By Stephen Billett
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Extra resources for Learning in the Workplace: Strategies for Effective Practice
Sample text
Routine tasks are usually well defined. However, responding to new or non-routine tasks requires conscious thought and is directly associated with new learning. With new tasks, it is unlikely that all variables will be known. So individuals may draw upon additional resources to understand the task more fully and attempt to close the gap between 28 L e a r n i n g i n t h e w o r k p l a c e what they know and what they need to know. For instance, they might recall similar situations from their past to establish a basis for proceeding with the task.
It also provides a basis for learners to compare their performance with that of others. The physical setting contributes clues and cues for both tasks and performance within those tasks. Lave (1990) has shown how partly constructed garments provided apprentices with a means of proceeding with making their own. To take another example, a warehouse worker referred to the variations of packed pallets available in a warehouse as a library of options that were accessible when a novel palletpacking task had to be undertaken (Billett 1993b).
But the bulldozer was retrieved unharmed and there was no need to stop production, nor to shift the drag-line. The worker who achieved this feat already had a reputation for being good at his job. However, his capacity to resolve this difficult situation cemented his standing in the workplace as an expert. 41 42 L e a r n i n g i n t h e w o r k p l a c e The client returned to the hairdressing salon in tears. Although she had been pleased with her new haircut when she left the salon, her husband had described it as making her look like a ‘bikie’s moll’.