"All On Your Own Time": Informal Learning Practices of Bank Branch Workers. NALL Working Paper.

Autor/inn/en	Mitchell, Laura; Livingstone, D. W.
Institution	Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning.
Titel	"All On Your Own Time": Informal Learning Practices of Bank Branch Workers. NALL Working Paper.
Quelle	(2002), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adjustment (to Environment); Adult Education; Banking; Data Analysis; Education Work Relationship; Educational Environment; Employment Practices; Field Studies; Foreign Countries; Independent Study; Informal Education; Labor Force Development; Learning Processes; National Surveys; Office Automation; Organizational Change; Organizational Culture; Organizational Development; Technological Advancement; Work Environment; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bankgeschäft; Auswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Berufspraxis; Praxisforschung; Ausland; Selbststudium; Informelle Bildung; Nichtformale Bildung; Arbeitskräftebestand; Learning process; Lernprozess; Organisationswandel; Unternehmenskultur; Organisationsentwicklung; Technological development; Technologische Entwicklung; Arbeitsmilieu; Kanada
Abstract	The informal learning practices of bank branch workers were examined in a study of a major Canadian bank. The study included ethnographic fieldwork and secondary analysis of a national survey of branch workers' learning practices during the introduction of a new financial services software system. Activity theory was used to examine workers' informal learning practices as situated and to trace the shift learning at the bank branch during the 1990s from a process based on a largely informal training approach to an increasingly formalized self-study approach. The study established that the bank branch workers continued to rely heavily on collective and individual informal learning practices to perform their day-to-day work, adjust to the introduction of new processes and technologies, and cope with stress even though the restructuring of work processes and learning that had occurred within the bank left the workers with diminishing time for study and learning. The study resulted in nine recommendations, including the following: (1) allocate at least 1 hour of on-the-job time per week for collective and individual learning; (2) create a learning environment within the bank's branches; (3) recognize, build on, and provide compensation for workers' informal learning activities; and (4) consult regularly and systematically with branch staff to identify learning and support needs. (Contains 46 references.) (MN)
Anmerkungen	For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/64LauraMitch ell.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC