Explores and clarifies the conditions for learning and reflection at work under strong time pressure with an ever-increasing demand for efficiency. Identifies conditions favorable to both development and production: learning potential of tasks, problem solving, individual motivation, and knowledge and time as learning resources. (Contains 42…

Although there is still routine in most jobs, knowledge work, in which workers combine and interpret information to find solutions for new problems, is becoming more prevalent. This implies a fundamental change in the relationship between working and learning. (Contains 16 references.) (Author/JOW)

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)

Examines three theses: (1) work teams should be analyzed as object-oriented activity systems; (2) the nature of teams depends on the type of production in which they are implemented; and (3) fluid forms of collaborative work organization are displacing stable teams. (SK)

A study of 28 systems analysts identified their professional duties and perceived challenges for professional learning. They displayed either technical, application, or personal/professional growth orientations to learning. Close correspondence between developmental challenges and work context suggest that perceptions of professional learning…