Exploring a "Space" for Emergent Learning to Occur: Encouraging Creativity and Innovation in the Workplace

Autor/in	Armson, Genevieve
Titel	Exploring a "Space" for Emergent Learning to Occur: Encouraging Creativity and Innovation in the Workplace
Quelle	In: American Journal of Business Education, 2 (2009) 1, S.1-16 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Workplace Learning; Educational Environment; Creativity; Innovation; Private Sector; Administrator Attitudes; Administrator Role; Employee Attitudes; Organizational Climate; Organizational Culture; Organizational Theories; Qualitative Research; Phenomenology; Semi Structured Interviews; Constructivism (Learning); Educational Resources; Learning Processes; Educational Practices; Grounded Theory + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kreativität; Privater Sektor; Arbeitnehmerinteresse; Organisationsklima; Unternehmenskultur; Organisationstheorie; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsmittel; Learning process; Lernprozess; Bildungspraxis
Abstract	This research set out to explore perceptions about the concept of an emergent learning space within private organisations, as the current literature on learning does not adequately differentiate between organised learning and emergent learning. The research objectives explored the existence of, and perceived level of organisational encouragement and support for, emergent learning. Utilising a grounded research approach, the researcher was able to explore how organisations can and do provide a "space" for emergent learning to occur. In support of social constructionist learning theory, it has shown that this "space" for emergent learning is strongly influenced by three main factors: the existence of peer discussions, active two-way communications between managers and staff, and a "have a go" coaching style of management. Constructivist learning theory was supported by the findings that many managers and employees actively seek out opportunities for creativity and innovation, through their own initiative and motivation. Emergent learning is further positively influenced by the existence of and support for organised training programs in the workplace, and the particular company structure and availability of resources. At the edge of chaos, the space for emergent learning was supported by strong two-way communications between managers and staff; the "have a go" management coaching style; willing peer discussions; ready access to training programs; the company structure and its resources, and the individual's own initiative and motivation. Factors that discouraged the creation of a "space" for emergent learning to occur were shown to be a resistance to change and insufficient time. The significance of this research lies in two areas. Firstly, the research contributes to the literature on emergent learning in organisations, and provides definition of and support for this type of learning. Secondly, the research assists in the often-cited need for improvement of managerial skills within organisations, by providing managers with ways in which they can ensure their organisations thrive in the 21st century through the active encouragement and support for emergent learning in the workplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01