cultural Insensitivity

This chapter concerns many of the challenges facing socio-cultural researchers of workplace e-learning when attempting a social critique of workplace elearning. These obstacles include finding a common ground to begin a socio-culturally based research and study of workplace e-learning as well as using an approach that authentically balances ‘distance’ and ‘education’ so that distance education does not become a ‘distant education’. The overwhelming emphasis on the technological artefacts of workplace e-learning are not having the expected impacts on workplace adult education and training to the degree so profoundly anticipated by so many. The research and study of workplace e-learning as a socio-culturally negotiated ‘idea’ may be one such way. To do this, notions of social theory, taxonomy, and the researcher, as they relate to the field of adult education, and for a global workforce of adult learners, now become necessary. The complexity of approaching the diverse field of adult education with respect to social theory is explained, as are some of the challenges of applying the socio-cultural sensitivity taxonomy by using adult education as a backdrop for understanding workplace e-learning. ‘Socio-cultural Sensitivity Taxonomy for Workplace E-learning’ is presented and comprises four basic elements: (a) a context (social change) and an impetus (social responsibility) for a socio-culturally based research and study of workplace e-learning; (b) two outcomes (normalization and universalization) of technological artefactual approaches to workplace e-learning research and study; (c) two dominant cultural paradigms (commodified knowledges and innovative artefact) shaping workplace e-learning historicity in organizations; and, (d) four workplace e-learning scenarios (instrumental instruction, rational training, dehumanizing ideologies, and social integration), that all present socio-cultural impacts for the workforce from socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Figure 1 and Figure 2, originally from the Preface, are re-presented here, more formally.

Operationalization from Dehumanizing Ideologies

This chapter raises a socio-cultural critique of the ‘dehumanizing ideologies’ workplace e-learning scenario. Dehumanizing ideologies operationalize the workforce in the workplace through strategic priorities, value chains, and business processes. The workplace e-learning scenario of dehumanizing ideologies precipitates around the instantiation of three concepts: information and communication technologies (ICTs), knowledge, and commodification. An exploratory case study looks at Human Capital Theory. The basic assumptions on economics, knowledge, and people which permeate and sustain this socio-economic view are questioned. These pursuits result in a dichotomous worker (when people are considered as capital and, as such, separable from their knowledges). Unquestioned, socio-cultural assumptions and consequences now facing and evaluating the workforce also become known as are the pedagogical outcomes of a workplace e-learning that is interpreted by human capital theory and its concomitant ideologies. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their sociocultural flaws and inferiorities; and, need to be operationalized by workplace e-learning, through strategic priorities, value chains, and business processes, to meet the expectations of the infallible and commodified workplace. The recurring confluence of commerce, technology, and government, all now become visible as they ideologically mould global, knowledgebased economic policies which in turn influence local knowledge management practices and apparatuses. Organizations that wish to participate in global, knowledge-based economies readily comply. Workplace e-learning now becomes another ideological instrument for the ideological pursuits of commodified knowledges from an operationalized and dehumanized subject within 21st century organizations.

Primacy of Commodified Knowledges

This chapter discusses the cultural paradigm of ‘commodified knowledges’ in the workplace. This cultural paradigm is the second of two paradigms discussed in this book that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. ‘The knowledge-based economy’ as a concept of the global age comes from the various schools of thought. Each of the theories forwarded by these schools of thought continues to influence knowledge-based economic policy today, whether in regards to information-based societies; knowledge products; knowledge workers; or, technological innovations. These are the global policies that afford commodified knowledges their priority in the (knowledge-based) workplace. Organizations specifically concerned with knowledge governance, now invest in practices better known as ‘knowledge management’. Organizational apparatuses such as strategic priorities, value chains, and business processes, all become appropriated towards the materialization and reification of knowledge as an economic commodity for the benefit of the workplace. ‘Business process reengineering’ continues to have impact on the workplace as both a mandate and method for knowledge management towards the commodification of knowledge in the workplace. Workplace e-learning for workplace adult education and training now becomes another means for commodified knowledges through continuously reengineered knowledge management apparatuses. For workplace e-learning, adherence to the belief in the primacy of commodified knowledges leads to two workplace e-learning scenarios: (a) dehumanizing ideologies (see Chapter 9); and, (b) social integration (see Chapter 10).

Decomposition by Instrumental Instruction

This chapter undertakes a socio-cultural critique of the ‘instrumental instruction’ workplace e-learning scenario. This scenario includes workplace e-leaning interventions that are designed to culturally decompose the workforce through abilities, beliefs, and behaviours. The goal is to use workplace e-learning to make workers more able to cope with periodic and on-going ICT innovation and business process change within organizations. An exploratory case study brings together the elements of process, technology, and culture. This provides a more holistic understanding of the experiences of the workforce and management when it comes to continuous ICT innovation, business process change, and a culture of instrumentalism. All this bears significant socio-cultural impacts on the workforce that come about through the workplace e-learning scenario of instrumental instruction. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their socio-cultural flaws and inferiorities; and, need to be decomposed by workplace e-learning, through abilities, beliefs and behaviours, to meet the expectations of the infallible and commodified workplace. Workplace e-learning is now increasingly relied upon by organizations to provide the instrumental instruction that brings about cultural change in the workforce in terms of cultural decomposition of the workforce. In the wider marketplace, technological innovation in the ICT sector, accompanied by business process change in organizations, continues to culturally influence workplace e-learning industry trends and strategies. Workplace e-learning industry trends and strategies also culturally shape workplace e-learning. Instrumental instruction from workplace e-learning thus signifies the instrumentalization of instruction for workers, by workplace e-learning through their abilities, beliefs and behaviours, to culturally decompose the workforce for a knowledge- based workplace.

Normative Learning for Normalized Work

This chapter discusses the socio-cultural implications of normative learning for normalized work. Normative learning for normalized work from workplace e-learning happens through informationalization of roles and skills as well as the convergence of rules and competencies, for a knowledge-based workplace. Workplace ‘form’ is relevant for workplace e-learning, both as a space for doing work and ultimately for undertaking workplace adult education and training. Workplace form designs have progressed in tandem with changes in society be they social, cultural, political, technological, or economic. In the early 21st century, as workplace form designs again advance to accommodate diverse, global workforces and information and communication technologies (ICTs), workplace e-learning too is impacted. The manifestation of workplace form into daily organizational life depends on particular types of values, capabilities, and organizational structures. What becomes clear is that each workplace form design (as a space for work and learning) may lead to the development of several organizational structures (as specific sites for work and learning). Each form of workplace design and organizational structure also comes with inherent value propositions that lead to the development of specific capabilities based around the fulfillment of key success factors. Workplace e-learning and workplace adult education and training are becoming progressively more normative as workplace forms and organizational structures evolve and change. This is happening more often and as a direct consequence of the convergence and informationalization of skills and competencies from organizational structural development and value propositions. All these hold certain ramifications for normative learning; normalized work; the global workforce doing the learning and the work; and, workplace e-learning.

Social Change and Social Responsibility

This chapter discusses social change as context and social responsibility as impetus for a socioculturally sensitive research and study of workplace e-learning. Current interventions of workplace elearning, when not accompanied by socio-cultural sensitivity, are destined to falter with respect to adequate workplace adult education and training for a global, diverse workforce. To describe transformation and change happening at work as ‘phenomena’ is an understatement. Workplace transformations and workforce changes are, quite literally, daily events. A dynamic and global workforce lives and works in the global age. Workers now participate in organizations comprising of people who are more experientially and demographically diverse. Consumer tastes and loyalties are incessantly transient. Organizations are also morphing with respect to technologies, processes, jobs, and accountabilities. Against this backdrop, the growing reliance on workplace e-learning as a complete solution based on the goals of cost savings and process efficiencies is increasingly problematic. The assumption of the ubiquity of the technological or financial artefacts of hardware and software, as sufficient to overcome diverse workforce learning needs fundamentally naive. The importance and necessity of broaching workplace e-learning as a socio-culturally negotiated idea, and not as just a technological or financial artefact, now becomes clearer. Social change does impact workplace transformations and workforce changes, which in turn directly influence workplace e-learning outcomes. Social responsibility now also becomes an ‘impetus’ for the socio-cultural sensitivity of workplace e-learning and the benefit of a global and diverse cohort of adult learners contending with workplace transformations, workforce changes, and social changes.

Homogenization through Social Integration

This chapter produces a socio-cultural critique of the ‘social integration’ workplace e-learning scenario to homogenize the workforce through organizational communications; workplace design and organizational development; recruitment, rewards, and retention; and, learning and knowledge management. Workplace e-learning for workplace adult education and training, as a result of the normalization of skills and competencies and the commodification of knowledges, becomes progressively more homogenized. This leads to an increasingly socially integrated workplace. The socio-cultural impacts are understood through the homogenization of the modes and media of workplace e-learning. An exploratory case study considers some of the socially integrationist repercussions of this homogenizing trend in workplace e-learning for workplace adult education and training. The modes of learning are becoming more homogenized through policies, value chains, and business processes. The media of learning are becoming more homogenized through workplace e-learning artefactual foci. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their socio-cultural flaws and inferiorities; and, need to be homogenized by workplace e-learning, through communications, design, recruitment, and learning, to meet the expectations of the infallible and commodified workplace. Social integration by workplace e-learning happens through the application of homogenizing modes and media towards organizational communications; workplace design and organizational development; recruitment and retention; and, learning and knowledge-building, to socially integrate the workforce for a knowledge-based workplace. Social integration, as an analytical metaphor for workplace e-learning, also reveals and exposes some of the unseen, conformist, and persuasive, outcomes that inexorably lead towards pedagogies of workforce alienation and contingency.

Universalized Workplace Education

This chapter looks at the socio-cultural implications of universalized education for workers. A universalized education for workers by workplace e-learning happens through hypermedia-centric, constructivist-based workplace e-learning that configures technologies, constructivism, and instructors, for a knowledge-based workplace. Workplace e-learning for workplace adult education and training has changed over the past decade with respect to the changes and complexities of the learning process. This is especially true given the growing prevalence of information and communication technologies (ICTs). Distance education in the tertiary sector is looked at to see what is revealed from workplace adult education and training encounters with workplace e-learning. This raises questions about workplace e-learning for a global workforce. Workplace e-learning epitomizes a constructivist practice in the workplace; heavily based on European and Western industrialized values; and, remains unconcerned with the culturally specialized adult learning needs and goals of a diverse, global, and multi-facetted, cohort of adult learners. Looking primarily at the constructivist turn in distance education, perspectives of epistemology, ontology, and pedagogy, are referenced that support this trend. The universalizing ramifications of this hypermedia- centred, constructivist trend in workplace e-learning for workplace adult education and training are concerning for a global and diverse cohort of adult learners, who will come to represent the workforce in the future. Technique is increasingly used as the omnibus answer for all learners’ needs and goals. ‘Technology’ increasingly replaces epistemology and ontology as the singular perspective for authentic learning. Some of the unseen, conformist, and persuasive effects of technology, constructivism, and instructors, are now problematized for a global workforce.