Learning at Work Article by Stephen Billet

The Main Issue in the Article Learning at Work: Organizational Readiness and Individual Engagement by Billet

Fundamentally, the article discussed the relevant facts about guided learning strategies, which are applicable in the workplace. Since the objective of workplace learning is to make sure that the learners develop practical skills and improve their work performance, it becomes a necessity in many organizations. The author clarified that due to the complexity of the learning process and the workplaces, the learners have to be prepared for the expected challenges. Therefore, the curriculum ought to be flexible so that the work and learning schedules do not clash.

The Authors Position

From research findings, the author believed that integrating guided learning in the workplace is an essential practice that augments participation in ones duties (Billett, 2006, p. 16). According to the author, the integration process makes co-participation the basic contributor to success regarding workplace learning. Besides, the authors argument seemed to be from a study conducted to review the contribution of guided learning in the workplace.

Key Points Made in the Article

One point that the author made clear was that there are five directed learning strategies, which include modeling, questioning, diagram, coaching, and analogies (Billett, 2006, p. 7). Second, the author acknowledged the diversity of perception value about the guided learning approach. Third, the author also strongly believed that it was through appropriate support that focuses on developing an invitational learning environment at the workplace that the earning could precede without much interruption (Billett, 2006, p. 7). Fourth, the author acknowledged that it was necessary to incline workplace learning programs to the specific need of the organization (Billett, 2006, p. 10).

Noting that there was an asymmetric distribution of learning opportunities, the author recognized the importance of encouraging participation between the guides and the learners during the whole learning process was essential to its success (Billett, 2006, p. 10). The author was categorical that the learning objective could be realized if there were adequate preparation and proper selection of the guide from the core workers. This could promote understanding because of the cordial relationship that might be apparent between the workers and the guide (Billett, 2006, p. 11).

Questions, which this Article Raises

After carefully reading the article, there are many questions, which we could pose to the author. First, do the differences in workplace environments support guided learning similarly? Second, are the learners compelled to follow the guidelines, or can make other rational choices of the learning? Third, the author should also clarify whether poor performance in the workplace necessitates learning or guided learning automatically? Fourth, how does co-participation affect individual performance during his/her work?

The use of this Article for HR Practitioners or Managers

For HR practitioners or managers who think about organizational change, the article is very useful because it elaborates on the applicable approaches of carrying out effective guided learning. Since the article also outlines the impacts of such guided training on organizational success, the HR practitioners and Managers could also use the information to formulate organizational policies on capacity enhancement.

The author also stresses that it is only through training that the workplace could develop the desired human skills, which improves productivity. Moreover, the HR practitioners and Managers might find the article useful in promoting the relationship between the guides and learners, through promoting participatory learning (Billett, 2006, p. 16).