By Stephen Billett
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Additional info for Learning in the Workplace: Strategies for Effective Practice
For instance, when discussing a problem with experts in the workplace, we make judgments about the knowledge that is being provided and the credibility of its source. From these encounters, we might appreciate further the qualities of the expert. Alternatively, we might decide that the expert is particularly knowledgeable about certain matters, but not others. When we try to apply the advice, we make further judgments about the quality of the information. Accordingly, how we view the expert is transformed: their standing might be enhanced or diminished, or it might be refined further.
However, some work tasks will be too novel or difficult to be resolved satisfactorily. For example, if you do not understand the principles of a new piece of equipment or are faced with a work problem that is totally different from anything you have experienced before, it would be unreasonable to expect task resolution. This is a transfer problem. When we are able to transfer our knowledge to a work situation easily—for example, learning to use a piece of equipment or a procedure similar to one we have already mastered—this is referred to as near transfer (Royer 1979).
Therefore, when undertaking a new task, it is necessary to attend consciously Working and learning 25 to each part of the task. Novices cannot simultaneously engage in planning other tasks and the strategic monitoring of the tasks they are currently performing. Imagine how difficult it would be to walk if every movement of the legs and their coordination had to be consciously thought about. Instead, after practice, these routine tasks become procedures we can use whilst undertaking other tasks.
Learning in the Workplace: Strategies for Effective Practice by Stephen Billett