Peer learning in construction work: virtuality and time in workplace learning

Abstract

Purpose

All workplace learning takes place under specific temporal conditions. In fact, one learns in order to be better equipped to deal with future challenges. At the same time, learning is always embedded in previous experiences. Thus, the notion of time needs to be theoretically integrated into organization and workplace learning. This paper seeks to investigate the temporal aspects of organization and workplace learning by discussing the notion of virtuality as examined by the French philosopher Henri Bergson.

Design/methodology/approach

A study of organization learning among construction workers is used as an empirical illustration of the virtual as a specific form of temporality inherent in all organization learning.

Findings

In construction work, learning takes place through practical engagements and through sharing know‐how and experiences with peers. In these interactions between peers, practical concerns are woven into a temporal texture integrating past, present and future. Learning thus draws on its virtuality in terms of binding temporality and practical undertakings together in a coherent, seamless framework.

Research limitations/implications

The paper seeks to bridge organization and workplace learning theory and temporality, here expressed in terms of theories of virtuality, and more specifically the philosophy of Henri Bergson. When examining workplace learning, temporality needs to be recognized, and therefore theories of virtuality are of relevance.

Originality/value

The paper provides a review of the writing on virtuality in Bergson's work, to date little exploited in the workplace learning literature, and offers an empirical illustration of the conceptual thinking.

Citation

Styhre, A. (2006), "Peer learning in construction work: virtuality and time in workplace learning", Journal of Workplace Learning, Vol. 18 No. 2, pp. 93-105. https://doi.org/10.1108/13665620610647809