ERIC ED463439: Experience and Learning: Theorizing the Subjective Side of Work. [Publications from the Adult Education Research Group].

36 Pages·2000·0.44 MB·English

by  ERIC

DOCUMENT RESUME
CE 083 111
ED 463 439
Olesen, Henning Salling
AUTHOR
Experience and Learning: Theorizing the Subjective Side of
TITLE
Work. [Publications from the Adult Education Research
Group]
Roskilde Univ. Center (Denmark).
INSTITUTION
No-117
REPORT NO
ISBN-87-7349-488-7
ISBN
ISSN-1395-6833
ISSN
2000-00-00
PUB DATE
34p.; Paper no. 10 from the Life History Project. Background
NOTE
paper for a keynote lecture at the International Conference
on Researching Work and Learning" (1st, Leeds, England,
September 10-12, 1999).
Roskilde University, Postboks 260, DK-4000, Roskilde,
AVAILABLE FROM
Denmark. Web site:
http://www.ruc.dk/inst10/om inst10/evu/skriftserie/.
Speeches/Meeting Papers (150)
Opinion Papers (120)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Adjustment (to Environment); Competence; Corporate
DESCRIPTORS
Education; Corporations; Definitions; Delivery Systems;
*Education Work Relationship; Educational Research;
*Educational Theories; Employment Qualifications; Human
Resources; Individual Development; Job Skills; Labor Force
Development; Labor Market; Learning Processes; Literature
Reviews; Models; Organizational Change; Organizational
Development; Position Papers; Research Needs; *Self Concept;
Skill Development; Social Integration; Socialization;
Training; Work Environment; *Work Experience
Identity Formation; *Identity Synthesis; Learning
IDENTIFIERS
Organizations; *Subjectivity
ABSTRACT
This document argues that the new reality of work, which
reintegrates learning and learning potential in a qualitative change of the
work process itself, has made it necessary to theorize the subjective side of
work and study and understand learning within a comprehensive context of the
subjective experience. The following are among the specific topics
(1) changes in work and human resources (including the
considered:
post-Fordist turn of the industrialized countries, the extremely rapid
transformation of skill needs, new criteria of social inclusion, and the new
(2) the subjective importance of work;
human resource development agenda);
(4) the basic theoretical problem of linking the
(3) the concept of identity;
two independent dynamics of social history and life history;
(5) recent
(6) recent explorations
efforts to develop a conceptual model of competence;
(8) experience
(7) contradiction and ambivalence;
of the concept of identity;
and learning; and (9) learning and culture and the concept of collective
learning. Collective learning is differentiated from organizational learning.
It is concluded that new work identities will likely include expectations for
learning and experience in work processes and that work will likely be
included in a more reflexive shaping of life in general. (Contains 20
references.)
(MN)
Reproductions supplied by EDRS are the best that can be made
from the ori inal document.
Henning Salting Olesen
Experience and Learning
- Theorizing the Subjective Side of Work
(n,
(.1.1
U.S. DEPARTMENT
OF EDUCATION
Office of Educational
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Paper no. ro
Life History Project
Roskilde University
2
Experience and Learning
Theorizing the Subjective Side of Work
by Henning Sailing Olesen
Paper no. io from the Life History Project
Senior Researchers:
Anders Siig Andersen
Linda Andersen
Betina Dybbroe
Kirsten Larsen
Henning Sailing Olesen
Finn M. Sommer
Kirsten Weber
Associated Research Fellows:
Janni Ansell
Camilla Hutters
Steen Baagoe Nielsen
Published by
Adult Education Research Group
Roskilde University, Box 260, Pio
DK - 4000 Roskilde
46
Telephone:
74
+45
25
15
Fax:
46
70
30
74
+45
The publication is no. 117/2000 in the series "Skriftserie fra Erhvervs- og
voksenuddannelsesgruppen" [Publications from the Adult Education Research
Group]
ISBN: 87'7349-488-7
ISSN: 1395-6833
Copyright: The author, 2000
Cover: Morten Vest
Printed by: Trykkeriet, RUC
Members of the Adult Education Research Group by November 2000:
Anders Siig Andersen, Linda Andersen, Vibeke Andersen, Karin Bendtsen, Karina
Carisen, Soren Dupont, Betina Dybbroe, Liselotte Gregart, Leif Hansen, Katrin
Hjort, Knud Illeris, Christian Helms Jorgensen, Jan Kampmann, Randi Kaas,
Christian Kjxrsgaard, Kirsten Larsen, Vibeke Lihn, Birger Steen Nielsen, Henning
Sailing Olesen, Jorgen Rafn, Birgitte Simonsen, Finn M. Sommer, Lars Uiriksen,
Niels Warring and Kirsten Weber
3
Henning Sailing Olesen
Experience and Learning
Subjective Side of Work
- Theorizing the
Paper no. io
Life History Project
Roskilde University
CONTENTS
Theorizing the Subjective Side of Work
Experience and Learning
5
6
Changing Work and Human Resources
Symptomatic Observations against a Traditional Construction
10
15
Theoretical Approaches
17
The Identity Concept
20
Contradiction and Ambivalence
23
Experience and Learning
27
Collective Learning
Learning and Culture
28
Final Remark
30
References
5
EXPERIENCE AND LEARNING
THEORIZING THE SUBJECTIVE SIDE OF WORK
Background paper for keynote lecture at the conference
'Researching Work and Learning'
Leeds September 1999
It is hardly a coincidence that 'Work' and 'Learning', connected by the
logical operator 'and', define a research field at this time. Wisely the rela-
tion between the constituents of the field and the scope of the research
field are left open to enable a multitude of approaches and ideas. There is a
strong impulse to define such a field from real history developments, but
there is also a need to rethink the relation between these essential human
activities.
'Work' and 'learning' were separated and inter-related in a specific way
by capitalist modernization: Work became societally defined as an entirely
instrumental action, consuming human labour that must be educated
beforehand. In everyday life consciousness as well as in academic thought
this separation has been reproduced as a clear split. Learning and educa-
tion has been conceived as 'upbringing' or emphatically as a political and
cultural education without explicit relation to work. Consequently critical
work research and radical political thought as well has had its conceptual
difficulties in relating the ideas about enlightenment, social change and
liberation of labour with the understanding of work process and workers as
collective agents. The provision of specific skills and qualification have
been institutionalized and thought of as a sub-instrumental production for
human labour. The most humanist enlightenment and the most instrumen-
talistic skill share the abstraction from everyday social practice.
On this background it is easy to understand that the new reality of work,
which reintegrates learning and learning potential in a qualitative change
of the work process itself, gives rise to great expectations but also uncer-
tainty in work science(s) as well as in education: We have to rethink the
basic rationales of fields that have been largely organized around the 'im-
provement' of either process
or giving reasons for these basic rationales
respectively. Every small practical activity seems to ask or answer ques-
tions of real historical change: Is it the end of capitalism, as some seem to
assume, when they give up traditional class positions and orientations? Or
6
HENNING SALLING OLESEN
is it the end of modernity, as seems to be the point of post modernist criti-
cism as well as the celebration of new individualism? Or both?
To many workers and most(?) middle managers
and to many teachers,
this shift is a threat
to us it may seem an exciting opening of
indeed
space. However, much of the discourse around the shifts in work life
and/or the need for (life long) learning seem to talk about consequences of
a development from above
not really a matter of workers' own under-
standing and action. Can 'research into work and learning' contribute
something to this?
My main argument in this paper will be that we need to theorize the sub-
jective side of work, and to study and understand learning within a com-
prehensive context of the subjective experience. Societal conditions and
everyday life in the perspective of individual life history as well as collec-
tive interpretive patterns. This paper present some dimensions and ap-
proaches to this interdisciplinary enterprise.
Changing Work and Human Resources
The first and most direct condition of this theme is the post-fordist turn
of the industrialized countries. There is a general agreement on the obser-
vation that the 'industrial society' is going through a fundamental change,
with consequences for all domains of social life and culture. The Post-
industrial Society is one label, the end of Work Society another
this
transformation has many names, each one expressing a specific theoretical
and political interpretation of the basic societal structures and dynamics.
Most of them are reifications of the genesis, and thus also the political as-
pects, of the development. The study of technology and work has been as-
signed an oracular role as indicator of possibilities and ongoing changes of
or conservation of Capitalism.
You could begin with the optimistic question of Kern/Schumann in 1984:
Ende der Arbeitsteilung? Even within a qualification(skill) concept in-
formed by industrial sociology Kern and Schumann by empirical evidence
made plausible that the human potentials of labour were becoming deci-
sive, demanded by capitalist reorganization of industrial development. The
subordination of labour to work process implied not only the more gene-
7
7
EXPERIENCE AND LEARNING
ralized skills and knowledge, but the demand for subjective qualities more
than anything else. Even industrial workers must be cooperative, responsi-
ble, creative and autonomous.
Due to the transformation of production technologies, the restructuration
of company structures, information and communication technology and
economic internationalization human resources on a broad scale have be-
come crucial for the capitalist economy. In spite of quite different paths
and stages of modernization and sectoral development all the growth in the
'modern sectors' is now concentrating in the services, especially human
services and business services.
It means an extremely rapid transformation of skills needs, with several
substantial changes within one work life cycle of the individual and on the
other side qualitatively new skills. Both circumstances are assigning new
the first fact primarily in continuing
importance to education and training
education and training, the second one for the whole educational system.
open up the normal
together with others
For the individual this relation
one vocation', and gives rise to many twisted bi-
biography of 'one life
ographies with learning phases throughout life.
It also has defined new criteria of social inclusion. At the same time as
wage labour is becoming the prevailing mode of reproduction, leaving the
although still with
informal economies and self supply systems behind
(lack of) work competences and cul-
some exceptions in parts of Europe
tural skills has become an increasingly important reason for social exclu-
especially for adult non-skilled workers, and ethnic/cultural minori-
sion
ties.
The question about how we might influence the societal development it-
self, or shape the effects of changes, is not even mentioned. The projection
of hopes and doubts on to 'objective trends', to which we are only wit-
nesses and victims, also leaves out that work is in itself a constitutive field
of experience and identity.
The interpretation of subjective dynamics in work and their relation to
socio-economic structural dynamics, and the learning potentials related to
8
HENNING SALLING OLESEN
work, has a democratic perspective. (One might say this is one of the rea-
sons why this crossroad field is so fascinating).
In the discourse of human resource development learning is integrated in
ideas like 'organizational learning' and 'workplace based learning', which
refer to an organization culture framework. Most often these concepts link
learning to more or less narrow management strategies, which are able to
and willing to establish compromises with more or less narrow individual
concepts of the social interests of workers/employees. The consequence is
'divide-et-impere' and the cultivation of corporate spirit. Apart from the
political consequences which I will take up shortly, this is a somewhat
ambiguous development. Workplace identification and corporate spirit
may very well support learning processes that would otherwise
e.g. in a
traditional educational setting
not be possible. In so far we also find ex-
amples where unskilled workers, sceptic to education, become active
learners within a workplace embedded process. But in so far as work
qualification is rooted in collective habitual experiences and in collective
consciousness connected with workers' collective and a craft or profes-
sional identity, they are excluded from the learning process.
Even from a managerial point of view this may present a problem in
change processes in craft based industries (resistance of workers, loss of
habitual and tacit knowledge) and in professions (resistance, dequalifica-
tion, loss of quality standards). However, this is not really theoretically re-
flected: In the very extensive discussion and practice of organization de-
velopment, human resource development and organization learning you
find very primitive or not existing ideas about the relation between the col-
lective and organizational processes, and the learning processes of indi-
viduals. In the consultant business and the human resource managers, per-
sonal development, career advisors etc you fmd some practical experience
and rules-of-thumb, but little analytical interest and knowledge.
To the extent learning is promoted and taken over by corporate pro-
grammes and human resource managers in connection with workplaces, it
may cause a devastation of professionalism on learning.
This takes us to the more important aspect, and more political, I think:
What is the alternative view on learning? The reembedding of learning
9
EXPERIENCE AND LEARNING
into work life may be very restricted in the sense that only some aspects of
learning are called for, and only some aspects of learners' potentials are
activated. It may be a reinforcement of the general disaster of moderniza-
tion: That the technical and instrumental development is pushed forwards
once more, by an enhanced mobilization of human resources, but the other
side, the civilizing and enlightening one is repressed. The hopes for an
automatic humanization effect of the new types of work organization, and
the consequent needs for learning need to be developed.
The 're-subjectivation' of work, however, is not just congruent with hu-
although some seem to as-
manistic ideas of education and subjectivity
sume so, with a relieved sighing. It is not a return from the industrial shap-
ing of man in some generations to an original humanity. Basic humanity
has just within the period of industrial development changed radically.
Children' s social, intellectual and emotional capacities are others than be-
more
fore, and the adult workers carry a history of collective experience
as base of all their aspects of work identity. The re-
or less consciously
subjectivation of work does not mean 'taking work back to its original
it means inviting/demanding and allowing new forms
subjective quality'
of cooperation and/or new types of autonomy, which can be developed in
relation to the social and societal context of work and technology today.
So the new human resource development agenda implies the need for a
politicization of work, remembering the Greek meaning of the word: Mak-
ing it an object of discussion and cultural action. The perspectives in life-
long learning depend on a collective experience building that can encom-
pass and develop the potentials in new work qualities without loosing sight
of previous work identities.
However, we first need to construct a reasonable theoretical framework
about the subjective side of work. The subjective meaning of work and of
its unquestionable changes is included in the reification. The study of
'work identity' and 'work consciousness' is very much attached to the 'ob-
and consequently has had its
jective work process' or societal processes
theoretical concepts informed by or even subordinated those of industrial
sociology and (social) economy. A critical theory should take the subjec-
tive side of work out of this objectivistic shadow. Studies of adult learning
and of work has a shared interest in this enterprise. In stead of regarding
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