European Perspectives on Learning at Work: The Acquisition of Work Process Knowledge

Citation

by Martin Fischer, E. (2006), "European Perspectives on Learning at Work: The Acquisition of Work Process Knowledge", Development and Learning in Organizations, Vol. 20 No. 1. https://doi.org/10.1108/dlo.2006.08120aae.002

European Perspectives on Learning at Work: The Acquisition of Work Process Knowledge

European Perspectives on Learning at Work: The Acquisition of Work Process Knowledge

Edited by Martin Fischer, Nicholas Boreham, Barry Nyhan,Cedefop, 2004, €25, ISBN 9289602732

Work process knowledge provides a framework for understanding the complex knowledge that employees need in modern organizations because of the introduction of new technology and more flexible ways of working. The concept of work process knowledge helps to resolve contradictions between theory and practice and provides a framework for forging partnerships between education and training institutions concerned with formal learning, and companies focusing on work-based learning.

European Perspectives on Learning at Work: The Acquisition of Work Process Knowledge draws together the writings of experts from the fields of learning theory, knowledge development, education and training, who have either worked on developing the concept of work process knowledge or have drawn inspiration from it. The book contains contributions from research institutes in Austria, Belgium, Germany, Finland, France, Italy, Spain, Switzerland and Britain.

The acquisition of work process knowledge means negotiating new relationships with one’s colleagues in a transformed working context. Interfaces between workers are emphasized as much as the content of individual jobs. When computers change the industrial workplace, they do more than alter the job descriptions of individual employees who supervise the computerized processes. They also bring about a general reframing of collective practice, including changes in the patterns of communication between different groups of employees.

While it is increasingly recognized that the knowledge the workforce possesses drives industrial activity, there is a gap in our understanding of the relationship between academic and practical knowledge. The book examines ways of teaching and learning theoretical knowledge that can have a greater impact on professional practice. Among the questions considered are:

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  Who is the learning subject of work process knowledge? Is it the individual, the “community of practice” or the organization?

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  What is meant by the tacit dimension of work process knowledge? Can it be communicated, or is it embedded in non-codifiable experience?

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  What are the most appropriate environments for teaching and learning work process knowledge? How can curricula for work process knowledge be designed?

The book relates the results of empirical studies and examines the implications of work process knowledge for European vocational education and training policy. The text targets researchers, lecturers, teachers and instructors, curriculum designers, students, policy makers and managers who wish to understand the nature of learning in modern organizations.

This review was published in Education + Training, Volume 47 Number 6, 2005