Send us your feedback

Thank you for your feedback. An email has been sent to the ESRC support team.

An error occured whilst sending your feedback. Please review the problems below.

The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Improving Incentives to Learning in the Workplace

Grant reference: L139251005

« View grant details

Conference paper/presentation details

Problems of measuring learning and attainment in the workplace : complexity, reflexivity, and the localised nature of understanding
In the current political context, there are pressures for scientific research to objectively identify effective learning, in the workplace as elsewhere, for example by measuring the attainments of such learning. Drawing upon empirical data, we argue that this is counter-productive. Workplace learning is complex, yet a research focus on measured attainments implicitly defines such learning in a narrow way, within an acquisition perspective. This severely restricts the range of learning that can be recognised. Ironically, the very types of learning likely to be excluded are some of the most common and significant. To gain a better understanding of workplace learning and to effectively improve it, we need to resist scientific reductionism, and work with more holistic theoretical and methodological approaches

Primary contributor

Author P M Hodkinson

Additional contributors

Author H Hodkinson


School teachers learning

Additional details

Context, power and perspective : confronting the challenge to improving attainment in learning at work
01 January 2001