Workplace knowledge
These notes are part of a series for the book. This article starts with a discussion about workplace knowledge. It then presents studies that focused on front office/reception areas of motels. It identifies the core competencies needed in this industry, the ways values are represented in the workplace, and how knowledge is constructed in the workplace.
Outline
- Workplace knowledge
- Changes in the nature of work
- Educational responses to changes in workplace knowledge
- Generic knowledge
- The studies
- Summary of major findings
- Discussion
- Knowledge and practice
- Dualistic constructions of knowledge
- Specific and generic skills
- Transfer
Notes
About workplace knowledge
Workplace knowledge is sometimes seen as second-best because it is practical. Historically, this division between scholarly knowledge and trade knowledge existed to maintain class distinctions, separating working class from upper class.
- See also: This is very similar to Lave’s comments; Lave, J. (2008) ‘Everyday Life and Learning’.
This is somewhat related to economic and social stability. In difficult times, educational trends tend toward the utilitarian. In good times, the tend towards liberal education. ‘[T]he moves between different missions for vocational education reflect different balances in concerns for the needs of individuals, the needs of society as a whole, and the needs of industry as part of society’ (Stevenson, 2002, p. 47). However, there are now 4 problems with dividing general and vocational education:
1. The division between types of jobs is collapsing. Increasingly, professional jobs need vocational skills, and vice versa. As a result of this problem:
- Vocational training has been adding content to address competencies needed in various kinds of work.
- Now there is a mix of general and vocational training.
2. More vocational education is needed now that more people go to college.
3. The nature of work is changing. We now have a ‘knowledge economy’, which requires:
- Lifelong learners
- Connective skills
- Interpersonal skills
- Broad views
- Ability to learn
4. Theoretical assumptions about the transferability of knowledge may be incorrect. There is an ongoing debate abut whether generic knowledge can be transferred to new situations.
- ‘There is much more involved than the acquisition and application of inert knowledge. There is a growing recognition of the “cultural situatedness” of activity — the ways in which the socio-cultural features of new situations are read afresh when individuals seek to address them on the basis of previous learning and other experiences in order to engage in successful activity’ (Stevenson, 2002, p. 49).
- Instead of “transfer” of knowledge, we should look at “continuity” and “transformation” of knowledge. Stevenson (2002) summarizes Beach’s thoughts this way: ‘Beach sees moves between school and work as lateral transitions — moves between two historically related activities in a single direction. In this transition, knowledge is not applied directly, but transformed in and for the new social organization. On the other hand, work experience, as part of a school curriculum would involve collateral transitions — simultaneous participation in two or more historically related activities’ (Stevenson, 2002, p. 50).
- Stevenson also points to Engestrom’s activity theory as a framework for understanding transformation.
The study
The sites of the study were the front office/reception areas for multiple motels. Data was collected via observation. They observed the activities performed, the context of those activities, and the resources used during the activities. After the observation period, they conducted semi-structured interviews.
The findings supported the points made earlier in the article about workplace knowledge.
See also
Sfard, A. (1998) ‘On Two Metaphors for Learning and the Dangers of Choosing Just One’