The DOI matches its Crossref record.
The supervisor's influence on workplace learning
Abstract
Supervisors are often urged by the workplace learning literature to take active roles as facilitators of the learning of their staff. The role that is envisaged is similar to the facilitative role developed in the humanistic traditions of adult education, in which facilitation is supportive but also proactive, challenging and interventionist. However, an exploration of the experiences and concerns of workplace learners raises issues of identity and trust that suggest that such a facilitative supervisory role may not be realistic. This is not to say that supervisors can have no impact on workplace learning; rather, their role is more indirect than direct, and that it is exercised through quite traditional supervisory activities. Issues of identity and trust development for workplace learners will be examined in this paper, and the implications for supervisory action in relation to learning explored. The paper draws on doctoral research with workers new to administrative positions in the public sector.
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“As studies of trust in the (different) learning context of the workplace suggests, there are often structural and positional constraints (Hughes 2004) that mean that the ideal of reciprocal communication cannot be achieved within some relationships.”
From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Hughes 2004
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Cites
No references could be resolved yet.
Research works printed but not linked: 12
- Barnett R 1999 Learning to work and working to learn in: Boud D Garrick J (Eds) Understanding learning at work (London and New York, Routledge) 29 44
- Boud D 1989 Some competing traditions in experiential learning in: Weil S McGill I (Eds) Making sense of experiential learning (Milton Keynes, SRHE)
- Cohen L Manion L 1994 Research methods in education (London Routledge)
- Fuller , A and Unwin , L . 2003 . Learning as apprentices in the contemporary UK workplace: creating and managing expansive and restrictive participation, Journal of Education and Work , 16 (4) : 407 – 426 .
- Hughes , CS . 2002 . Issues in supervisory facilitation, Studies in Continuing Education , 24 (1) : 57 – 72 .
- Johnson B 1996 Feeling the fear in: Boud D Miller N (Eds) Working with experience: animating learning (London, Routledge) 184 193
- Kornbluh H Greene RT 1989 Learning, empowerment and participative work processes: the educative work environment in: Leymann H Kornbluh H (Eds) Socialization and learning at work (Brookfield, VT, Avebury/Gower) 256 274
- Luhmann N 1979 Trust and power (Chichester John Wiley)
- Marsick , VJ . 1988 . Learning in the workplace: the case for reflectivity and critical reflectivity, Adult Education Quarterly , 38 (4) : 187 – 198 .
- Marsick , VJ . 1990 . Altering the paradigm for theory building and research in human resource development, Human Resource Development Quarterly , 1 (1) : 5 – 23 .
- Taylor MM 1980 A conceptual representation of learning from the learner's point of view paper presented at the 21st Annual Adult Education Research Conference, Vancouver, University of British Columbia
- 10.1080/03075078612331378461 · DOI
Cited by
Rethinking models of feedback for learning: the challenge of design
Boud, D., & Molloy, E. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.691462 · Cited by 1,636
Metadata
- Authors
- Hughes *, C.
- Affiliations
- University of New South Wales
- Venue
- Studies in Continuing Education
- Publisher
- Informa UK Limited
- Published
- 2004-07
- Volume
- 26
- Issue
- 2
- Pages
- 275-287
- ISSN
- 0158-037X (ISSN-L)
- 1470-126X
- OpenAlex
- W2022404458
- Cited by
- 62
- References
- 0
- Citations by year
- 2025: 3 · 2024: 2 · 2023: 2 · 2022: 3 · 2020: 3 · 2019: 2 · 2018: 1 · 2017: 2 · 2016: 2 · 2014: 7 · 2013: 4 · 2012: 7
- FWCI
- 4.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Continuing Education (publishedVersion)
- Topics
- Social Sciences › Education › Innovative Education and Learning Practices
- Social Sciences › Education › Adult and Continuing Education Topics
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Keywords
- workplace learning, supervisory roles, adult education, learner identity, trust, new employees, public sector management
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
