Becoming DragonBankers: Constructing practice through processes of socially situated learning

Abstract

Purpose

The purpose of this paper is to explore organizational induction as socially situated learning processes. It presents an empirical study of inductees going through an induction program in a medium sized bank and discusses their induction as a dual process of becoming a practitioner and constructing practice.

Design/methodology/approach

The research performed is qualitative: ethnographic methods including participant observation and interviews are used, and analysed through an interpretative methodology.

Findings

The paper suggests that the divide between the teaching curricula in the induction course and the learning curricula in real life banking contribute to the inductees' ability and desire to engage in the construction of customer service officer practice; the divide itself legitimizes differences in particularities of the practice, and enhances the inductees' ability to enact, accomplish, and construct practice actively.

Research limitations/implications

The paper suggests induction should be viewed as opportunities for organizational learning as much as the training of newcomers to adhere to organizational standards.

Originality/value

The paper presents a novel empirical case exploring socially situated learning. Looking at the confluence of authoring and performative acts allows us to expose the agentic dimension of practices; thus emphasising the construction involved in any practising.

Citation

Bjørkeng, K. and Clegg, S. (2010), "Becoming DragonBankers: Constructing practice through processes of socially situated learning", Society and Business Review, Vol. 5 No. 1, pp. 48-65. https://doi.org/10.1108/17465681011017255