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Learning in interactive work situations: It takes two to tango; why not invite both partners to dance?
Author(s) -
Koopmans Hanneke,
Doornbos Anja J.,
Eekelen Ilse M. van
Publication year - 2006
Publication title -
human resource development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.756
H-Index - 65
eISSN - 1532-1096
pISSN - 1044-8004
DOI - 10.1002/hrdq.1166
Subject(s) - typology , dance , psychology , perspective (graphical) , reciprocal , quality (philosophy) , work (physics) , social psychology , process (computing) , pedagogy , applied psychology , sociology , engineering , computer science , mechanical engineering , linguistics , philosophy , literature , epistemology , artificial intelligence , anthropology , operating system , art
Learning that arises from interactions at work is the focus of this study. More specifically, the concrete activities of adult learners and their interaction partners were of interest because such learning activities largely determine the quality of learning outcomes. The results of the study are summarized in the form of a typology of interactive learning behaviors for adult learners (that is, workers) and their interaction partners at work. The similarities and differences among three occupational groups— teachers, financial service professionals, and police officers groups—were examined, and explanations were sought based on the nature of work and power. The results can help adult learners and their interaction partners enter into a more equal, dyadic, and reciprocal learning process and thereby contribute to a critical human resource development perspective.