Informal and Incidental Learning in the Workplace 1st Edition by Marsick Victoria, Karen Watkins 1317505457 9781317505457

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ISBN-10 :  1317505457 

ISBN-13 :  9781317505457

Author:  Marsick Victoria J, Karen Watkins 

Today, rapid change is a constant challenge in the workplace, and thousands of individuals need to be involved in continuous learning. Traditional training approaches, however, do not emphasise informal and incidental learning. Furthermore, since informal learning us seldom designed, learning outside of a structured experience may lead to mistaken or dysfunctional learning. Strategies for improving informal learning are urgently needed. This book, first published in 1990, responds to this need by taking a challenging look at many assumptions about workplace learning outside of the classroom and by proposing methods to improve it. They develop a theory of informal and incidental workplace learning based on current developments in training and human resource development which they illustrate with readable and illuminating case studies which tell vivid stories of adult education and human resource development practice. Informal and Incidental Learning in the Workplace is essential reading for researchers and practitioners of human resource development, and also for students of education and adult learning.

Informal and Incidental Learning in the Workplace 1st Table of contents:

1. Toward a theory of informal and incidental learning
2. Overview
3. Definition and characteristics
4. Learning from experience
5. Non-routine vs. routine conditions for learning
6. Tacit dimension of knowledge
7. Delimited nature of informal and incidental learning
8. Enhancing informal and incidental learning
9. Other definitions
10. Incidental learning
11. Understanding learning in training
12. Trends toward learning
13. Learning levels: overview
14. Learning at the individual level
15. Learning at the group level
16. Learning at the organizational level
17. Learning at the professional level
18. The Human Resource Learning Cone
19. Informal learning
20. How managers learn from experience: a Swedish experiment
21. Action Learning
22. MiL’s action learning programs
23. Learning from experience
24. Problem reformulation and active experimentation
25. Challenging norms
26. Process consultation
27. Multiple perspectives
28. Conflict and cooperation
29. One’s own theory of management as style
30. Self-understanding
31. Leadership, team work, and relationships
32. Generic skills
33. Implications for informal learning
34. Notes
35. How community educators learn: Nepal and the Philippines
36. Informal learning: workers and clients
37. Nepal
38. Bringing informal learning into the training design
39. Challenging Norms
40. The Philippines
41. Bringing informal learning into the training design
42. Creating an ongoing conversation
43. Implications for informal learning
44. The nature of informal learning in programs of planned change
45. Informal learning in training programs
46. Training features
47. A forum for examining tacit learning
48. Notes
49. How professionals learn: life experience and workplace educators
50. Change agents
51. Challenging beliefs, values, and norms
52. Informal learning: minicases
53. Susan
54. Richard
55. Judith
56. Edwin
57. Lessons for informal learning
58. The learning loop
59. Professionals as learners
60. Awareness and learning
61. Notes
62. Incidental learning
63. Adult children of alcoholics in the workplace: incidental learning and intervention
64. Adult children of alcoholics
65. Action science
66. Interventionist’s incidental learning
67. Education and therapy
68. Judgment calls
69. The group’s incidental learning
70. Double hits: learning from one another’s blind spots
71. Moments of surrender
72. Group empowerment
73. Implications for incidental learning
74. Notes
75. Higher education administrators: incidental learning of change managers
76. The problem of change
77. Managing change over time
78. Roles and concerns
79. Case reports
80. Meeting American Indian learning needs
81. Providing outreach to Eskimo villagers
82. Competence in liberal arts
83. Implications for managerial learning about change
84. Implications for incidental learning
85. Unintended consequences
86. Incidental learning in programs and organizations
87. Conclusion
88. Notes
89. Human resource developers: producing unintended consequences
90. Reflective learning: a trainer’s dilemma
91. The Kingsley case
92. Caught in a double bind
93. Training is magical
94. Training is naïve or a political act
95. Training is learning
96. Theory-of-action perspective
97. Implications
98. Professionalism
99. An experimental attitude
100. Incidental learning
101. Implications for practice
102. Conclusions and implications for informal and incidental learning
103. A rationale for informal and incidental learning
104. Human capital theories
105. “Schooling” perspective: in or outside the classroom
106. Necessary conditions for learning from work experiences
107. Informal learning
108. Self-directed learning in organizations
109. Enhancing informal learning
110. Proactivity
111. Creativity
112. Critical reflectivity
113. Incidental learning
114. At the individual level
115. At the group or project level
116. At the professional level
117. Overview
118. Challenges to human resource development
119. Strategies for enhancing informal and incidental learning
120. At the individual level
121. At the group level
122. At the organizational level
123. At the professional level
124. New challenges for human resource developers
125. A broadened conception of the field
126. A case example
127. Emotions and adult learning
128. Changing thinking
129. Changing skills
130. Linking training with informal and incidental learning

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