Meeting the Informal Learning Challenges of the Free Agent Learner: Drawing Insights from Research-Based Lessons Learned. Innovative Session 1. [Concurrent Innovative Session at AHRD Annual Conference, 2000.]
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| Title: | Meeting the Informal Learning Challenges of the Free Agent Learner: Drawing Insights from Research-Based Lessons Learned. Innovative Session 1. [Concurrent Innovative Session at AHRD Annual Conference, 2000.] |
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| Language: | English |
| Authors: | Marsick, Victoria J., Volpe, F. Marie, Brooks, Ann, Cseh, Maria, Lovin, Barbara Keelor, Vernon, Sally, Watkins, Karen E., Ziegler, Mary |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 2000 |
| Document Type: | Information Analyses Speeches/Meeting Papers |
| Descriptors: | Adjustment (to Environment), Adult Learning, Career Development, Education Work Relationship, Educational Practices, Educational Research, Employer Employee Relationship, Employment Practices, Foreign Countries, Independent Study, Informal Education, Labor Force Development, Learning Processes, Learning Theories, Lifelong Learning, Literature Reviews, Organizational Change, Organizational Climate, Organizational Development, Partnerships in Education, Small Businesses, Systems Approach, Teamwork, Theory Practice Relationship, Work Environment |
| Geographic Terms: | Europe, United States |
| Abstract: | The concept of the free agent learner, which has roots in self-directed and informal learning theory, has recently emerged as a factor important to attracting, developing, and keeping knowledge workers. The literature on free agent learning holds important lessons for today's free agent learners, human resource developers, and work organizations. Self-directed learning occurs on a just-in-time basis in response to strongly felt challenges situated within highly relevant contexts. At least theoretically, free agent learners are highly self-directed in their learning. Organizations employing knowledge workers have generally changed the nature of the psychological contract between free agent learners and the organization; however, they have not always adjusted systems, rewards, and cultures to support proactive, free agent learners. Organizations that want to keep free agent learners motivated and engaged must take the following steps: make time and space for learning; provide mechanisms for continual scanning of the environment; stimulate heightened awareness around learning; build programs around goals and turning points; provide opportunities for reflection in action; and work around problems engendered by climates that are often riddled with a lack of trust and high rewards for individual achievement at the expense of others with whom employees should be collaborating. (Contains 41 references.) (MN) |
| Entry Date: | 2000 |
| Accession Number: | ED441092 |
| Database: | ERIC |
| Abstract: | The concept of the free agent learner, which has roots in self-directed and informal learning theory, has recently emerged as a factor important to attracting, developing, and keeping knowledge workers. The literature on free agent learning holds important lessons for today's free agent learners, human resource developers, and work organizations. Self-directed learning occurs on a just-in-time basis in response to strongly felt challenges situated within highly relevant contexts. At least theoretically, free agent learners are highly self-directed in their learning. Organizations employing knowledge workers have generally changed the nature of the psychological contract between free agent learners and the organization; however, they have not always adjusted systems, rewards, and cultures to support proactive, free agent learners. Organizations that want to keep free agent learners motivated and engaged must take the following steps: make time and space for learning; provide mechanisms for continual scanning of the environment; stimulate heightened awareness around learning; build programs around goals and turning points; provide opportunities for reflection in action; and work around problems engendered by climates that are often riddled with a lack of trust and high rewards for individual achievement at the expense of others with whom employees should be collaborating. (Contains 41 references.) (MN) |
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