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Learning at Transition for Novice and Experienced Staff

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A presentation I gave at the LLAKES 2012 conference at the Institute of Education, University of London on October 18, 2012.

A presentation I gave at the LLAKES 2012 conference at the Institute of Education, University of London on October 18, 2012.

Published in Education
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  • 1. Learning at transition for new and experienced staffAnoush Margaryan (with Colin Milligan and Allison Littlejohn) Caledonian Academy, Glasgow Caledonian University
  • 2. • Competences in defining and solving novel problems, for which no knowledge base exists• Interdisciplinarity• Understanding and using technology with focus on general principles rather than specifics• ‘Crew change’: capturing, sharing, reusing and transferring knowledge dynamically• Increased ‘time to competence’: need to bring new staff up to speed quickly• Project-based work: collaboration and teamwork, criss-crossing geographic, disciplinary and cultural boundaries
  • 3. RQ1. What are the learning experiences of novice and experienced staff undergoing transition? RQ2. What are the organisationalsocialisation experiences of novice and experienced staff?
  • 4. collective-individual formal-informal sequential-random fixed-variable serial-disjunctiveinvestiture-divestiture
  • 5. initial skills and knowledge task mastery expectations role clarity Role Adjustmentprior experience work group integration motivation
  • 6. Organisational socialisation tactics are less effective for more experienced workers
  • 7. Semi-structured interviews (n=29): novices (≤3 y)=8 experienced (≥11 y)=12 midcareer (4-10 y)=9Inductive analysis of emergent categories
  • 8. Experienced staff (n=12): „veterans‟ (no recent role change)=1„movers‟ (changed role within company)=8 „expert hires‟ (recruited externally)=3
  • 9. multidisciplinary project teamsjob rotation (every 4 years for experienced staff, more frequently for novices) young professional programme (courses, coaching and mentoring, job rotation, PDP, graduate network)
  • 10. “… you move around and you are able to define whatyou really want to do and what your gaps in areas ofdevelopment should be. So …after a year you shouldbe in a very good position to identify what you shouldbe doing from now on”. (N3).“The networking aspect is part of the whole [company]culture and it is also in my [performance review] tobuild different networks and engage with people. Ihave got a mentor and I have got involved in [mydiscipline‟s] Graduate Network.” (N1).
  • 11. “I had done [role] and done [role], I had done literally everykind of [role] … what I needed was to move into a differentarea, you get reinvigorated because you are learningsomething new” (E12).“I moved into [this part of the company] a couple of yearsago now. It was the first time I had ever worked in [this partof the company]. There is this assumption that because youhave been in [the company] you know everything you needto know about getting a network and getting connected.Well, moving from one [part of the company] to another …is equivalent in the external world to changing company[but] the whole onboarding process of getting youconnected and getting you a network just doesn’t happen”(E12).
  • 12. “I am trying to leverage my own knowledge andexperience regarding my [discipline] … because Ihave a large network [outside the company]. I am alsoa member of the board of [national professionalnetwork] and I share this knowledge …” (E8).“[in] my last role one of the things I did was networkacross the [domain] industry in the [my country]. I don‟tfeel that has been taken advantage of” (E10).
  • 13. “Because I have little experience of [this discipline]within [this company] … I would look for someone whohas more experience than me. I would call him for alunch and say „okay I have this negotiation and I amthinking about doing this kind of approach, what doyou think, … Then I weigh the approach I imaginedand the approach the coach tells to me about and … Imake a hybrid from the two experiences, mine and mycoach‟s.” (E9).
  • 14. Recognise that transition represents a periodof adjustment, and build in explicit activities (and time) for experienced newcomers to devote to managing this transition, transferring and refining their existing skills and practices to new contexts
  • 15. The domains of workplace learning and organisational socialisation exist in relativeisolation, but the practices being investigated overlap considerably.
  • 16. Saks, A.M., Uggerslev, K.A. and Fassina, N.E. (2007) Socialization tactics and newcomeradjustment: A meta-analytic review and test of a model. Journal of Vocational Behavior70, 413-446.Van Maanen, J. and Schein, E.H. (1979) Toward a theory of organizationalsocialization, Research in Organizational Behavior I, 209-264.Jones, G. R. (1986) Socialization tactics, self-efficacy, and newcomers‟ adjustments toorganizations. Academy of Management Journal 29, 262-279.Nicholson, N. (1984) A theory of work role transitions. Administrative Science Quarterly29, 172-191.Kammeyer-Mueller, J. and Wanberg, C.R. (2003) Unwrapping the organizational entryprocess: disentangling multiple antecedents and their pathways to adjustment. Journal ofApplied Psychology, 88 (5) 779-794.Bauer, T.N., Bodner, T., Erdogan, B., Truxillo, D.M. and Tucker, J.S. (2007) Newcomer adjustment duringorganizational socialization: a meta-analytic review of antecedents, outcomes, and methods. Journalof Applied Psychology, 92(3) 707-721 41-55.Cooper-Thomas, H., Anderson, N. and Cash, M. (2012) Investigating organizational socialization: afresh look at newcomer adjustment strategies. Personnel Review, 41(1) 41-55