Learning in the Workplace: The Case for Reflectivity and Critical Reflectivity

Abstract

Learning in the workplace has traditionally been understood primarily in terms of behaviorism, a perspective compatible with the machine-like design of organizations when training and development emerged as a field of practice. Adult educators have not challenged the desirability of that perspective directly, although various theorists suggest its modification through greater learner participation, problem-centeredness, experience basing, and concern for different learning styles. This article raises questions about the universal valuing of behaviorism in workplace learning based on a review of trends in organizations in the post-industrial era and analysis of theorists within and outside the field who emphasize the importance of reflectivity and critical reflectivity in learning. The author then describes emerging characteristics of a new paradigm for understanding workplace learning and concludes with a discussion of its limits.