"… you can’t stop learning because things are changing all the time and workplaces are always looking for more efficient ways for workers to be productive. Remember, any enterprise’s main business is not learning, but to be productive.”
Professor Sarojni Choy
How do people learn in the workplace?
Broadly speaking, there are two ways. People can learn independently or, because they are part of a community in a workplace, they can learn with others.
Can you take me through some of the ways an individual might learn independently in the workplace?
They can learn through their daily work practices. They work on tasks by themselves, they apply knowledge and skills, and as they practice those tasks they become more competent. As this happens they move from a conscious state to an unconscious state, so the task and procedures become automated. Once they reach that stage they also gain speed, because they are not thinking about each step of the procedure, they just do it.
Does this happen subconsciously?
Yes, but such automation develops over time. What it means is that tasks become routine, and don’t need to be checked. But when new workers enter a workplace they often need to learn new things or new ways of performing tasks. They may need guidance and initially, somebody to oversee their tasks. New workers have to learn new processes first to gain that level of expertise and then move from a conscious to an unconscious state. And once they do that it becomes an automated and routine task in the workplace that they can continue with without having someone to check.
Does a worker always need guidance to develop competency?
Not always. Another way an individual learns independently is by questioning. This is something that needs to be initiated by the individual themselves. Perhaps new problems arise during the course of their work, something they haven’t experienced before. A worker might ask questions like - Am I following the correct procedures? How do I solve this problem? So then they can try and solve the problem as a group, , or maybe with more experienced workers. It’s only the individual who knows what he or she doesn’t know. Sometimes questioning can also help a worker access the kind of knowledge that is opaque, knowledge that is not visible, or spoken about. This kind of knowledge is labelled tacit knowledge. So by questioning, the individual can unpack this type of knowledge and sometimes by questioning they are also checking to re-confirm that they are doing things the right way.
Can a worker learn by just observing and listening?
Yes. A worker might sit in a meeting and listen just to understand how conversations take place and how decisions are made. Other times they can be listening over their shoulder. You know, listening to a side conversation, learning from others talking about something. A lot of listening takes place around coffee machines and in meeting rooms. Tea breaks, morning breaks and lunch breaks all provide rich opportunities to learn from others by listening to conversations. Observing too. Observing others provides another kind of learning. You can see how others are performing tasks.
What are ways people learn with others?
So, within a workplace you’ve got your co-workers working at your level on similar kind of tasks. You’ve also got supervisors as identified guides, and in certain workplaces there’s a very deliberate process for learning. For example, in nursing there are handovers. When a nurse finishes a shift he or she does a hand over, detailing the care of patients to the next nurse on duty. This is a very rich opportunity for learning from others.
Also, doing group work or group projects or working with inter-professional teams can contribute to learning. So for instance, here within the School of Education and Professional Studies at Griffith University, academics from early childhood can collaborate with academics from drama to develop strategies on how drama can be used as a pedagogy for early childhood education.
People can also learn by mimesis. Mimesis is like mimicking but there is also an element of deep thinking that takes place. It’s not just monkey see monkey do. So the more experienced supervisors, mentors or coaches will provide guidance and that guidance can be structured or unstructured. It may involve coaching, giving workers half-completed examples of work so that the person tries to demonstrate that they understand and then the supervisor or coach slowly fades support as the individual develops competence.
A supervisor can also provide feedback and correct mistakes or listen to particular issues or concerns that arise and provide workers with guidance and advice. Giving workers opportunities to take on higher level work helps build confidence and develops their capacity to contribute.
Why is it important that we recognise and understand the different ways people learn in the workplace?
To optimise or maximise the opportunities for learning. There are constant changes in the nature of work so workers have to learn to remain efficient and productive. Any enterprises’ main business is not learning, but to be productive. However, every workplace offers opportunities to learn.
So whether one talks about a product outcome or a service outcome, workers often don’t have time to leave work and go to a university or a college to acquire skills. Every minute away from work incurs a cost. Workplaces that provide authentic opportunities for learning on site enable their workers, and therefore their business, to be more productive.
There’s a sense of self-worth that comes with learning something new, isn’t there?
Yes. And also when individuals know how to learn in the workplace, how to access resources, know when and how to ask questions, how to observe, and how to conduct themselves to maximise learning, they exercise agency.
I want to think about how I learn in the workplace, what’s my first step?
Identify what is it that you want to learn. What are the areas or what are the competencies that you wish to develop and then look at the resources that are available in your organisation. Then, identify circumstances at work that offer opportunities to learn, and identify who are the credible people who you can go and ask questions or seek guidance from. That would be a good start.
Professor Sarojni Choy
Sarojni's research expertise is grounded in the fields of adult and youth learning, and vocational education and training. Her research interests are mainly in improving learning in the workplace through employment based training and continuing professional education and training, and developing novice researchers.