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Continuity, change and conflict: the role of learning and knowing in different productive systems

Record type: Monograph (Working Paper)

This paper explores the relationship between the way work is organised, the organisational context, and learning in the workplace. It develops, in part, from earlier work where we argued that organisations differ in the way they create and manage themselves as learning environments, with some conceptualised as ‘expansive’ in the sense that their employees
experience diverse forms of participation and, hence, are more likely to foster learning at work (see Fuller and Unwin, 2004). The paper argues that contemporary workplaces give rise to many different forms of learning, some of which is utilised to the benefit of the organisation and employees (though not, necessarily, in a reciprocal manner), but much of which is buried within everyday workplace activity. By studying the way
in which work is organised (including the organisation of physical and virtual spaces), it is possible to expose some of this learning activity as well as examples of the creation of new (or refined) knowledge. Part of this process involves the breaking down of conceptual hierarchies that presuppose that learning is restricted to certain types of employee and/or parts of an organisation. This paper builds on the work of other
researchers who highlight the importance of the context (see, inter alia, Nonaka et al, 2005; Boreham and Morgan, 2004; Unwin et al 2005). It also draws on the work of Engeström (see, inter alia, 2001), who has highlighted the way new knowledge is created through employee interaction when problem solving and, hence, has paid attention to the important question of the quality of learning in the workplace. In addition, it builds on Wilkinson’s (2002) conceptualisation of the way organisations
construct, manage and respond to social relations of production that operate at a variety of levels in ‘productive systems’. The paper uses evidence from the ‘learning as work’ project, which is based in public and private sector organisations in the UK.

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Citation

Fuller, Alison, Unwin, Lorna, Bishop, Dan, Felstead, Alan, Jewson, Nick, Kakavelakis, Konstantinos and Lee, Tracey (2006) Continuity, change and conflict: the role of learning and knowing in different productive systems , Cardiff, Wales Cardiff School of Social Sciences 28pp. (Learning as Work Research Paper, 7).

More information

Published date: July 2006

Identifiers

Local EPrints ID: 63854
URI: http://eprints.soton.ac.uk/id/eprint/63854
PURE UUID: 6f805b80-49e3-4019-a173-27ccd5b7cf88

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Date deposited: 11 Nov 2008
Last modified: 17 Jul 2017 14:15

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Contributors

Author: Alison Fuller
Author: Lorna Unwin
Author: Dan Bishop
Author: Alan Felstead
Author: Nick Jewson
Author: Konstantinos Kakavelakis
Author: Tracey Lee

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