Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Work‐based learning – it's primary feedback that matters

Work‐based learning – it's primary feedback that matters Purpose – This paper aims to expose errors in thinking about work based learning; specifically the misconception about primary and secondary feedback. Design/methodology/approach – The paper draws on significant literature as well as the author's experience. Findings – The paper shows that much work‐based learning is based on faulty thinking about the nature of learning. It shows that much so‐called feedback is unhelpful to learning. It also shows that satisfaction in learning is importantly best based on intrinsic motivation. Research limitations/implications – The paper draws on the research of others. Practical implications – There are important implications for all who work in organizations as the paper shows that learning can be greatly improved when there is a greater focus on primary feedback and on direct practice. Social implications – The paper raises wider implications for educational practice and exposes how young people are inhibited in their learning by bad practice amongst teachers. Originality/value – This is a totally original paper that raises matters never before discussed in this way. It integrates the work of other authors with live practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Development and Learning in Organizations Emerald Publishing

Work‐based learning – it's primary feedback that matters

Ian Cunningham
Development and Learning in Organizations , Volume 25 (5): 3 – Aug 23, 2011
Download PDF
3 pages

Loading next page...
 
/lp/emerald-publishing/work-based-learning-it-s-primary-feedback-that-matters-4FUZ0ANh7z

References (4)

Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
1477-7282
DOI
10.1108/14777281111159366
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper aims to expose errors in thinking about work based learning; specifically the misconception about primary and secondary feedback. Design/methodology/approach – The paper draws on significant literature as well as the author's experience. Findings – The paper shows that much work‐based learning is based on faulty thinking about the nature of learning. It shows that much so‐called feedback is unhelpful to learning. It also shows that satisfaction in learning is importantly best based on intrinsic motivation. Research limitations/implications – The paper draws on the research of others. Practical implications – There are important implications for all who work in organizations as the paper shows that learning can be greatly improved when there is a greater focus on primary feedback and on direct practice. Social implications – The paper raises wider implications for educational practice and exposes how young people are inhibited in their learning by bad practice amongst teachers. Originality/value – This is a totally original paper that raises matters never before discussed in this way. It integrates the work of other authors with live practice.

Journal

Development and Learning in Organizations – Emerald Publishing

Published: Aug 23, 2011

Keywords: Motivation; Learning; Feedback; Job satisfaction; Teaching; Work

There are no references for this article.