learning changes the boundaries of the learning space. Felstead and Jewson (2012) observe that the recent developments in information technology have resulted in workers becoming increasingly detached from personal cubes of space. The use of devices such as computers, laptops, mobile phones and net books has contributed to the development of the virtual learning space where learning might not be associated with a specific site or time. The virtual learning environment provides a degree of flexibility for the learner, enabling him or her to learn at convenient times and places. As Pachler et al (2011) stress, mobile learning is not simply about delivering content to mobile devices but, instead, about the processes of coming to know and being able to operate successfully in and across ever-changing contexts and learning spaces.
Some factors that increase formal-informal learning interplay include trigger events, such as critical incidents in the workplace, safety concerns or a drive towards greater employee participation. Attitudes towards lifelong learning modelled by the company or the Trade Union play an important part. These can go beyond functional concerns to emphasise curiosity, creativity and imagination. Inner recognition amongst employees of the personal and work benefits of learning reflects multiple sources of motivation. Informal learning through day to day activities is often spurred on by a need for challenge and variety in the everyday work routine rather than the expectation of direct monetary benefits. There is often a triangular relationship between human agency and the motivation to be active in learning; the confidence of knowing that you can and the quality of opportunities in the workplace (Evans, 2009; Taylor and Evans, 2009; Evans and Waite, 2009, 2010 and Wolf and Evans, 2011).
An example is provided by one food processing company that provided formalised courses of instruction within the company structure but also accorded official space to opportunities for informal learning through activities such as observation of other employees and sharing of ideas in huddles. The increasing textualisation of the work environment has made employees who struggle with poor literacy and numeracy more prone to miss out on formal training opportunities and increases the significance of informal learning for these particular employees. The learning centre represented an important site for the inter-weaving of formal and informal learning opportunities. It is noticeable that the popularity of the learning centre rests partly on it not being too closely associated with classroom-based instruction. The allocation of spaces for informal self-directed learning and the availability of laptops, which in turn facilitated independent information-searching, have been important components of the learning centre.
What worked well? · Virtual learning accessed through Learning Centre has developed into supported self-directed learning; · Informal learning fed into “huddles” reviewing work practices and development opportunities.
What could have worked better? · Integration of employees with the lowest skills into group activities
In another example, a local authority formally allocated more experienced colleagues to guide recently appointed caretakers. Caretakers acquired job-specific skills and knowledge through a combination of formal and informal learning. Whilst the allocation process is formal, the mentoring process is largely unstructured and informal. The increasing use of report-writing amongst caretakers has underlined the significance of literacy skills and has highlighted a skills deficiency in this area amongst some employees. While some employees made a point of practising writing skills independently, most caretakers employed various strategies for getting by. In the specific area of literacy, informal learning did not allow for major skills gaps to be addressed. Reliance on supervisors to fill in forms, for example, reduced opportunities for informal coaching and therefore left unaddressed the underlying skills deficiencies. The courses did help some employees improve their literacy skills and facilitated their progression within the workplace. Yet the most
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