Situated Learning Analysis of an Army Headquarters
Situated Learning Analysis of an Army Headquarters
By Peter Jones
Introduction
Many commentators now argue that workplace learning has become increasingly crucial to the on-going success of an organisation responding to external rapid change (Coetzer 2006, p. 1). However, workplace learning is not in the current vernacular of the Australian Army. In theory, adult learning, normally as expressed by the Army in terms of training, is generally seen as a deliberate, structured, and formal process through which individuals and groups acquire the skills, knowledge, and attitudes, necessary for individuals, small and large groups to carry-out their functions. However, in practice the learning environment within the Army is somewhat different. Not surprisingly, like their civilian counterparts, Army men and women acquire much of their professional understanding while in their normal place of work: in offices, workshops, the field training, on operational deployments and other workplaces. Whether the Army acknowledges it or not, workplace learning is becoming an increasingly more desirable and necessary component of learning and education in the 21st Century.
A number of approaches to creating a taxonomy of forms of learning and knowledge have emerged within the discipline of androgogy. This paper will focus on following forms of work-place learning: experiential learning; collaborative inquiry, and work-based improvement initiative. Each of these approaches are used increasingly within the Army; but; as yet are under-utilised. These forms of learning will be discussed; through using the experiences of the writer; and in each case the forms of knowledge as outcomes of these forms of workplace learning will be identified. The situations in which the learning occurs will be examined to highlight positive and negative aspects from a human resource development (HRD) perspective and more detailed comments on HRD issues will be discussed later in the paper. Outcomes
By Peter Jones
Introduction
Many commentators now argue that workplace learning has become increasingly crucial to the on-going success of an organisation responding to external rapid change (Coetzer 2006, p. 1). However, workplace learning is not in the current vernacular of the Australian Army. In theory, adult learning, normally as expressed by the Army in terms of training, is generally seen as a deliberate, structured, and formal process through which individuals and groups acquire the skills, knowledge, and attitudes, necessary for individuals, small and large groups to carry-out their functions. However, in practice the learning environment within the Army is somewhat different. Not surprisingly, like their civilian counterparts, Army men and women acquire much of their professional understanding while in their normal place of work: in offices, workshops, the field training, on operational deployments and other workplaces. Whether the Army acknowledges it or not, workplace learning is becoming an increasingly more desirable and necessary component of learning and education in the 21st Century.
A number of approaches to creating a taxonomy of forms of learning and knowledge have emerged within the discipline of androgogy. This paper will focus on following forms of work-place learning: experiential learning; collaborative inquiry, and work-based improvement initiative. Each of these approaches are used increasingly within the Army; but; as yet are under-utilised. These forms of learning will be discussed; through using the experiences of the writer; and in each case the forms of knowledge as outcomes of these forms of workplace learning will be identified. The situations in which the learning occurs will be examined to highlight positive and negative aspects from a human resource development (HRD) perspective and more detailed comments on HRD issues will be discussed later in the paper. Outcomes
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