Agentic behaviour at work: Crafting learning experiences
Author(s)
Goller, M
Billett, S
Griffith University Author(s)
Year published
2014
Metadata
Show full item recordAbstract
A key priority for research on professional development is elaborating how employees become and remain high-performing workers who are able to effectively respond to the changing requirements of their work. This chapter focuses on how workers develop such high performance at work. It is proposed that current accounts of professional expertise development lack a consideration of the variety and breadth of work-relevant experiences necessary to generate expertise, including employees deliberately contribute to that development. Although deliberate practice as originally conceptualised by Ericsson et al. (1993) may not be ...
View more >A key priority for research on professional development is elaborating how employees become and remain high-performing workers who are able to effectively respond to the changing requirements of their work. This chapter focuses on how workers develop such high performance at work. It is proposed that current accounts of professional expertise development lack a consideration of the variety and breadth of work-relevant experiences necessary to generate expertise, including employees deliberately contribute to that development. Although deliberate practice as originally conceptualised by Ericsson et al. (1993) may not be readably identifiable in work contexts, certainly analogous processes and other agentic efforts shape the quality of workplace learning. It is illuminated how employees can deliberately influence their expertise development by seeking additional work experiences and proactively securing information and feedback
View less >
View more >A key priority for research on professional development is elaborating how employees become and remain high-performing workers who are able to effectively respond to the changing requirements of their work. This chapter focuses on how workers develop such high performance at work. It is proposed that current accounts of professional expertise development lack a consideration of the variety and breadth of work-relevant experiences necessary to generate expertise, including employees deliberately contribute to that development. Although deliberate practice as originally conceptualised by Ericsson et al. (1993) may not be readably identifiable in work contexts, certainly analogous processes and other agentic efforts shape the quality of workplace learning. It is illuminated how employees can deliberately influence their expertise development by seeking additional work experiences and proactively securing information and feedback
View less >
Book Title
Discourses on Professional Learning: On the Boundary between Learning and Working
Publisher URI
Subject
Technical, further and workplace education