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Self-regulated learning and knowledge sharing in the workplace



Slides of a talk I gave on April 28, 2009 at Organisational Learning, Knowledge and Capabilities Conference in Amsterdam, Netherlands

Slides of a talk I gave on April 28, 2009 at Organisational Learning, Knowledge and Capabilities Conference in Amsterdam, Netherlands



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Self-regulated learning and knowledge sharing in the workplace Self-regulated learning and knowledge sharing in the workplace Presentation Transcript

  • self-regulated learning and knowledge sharing in the workplace Anoush Margaryan Lecturer in Learning Technology, Shell Research Fellow Caledonian Academy, Glasgow Caledonian University ,UK full paper This presentation is licensed under Creative Commons Attribution-Non-Commercial-Share Alike 3.0 Unported Licence
  • Caledonian Academy – Shell Learning action research partnership (2008/2009) Prof. Allison Littlejohn , Shell Senior Researcher, Director of Caledonian Academy and Chair in Learning Technology Dr. Colin Milligan , Shell and Caledonian Academy Research Fellow Dr. Sebastian Graeb-Koenneker, Global Deputy Head of Design & Development, Shell Learning Dr. Donna Hendrix, Knowledge Management Senior Analyst, Shell Learning
  • “ Now, we own the means of production--it's in our heads. It's what we know and can do. Do we really want to turn that over to the organization to decide? Or do we want to be the people who say `I'm going to take charge of my own learning. I'm going to be curious and pay attention to what's changing and where things are going and I'm going to pro-actively prepare myself for those things, regardless of whether or not the organization tells me I need to learn this.` We shouldn't be waiting to receive permission or be empowered. We should be seizing that power and doing everything with it that we can “ Michelle Martin, The Bamboo Project
  • Emergent work practices: Bricolage, patchworking Emergent environments: Distributed, dynamically-changing, technologically-mediated, complex or chaotic Emergent capabilities: self-regulation, self-organisation, operating in ill-defined domains & across geographic boundaries, networking, peering, sharing Emergent technologies: social, adaptive, intuitive
  • Do individuals have the capabilities and mindsets to be in charge?
  • “ Education should above all consist in learning how to learn independently and eventually in unlearning . The former is arguably not even possible in any meaningful and substantive way without the latter, and the latter is stronger and far more demanding that what is usually meant by ‘critical thinking’ “ (Chokr, Unlearning or how not to be governed, 2009, p.6)
  • “ The term which captures best what I mean by unlearning is perhaps Foucault’s notion of se deprendre, which I believe presupposes something like desapprendre. As a preliminary characterisation, I would say that it consists in being moved by the desire and wilful determination not to be taken in . Ultimately it is about unshackling oneself . It is about emancipating or l iberating oneself from variously entrenched and often unquestioned ways of thinking and doing by radically questioning, criticizing and rejecting the assumptions and premises of much of what one has learned as part of the dominant and established system of knowledge” (ibid)
  • Problem 1: most research in SRL is in formal instructional settings Problem 2: Role of the collective in SRL not well understood Problem 3: Impact of socio-cultural context not well understood
  • how experts self-regulate their learning in the workplace how experts draw upon the collective in attaining their learning goals experts’ perceptions of role of collective in learning factors impacting experts’ motivation to share knowledge
  • Context: Production Chemistry CoP Period: May-August 2008 Method: Questionnaire & interview Survey sample: 37/672 Interview sample: 8/37
  • SRL in the workplace is deeply integrated with and guided by work tasks
  • SRL is not a clearly delineated process of planning, implementation and reflection
  • SRL is highly iterative
  • Goal perspective “When I think about my learning needs I would speak to the skill pool bosses because the oil industry is changing and it is identifying what is going to be needed in X number of years not necessarily what you are having to do right now”.
  • Limited opportunities for systematic and deliberate reflection
  • Primacy of personal networks
  • Value to others is a motivating factor “There is a part of me that thinks okay well if this person only knew that it could save them an extra couple of days of work and it will take me 5 minutes to write it down and send it to them. It is almost like a value investment ratio that I am thinking to myself”. “estimating the value you create is almost impossible. At best maybe one posting in ten you will get an email back personally thanking you for it but even then you… don’t know what the impact is” .
  • differences and similarities in expert and novice patterns of self-regulation nexus of individual and collective methodologies and instruments to study self-regulation in real-world contexts in the workplace
  • Do individuals have the capabilities and mindsets to be in charge?