Peer and informal learning among hospital doctors: An ethnographic study focused on routines, practices and relationships
Purpose: The aim of this paper is to analyse everyday interactions in a workplace from the point of view of organisational learning, informal learning and peer learning, as well as to examine the possible relationships that can be established between all three. Methodology: The insights from nine mo...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/152681 |
| Acceso en línea: | https://hdl.handle.net/10609/152681 http://doi.org/10.1108/JWL-11-2018-0141 |
| Access Level: | acceso abierto |
| Palabra clave: | organisational learning peer to peer learning informal learning ethnography qualitative analysis |
| Sumario: | Purpose: The aim of this paper is to analyse everyday interactions in a workplace from the point of view of organisational learning, informal learning and peer learning, as well as to examine the possible relationships that can be established between all three. Methodology: The insights from nine months of ethnographic study were used to provide an operational definition of equality in an organisation, to achieve a better understanding about interactions and informal learning between peers, and to determine psycho-social factors or contexts which favour the exchange of knowledge in an organisation. Findings: The findings demonstrate the importance of articulating the three elements (organisational learning, informal learning and peer learning) in a joint interpretative framework. These results support moving away from the traditional organisational learning based on knowledge and know-how, towards a new perspective focused on sharing and participatory opportunities. In other words, without opportunities to participate, without support and equal access, the fostering of informal learning can be debatable in terms of democracy. Value: The results bring us closer to being able to design workplace learning strategies that carefully includes the value of participation opportunities and the influence of a dynamic concept of equality. The ethnography in a hospital setting has allowed us to gain a better understanding of the contribution of informal learning to the organisation. The focus on the social context and the roles of relationship in informal learning offers new insights into a complex phenomenon. |
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