Discusses findings of an investigation of a model of guided workplace learning in a large processing plant. The model is composed of three interdependent planes: (1) everyday participation at work; (2) guided learning for work; and (3) guided learning for transfer. (Contains 18 references.) (JOW)

Workplace learning is goal-directed activity shaped by the context and needs of a particular community of practice. Learning in the workplace includes close guidance by experts and distant guidance from other workers and the physical environment. The activities and the guidance are key components of the workplace learning curriculum. (SK)

The goal of workplace learning should be development of robust vocational knowledge. A model to achieve this includes guided learning strategies such as modeling, coaching, and questioning used by expert co-workers and opportunities for participation in workplace activities that provide learning experiences. (SK)

Three strategies for developing conceptual knowledge in the workplace were tested in hospitality businesses: questioning, analogies, and diagrams. Proximal guidance of experts was most helpful in the construction of conceptual knowledge. Diagrams appeared least useful in this occupational context. (SK)

The factors that influence learning in workplaces were examined through a study of guided learning in five workplaces. Special attention was paid to the dual considerations of how workplaces afford opportunities for learning and how individuals elect to engage in activities and the guidance provided by the workplace. The readiness of the workplace…

The reciprocal process of engaging in and learning through work was examined. Reciprocity between how workplaces invite individuals to participate in and learn through work (its invitational qualities) and individuals' engagement in the workplace was proposed as a means of understanding how learning through work proceeds. Workplaces' invitational…

This book, which is designed for human resource practitioners and students in courses on professional development and adult and vocational learning, examines strategies for effective practice in workplace learning. The introduction discusses interest in and ambivalence toward workplace learning and key premises of workplace learning. The following…