There are various conceptions of the transformative learning process (Taylor, 1998, 2007). As a l... more There are various conceptions of the transformative learning process (Taylor, 1998, 2007). As a learning theory, transformative learning occurs and is largely enabled within social contexts (Donaldson, 2009). As adults learn for and through work, one social context of increasing interest is the workplace (Evans, 2013, Billet, 2013). Further, there have been recent efforts to explore collective transformation (Donaldson, 2009; Merriam & Ntseane, 2008; Yorks & Kasl, 2002, 2008). However, despite the increasing interest in workplace learning, studies related to transformative learning in the workplace are limited (Choy, 2009) and collective learning in the workplace has been under researched and under-theorized (Hager, 2013, p. 26). From a social constructivist perspective, the proposed qualitative case study is to explore how the team collectively learns and transforms to within their organizational situation. This research will contribute to understanding of: the nature of learning processes as they apply to collective/team learning in the workplace; transformative learning theory and its application to workplace; and collective transformation.
The purpose of this study was to determine if an association exists between the adult learner ass... more The purpose of this study was to determine if an association exists between the adult learner asset of social capital and the readiness for self directed learning. A survey design was used with trainees and adult learners from different locations in three Canadian provinces – Manitoba, Ontario and Nova Scotia. The quantitative data was collected through the administration of the Social Capital Inventory (SCI), and the Self-Directed Learning Readiness (SDLRS-S) questionnaire. Results indicated evidence for only a weak association between adult learner assets of social capital and their readiness for SDL.
There is a common perception that Canadian Forces (CF) instructors do not effectively employ clas... more There is a common perception that Canadian Forces (CF) instructors do not effectively employ classroom technologies. Based upon initial research, it appeared that instructor training might be part of the problem. Accordingly, a study was conducted to look at CF instructors' knowledge of and ascription to the use of classroom technologies. Using a small convenience sample of CF instructors and interviews with Instructor Supervisors, Standards personnel and Training Development Subject Matter Experts the research concluded that CF instructors have insufficient knowledge and skill in the employment of classroom technologies. However, they have a positive attitude towards using technology. The study also found two barriers to effective employment of classroom technologies: a lack of training, and a lack of evaluative infrastructure. The study recommends further research to identify the required technology competency standard, determine any training requirements, and establish an eva...
Despite extensive team studies research over the past 40 years, team learning remains an emerging... more Despite extensive team studies research over the past 40 years, team learning remains an emerging field of study where there is significant conceptual discord. Three conceptualizations have dominated the literature where team learning is represented as: acquisition; participative activity, or an open system. Team learning models have also emerged integrating these three conceptualizations and included elements such as feedback, mediational factors and emergent states, though they have generally maintained the linearity of traditional input – process – output models.
Teams have also recently been conceptualized as complex learning systems, yet there is a paucity of research at the team level of analysis particularly within dynamic work teams. In conjunction, exploration into a complementary area, collective transformative learning within authentic work teams, is also limited. Through an instrumental case study, the researcher investigated in what ways is collective informal learning is enacted within this authentic work team. Additionally, the potential for unfacilitated collective transformative learning was also studied.
Using a social constructivist lens, this case study leveraged multiple methods including document analysis, observation, focus groups and interviews to capture a rich picture of team informal learning at the collective level of analysis. The study found that team informal learning was embedded in work activities and enacted in various ways through team interactions and activities. Moreover, the findings supported that the team had experienced collective transformative learning. The study concluded that conceptualizing teams as complex learning systems supports team informal learning and emergence as well as the potential for collective transformative outcomes in and through work. Overall, this study enhances our understanding of collective informal learning in authentic work teams and collective transformative learning.
In the contemporary security landscape and the cyber threat landscape, techno-centric approaches ... more In the contemporary security landscape and the cyber threat landscape, techno-centric approaches continue to dominate while the role of the human remains significantly understated. This article discusses three dimensions from which to explore human interactions in organizational security: the physical-physiological, the psychological-cognitive, and the socio-cultural. The point of this article is not to provide a detailed exploration of each dimension, but to stimulate organizational thinking that goes beyond techno-centric perspectives and appreciates the conceptual fluidity, complexity, and interdisciplinarity of the contemporary security landscape.
There are various conceptions of the transformative learning process (Taylor, 1998, 2007). As a l... more There are various conceptions of the transformative learning process (Taylor, 1998, 2007). As a learning theory, transformative learning occurs and is largely enabled within social contexts (Donaldson, 2009). As adults learn for and through work, one social context of increasing interest is the workplace (Evans, 2013, Billet, 2013). Further, there have been recent efforts to explore collective transformation (Donaldson, 2009; Merriam & Ntseane, 2008; Yorks & Kasl, 2002, 2008). However, despite the increasing interest in workplace learning, studies related to transformative learning in the workplace are limited (Choy, 2009) and collective learning in the workplace has been under researched and under-theorized (Hager, 2013, p. 26). From a social constructivist perspective, the proposed qualitative case study is to explore how the team collectively learns and transforms to within their organizational situation. This research will contribute to understanding of: the nature of learning processes as they apply to collective/team learning in the workplace; transformative learning theory and its application to workplace; and collective transformation.
The purpose of this study was to determine if an association exists between the adult learner ass... more The purpose of this study was to determine if an association exists between the adult learner asset of social capital and the readiness for self directed learning. A survey design was used with trainees and adult learners from different locations in three Canadian provinces – Manitoba, Ontario and Nova Scotia. The quantitative data was collected through the administration of the Social Capital Inventory (SCI), and the Self-Directed Learning Readiness (SDLRS-S) questionnaire. Results indicated evidence for only a weak association between adult learner assets of social capital and their readiness for SDL.
There is a common perception that Canadian Forces (CF) instructors do not effectively employ clas... more There is a common perception that Canadian Forces (CF) instructors do not effectively employ classroom technologies. Based upon initial research, it appeared that instructor training might be part of the problem. Accordingly, a study was conducted to look at CF instructors' knowledge of and ascription to the use of classroom technologies. Using a small convenience sample of CF instructors and interviews with Instructor Supervisors, Standards personnel and Training Development Subject Matter Experts the research concluded that CF instructors have insufficient knowledge and skill in the employment of classroom technologies. However, they have a positive attitude towards using technology. The study also found two barriers to effective employment of classroom technologies: a lack of training, and a lack of evaluative infrastructure. The study recommends further research to identify the required technology competency standard, determine any training requirements, and establish an eva...
Despite extensive team studies research over the past 40 years, team learning remains an emerging... more Despite extensive team studies research over the past 40 years, team learning remains an emerging field of study where there is significant conceptual discord. Three conceptualizations have dominated the literature where team learning is represented as: acquisition; participative activity, or an open system. Team learning models have also emerged integrating these three conceptualizations and included elements such as feedback, mediational factors and emergent states, though they have generally maintained the linearity of traditional input – process – output models.
Teams have also recently been conceptualized as complex learning systems, yet there is a paucity of research at the team level of analysis particularly within dynamic work teams. In conjunction, exploration into a complementary area, collective transformative learning within authentic work teams, is also limited. Through an instrumental case study, the researcher investigated in what ways is collective informal learning is enacted within this authentic work team. Additionally, the potential for unfacilitated collective transformative learning was also studied.
Using a social constructivist lens, this case study leveraged multiple methods including document analysis, observation, focus groups and interviews to capture a rich picture of team informal learning at the collective level of analysis. The study found that team informal learning was embedded in work activities and enacted in various ways through team interactions and activities. Moreover, the findings supported that the team had experienced collective transformative learning. The study concluded that conceptualizing teams as complex learning systems supports team informal learning and emergence as well as the potential for collective transformative outcomes in and through work. Overall, this study enhances our understanding of collective informal learning in authentic work teams and collective transformative learning.
In the contemporary security landscape and the cyber threat landscape, techno-centric approaches ... more In the contemporary security landscape and the cyber threat landscape, techno-centric approaches continue to dominate while the role of the human remains significantly understated. This article discusses three dimensions from which to explore human interactions in organizational security: the physical-physiological, the psychological-cognitive, and the socio-cultural. The point of this article is not to provide a detailed exploration of each dimension, but to stimulate organizational thinking that goes beyond techno-centric perspectives and appreciates the conceptual fluidity, complexity, and interdisciplinarity of the contemporary security landscape.
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Teams have also recently been conceptualized as complex learning systems, yet there is a paucity of research at the team level of analysis particularly within dynamic work teams. In conjunction, exploration into a complementary area, collective transformative learning within authentic work teams, is also limited. Through an instrumental case study, the researcher investigated in what ways is collective informal learning is enacted within this authentic work team. Additionally, the potential for unfacilitated collective transformative learning was also studied.
Using a social constructivist lens, this case study leveraged multiple methods including document analysis, observation, focus groups and interviews to capture a rich picture of team informal learning at the collective level of analysis. The study found that team informal learning was embedded in work activities and enacted in various ways through team interactions and activities. Moreover, the findings supported that the team had experienced collective transformative learning. The study concluded that conceptualizing teams as complex learning systems supports team informal learning and emergence as well as the potential for collective transformative outcomes in and through work. Overall, this study enhances our understanding of collective informal learning in authentic work teams and collective transformative learning.
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Teams have also recently been conceptualized as complex learning systems, yet there is a paucity of research at the team level of analysis particularly within dynamic work teams. In conjunction, exploration into a complementary area, collective transformative learning within authentic work teams, is also limited. Through an instrumental case study, the researcher investigated in what ways is collective informal learning is enacted within this authentic work team. Additionally, the potential for unfacilitated collective transformative learning was also studied.
Using a social constructivist lens, this case study leveraged multiple methods including document analysis, observation, focus groups and interviews to capture a rich picture of team informal learning at the collective level of analysis. The study found that team informal learning was embedded in work activities and enacted in various ways through team interactions and activities. Moreover, the findings supported that the team had experienced collective transformative learning. The study concluded that conceptualizing teams as complex learning systems supports team informal learning and emergence as well as the potential for collective transformative outcomes in and through work. Overall, this study enhances our understanding of collective informal learning in authentic work teams and collective transformative learning.