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BL
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| Record Number
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864845
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| Main Entry
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Smith, Raymond
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| Title & Author
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Learning in Work : : a Negotiation Model of Socio-personal Learning /\ Raymond Smith.
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| Publication Statement
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Cham :: Springer,, 2018.
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| Series Statement
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Professional and practice-based learning ;; volume 23
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| Page. NO
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1 online resource
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| ISBN
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3030091953
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: 3319752987
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: 3319752995
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: 9783030091958
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: 9783319752983
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: 9783319752990
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3319752979
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9783319752976
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| Contents
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Intro; Series Editors' Foreword; Learning in Work: A Negotiation Model of Socio-personal Learning; Preface; Part I: Conceptual and Theoretical Foundations of Work-ƯLearning Negotiation; Part II: The Three Dimensions of Negotiation Framework; References; Contents; Part I: Conceptual and Theoretical Foundations of Work-Learning Negotiation; Chapter 1: Work, Learning, and Negotiation; 1.1 Work and Learning: Some Conceptual Foundations; 1.2 Negotiation: A Generically Rich Set of Meanings; 1.3 The Significance of Better Understanding Negotiation and Work-Learning.
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1.4 Conceptualising Work Learning as Negotiation: The Three Dimensions of Negotiation1.4.1 Negotiation as Form; 1.4.2 Negotiation as Frame; 1.4.3 Negotiation as Flow; References; Chapter 2: Negotiation and Learning: Processes and Products; 2.1 Negotiation: Common Process and Product; 2.2 Negotiation Models and Theories of Learning Practices; 2.3 Negotiation and Learning Theories: Stage and Strategy Models; 2.4 Negotiation and Learning Theories: Skills Required and Deployed; 2.5 Negotiation and Learning Theories: The Need for Resolution; 2.6 Negotiation Outcomes and Value.
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2.7 Negotiation Types and Functions2.8 Distributive Negotiation; 2.9 Integrative Negotiation; 2.10 Negotiation and Learning: Parallels and Intersections of Process and Product; References; Chapter 3: Negotiation and Learning: Context and Conditions in Relationship; 3.1 Negotiation, Relationship, Connection: The Immediacy of Socio-Personal Action; 3.2 Negotiation Context and Conditions: The Mise-en-scène of Mediating Factors; 3.3 Negotiation Context and Conditions: A Relational Interdependence; 3.4 Fuller and Unwin -- Expansive and Restrictive Learning Environments.
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3.5 Billett -- Relational Dualities and Continuities3.6 Negotiation Context and Conditions: The Personal Locus of Action and Transaction; 3.7 Negotiation: Meanings and Methods of Enacting the Self-in-Action; References; Chapter 4: Exploring Negotiation Through Personal Work Practice; 4.1 First Principles: People and Ethnography; 4.2 Qualified Ethnography: A Logic of Research Enquiry; 4.3 People, Places and Researcher Practices; 4.3.1 The Workplaces; 4.3.2 The Individual Participants; 4.3.3 Research Practices; 4.3.4 Observation; 4.3.5 Interviews; 4.3.6 Interpretive Analysis; 4.4 In Summary.
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4.4.1 The Three Dimensions of NegotiationReferences; Part II: The Three Dimensions of Negotiation Framework; Chapter 5: Negotiation as Form; 5.1 Negotiation and Personal Practice: Worker Selves in Action; 5.2 A First-Level Distinction of Negotiation Forms: Telic and Atelic Negotiations; 5.2.1 Telic Negotiation -- Hayden's Deliberate and Realised Practices; 5.2.2 Atelic Negotiation -- Hayden's Accidental and Unrealised Practices; 5.2.3 Telic and Atelic Negotiation Forms and Personal Practice; 5.3 A Second-Level Distinction of Negotiation Forms: The Four Contingent Negotiations.
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| Abstract
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This book explores and progresses the concept of negotiation as a means of describing and explaining individuals' learning in work. It challenges the undertheorised and generic use of the concept in contemporary work-learning research where the concept of negotiation is most often deployed as a taken for granted synonym for interaction, co-participation and collaboration and, hence, used to unproblematically account for workers' learning as engagement in social activity. Through a focus on workers' personal practice and based on extensive longitudinal empirical research, the book advances a conceptual framework, The Three Dimensions of Negotiation, to propose a more rigorous and work-learning specific understanding of the concept of negotiation. This framework enables workers' personal work practices and their contributions to the personal, organisational and occupational changes that evidence learning to be viewed as negotiations enacted and managed, within contexts that are in turn sets of premediate and concurrent negotiations that frame the transformations on and from which on-going negotiations of learning and practice ensue. The book does not seek to supplant understandings of the rich and valuable concept of negotiation. Rather, it seeks to develop and promote a more explicit use of the concept as a socio-personal learning concept at the same time as it opens alternative perspectives on its deployment as a metaphor for individual's learning in work.
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| Subject
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Career development.
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Career education.
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Adult education, continuous learning.
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Career development.
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Career education.
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EDUCATION-- Essays.
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EDUCATION-- Organizations Institutions.
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EDUCATION-- Reference.
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Industrial or vocational training.
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| Subject
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Teaching skills techniques.
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| Dewey Classification
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370.113
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| LC Classification
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LC1037
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