The paper “ Approaches to Continuing Education and Training” is an meaningful variant of literature review on education. This essay provides analysis and critical discussion of some of the approaches of workplace learning existing within academic literatures. The introductory part of this essay gives an overview why workplace learning in Australia has become significant issue for employees, policy makers, and employers. This paper continues with a discussion on theoretical, conceptual and practical understanding of workplace learning and how such are conceptualised within the context of Australia. The discussion here embodies among other things; the four approaches to workplace learning for Australian workers, paradigms and associated perspectives of learning and how through this, workplace learning as a concept is a subject to multiple interpretations.
This section further discusses kinds of workplace pedagogies that best suit each of the approaches discussed. The final section of the paper addresses limitations associated with the four approaches to learning and give strategies that can best minimise such challenges. Such will be concretised with the conclusive remarks that highlight viewpoints of stakeholders regarding continuing education and training can be formulated to suit Australian workers. IntroductionResearch on workplace learning arguably has expanded in publication and volume.
Researches such as Billett et al. (2012) expand this knowledge but as recent as the research is, we need to recognise that learning best occurs within the work place and such is not a new concept. For instance, commentators, Stern and Sommnerland (1999) argue, “ workplace learning provides the needed visibility and saliency because in is the juncture of our development. How many changes do we experience at the workplace before scholarly materials used in learning institutions get reviewed? ” (p.
97) Australia is basically experiences globalised working environment and so requires us to be in constant touch with changes. It is at this point that Carmeli et al. (2009) explain that significant benefit are accrued when workers are allowed to learn internally as such conforms to specific needs of the organisation. However, Fuller and Unwin (2011) are critical of this opinion explaining that as the world is experiencing globalised economy, workers need to be dynamic and trying to be exposed to ‘ confined’ training practices that best suit only ethical practices of the specific organisation kills manpower the country ought to have.
In as much, contemporary scholars (Webster-Wright, 2010; Anders, 2008; Carmeli et al. , 2009) agree that Australia needs workplace learning as such is the cornerstone for the economy and benefit the state, employer and employee. Where do researches lead us? There are two facts: first, it cannot be assumed that workers from Australia realise their full potential by attending learning institutions. Second, researches agree that there are four approaches to workplace learning that require understanding and development. Approaches to Workplace LearningAs explained above, the term workplace learning is multifaceted especially if such is confined within the context of Australian workers.
To pin it down, the concept is generally twofold. First, the concept an issue of competing values and interests and as Simons (2005) observes, the term means development of individual capacities through contributing to effectiveness and production. The second is as argued by Carmeli et al. (2009) saying, “ process of intersecting contested ideas, intersecting interests so as to evolve practices in an organisation. ” (p. 167)
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