1 Theories of Work , Place and Learning : New Directions

INTRODUCTION This section of the SAGE Handbook of Workplace Learning presents a set of eleven chapters which address a wide range of theoretical positions, models, theories and their implications for the field under consideration in the Handbook. The influences of psychological theories, sociological , situated, and postmodern thinking on the possible theories of how people learn and respond in and through workplace activity is dealt with in detail. There is a range of frameworks and positions adopted by the set of authors who show a variety of international backgrounds and orientations. Initially, Malloch and Cairns explore new ideas and directions for the concept of Workplace Learning arguing for a broader conceptualisation in this, the beginning of a new century. Work is defined as more than employment for remuneration , and the considerations of place as more than a physical location for learning and work open a set of possibilities for much broader concerns and issues to be examined. A set of future prospects is also considered as a way to look forward to what might be pressing challenges for work, place and learning in the twenty-first century. Hager, in Chapter 2, provides an historical overview of major theories relevant to workplace learning in order to take the reader to the present and future. The discus sion covers the many views of workplace learning theories and their underlying philosophical positions to show how theories of workplace learning have evolved and emerged to their significant place in current research and practice across the field. Illeris offers a chapter that examines changes and development in learning and workplace learning and he presents a model of workplace learning and 'working life as a space for learning'. Illeris sees workplace learning as a matter of what takes place in the interaction of the learner's work identity with workplace practices. A key focus for Illeris in this chapter is on learning as competence development, which he elaborates and positions as a central idea. Fuller and Unwin take on the aspect of organisations and their place in a consideration of workplace learning. In this chapter they discuss, amongst other aspects, the various forms of work organisations (including high performance work and management of high performance organisations). The chapter also offers a detailed discussion of the workplace as a site for learning and presents an interesting exemplar of the 'expansive' and 'restrictive' ends of their earlier developed idea …

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