Context dependent learning: its value and impact for workplace education

Citation

Lynch, R. (2006), "Context dependent learning: its value and impact for workplace education", Development and Learning in Organizations, Vol. 20 No. 6. https://doi.org/10.1108/dlo.2006.08120fad.009

Context dependent learning: its value and impact for workplace education

Context dependent learning: its value and impact for workplace education

Lynch R., Leo S., Downing K.Education + Training, 2006, Vol. 48 No. 1, Start page: 15, No. of pages: 10

Purpose – to describe how a management development programme based on situated learning theory resulted in change for individuals, organizational culture and performance. Design/methodology/approach – quantitative and qualitative strategies were used to provide an evaluation of the impact of a management development programme in a group of companies. A questionnaire, focus groups and semi-structured interviews were used to collect data on three cohorts of supervisors and middle managers at different stages of the programme. A triangulated approach was adopted towards data analysis that illuminated a broad and deep change process. Findings – the case study illustrates how new understandings about learning in the workplace and in higher education points towards the need to take account of the context in which learners utilize their knowledge and skills. Positive cultural change was a significant benefit to the host organization from the training programme. It was apparent that training can move beyond individual development to bring about organizational gains. Research limitations/implications – future research might adopt a longitudinal design and facilitate a co-researcher approach using students’ learning logs of workplace experiences. Practical implications – situated approaches to learning in higher education and the workplace need to be developed further to enhance workplace performance. A proposal is made for “learning consultants” to move between the two environments and facilitate knowledge exchange and improve understanding of the variety of learning contexts in business and educational settings. Originality/value – a data-driven case study on the relationship between training, culture and organizational performance suggests that new approaches to learning require partnerships between the worlds of work and university that traverses theory, practice and personnel.ISSN: 0040-0912Reference: 35AF076

Keywords: Corporate image, Educational policy, Performance levels, Workplace learning