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Incidental Learning in a Complex Workplace
Type of Presentation
Shared
Session Abstract
Incidental learning was investigated amid established systems in a clinical work environment. Interaction, communication, and power elements arise among employees and combined with incidental learning to create unanticipated behavioral patterns.
Target Audience
Researchers and practitioners of workplace learning are potential audience members for this topic. The topics of incidental learning coupled with complexity science and its elements of interaction, communication and power impact how systems learning evolves in the workplace. After training and orientation events workers return to their workstations and rely upon interactions with fellow co-workers to accomplish tasks resulting in incidental learning and workflow progression and behavior that are unanticipated. Complexity theory and incidental learning are factors that impact system creation and the belief that behavior can be controlled.
Learning Outcomes
Learners will gain insight into the factors that impact incidental learning in a complex workplace. In addition information will be discussed regarding incidental learning and the connection to formal systems, procedures and policies and how workers perform their duties. Learners will be challenged to think differently about the effectiveness of formalized policy and control efforts. Information will be presented about co-worker interaction and collaboration among co-workers as means to figure out how to complete tasks and how factors such as the learning environment, power and the elements of complexity also influence incidental learning.
Session Description
The significance of this topic is to show how pervasive incidental learning is in the workplace even if the work environment is heavy with policy and control efforts. In addition, how co-workers interact as they try to complete their daily work tasks can be profoundly impacted by communication and power factors. This presentation is the result of a qualitative dissertation study where 21 interviews were conducted in a multiple primary care clinical settings. The findings indicate that for all of efforts of training and direction, incidental learning persists creating unanticipated patterns of behavior.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
No preference
Primary Presenter
Michael D Harner, MBA, EdD, University of Illinois
Work Title
Direcgtor of Financial Affairs