A relational re-view of collective learning : concerts, condiments and corrections
Author(s)Johnsson, Mary Chen
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AbstractUniversity of Technology, Sydney. Faculty of Arts and Social Sciences.
Work in organisations is a shared and joint endeavour often accomplished by
groups, teams or other collectives. Yet groups at work do not always learn at
work, limiting an organisation’s capability to thrive in knowledge economies.
Research investigating collective learning at work continues to place the analytic
focus on entities or abstractions representing the collective. For example, culture,
power, group membership, group structure, group communications, motivations
and skills are often examined to explain why groups learn or not in organisations.
In contrast, this thesis investigates what it means to learn together when people
act, talk and judge at work through their relational and responsive interactions.
This relational orientation conceptualises learning as emerging from patterns of
interactions that are responsive to local contexts and shaped by practical
sensemaking that occurs in the everyday practice of work life.
Specifically in the case study interpretive tradition, I investigate the relational
practices of dyads and small groups in three disparate organisational contexts and
professions. The organisational, group and individual characteristics differ widely
for musicians in an orchestra, apprentice chefs in a commercial kitchen and
rehabilitation staff in a corrections centre. Yet these three groups shared relational
similarities in learning how to weave ways of acting, talking and judging together
to make their work ‘work’. Such weaving together is enabled by shifting
conceptually from notions of context as descriptive setting or situatedness to the
notion of groups contextualising together.
This thesis contributes to collective learning research by highlighting the
significance of patterns of interactions and the dynamics of practice. The findings
enhance existing collective learning theory by including spatio-temporal concepts
from theories of organisational change and complexity. The findings have
implications for guiding the learning of commencing practitioners into professions
as well as for generating modes of transdisciplinary learning across professions.
Re-viewing collective learning in relational ways recognises that learning is an
emergent phenomenon, each time practised anew from interactions between
people and the possibilities that lie within.
The Latin prefix con means with. It seems appropriate that concerts performed by
musicians, condiments added to dishes by chefs and the consequences of
behaviours by corrections staff across diverse contexts of work can provide
practical insights for better understanding how groups learn collectively at work.