Facilitating Co-Learning in the Workplace

Workplace Learning

In a recent study co-learning is categorized into two separate domains; the facilitator and the explorer. According to the study the facilitator of learning is the individual who "does not get in the way of learning by imposing information…a facilitator guides the process of student learning" (Brantmeier, 2010, p. 1) while the student, or learner, is defined as an empowered explorer who is an "independent or collective explorer of knowledge through disciplined means" (p. 1). Whether the student is one as defined in the traditional sense, or it is a co-worker seeking to gain knowledge of the business world, both facilitator and explorer learn by sharing knowledge through communication.

Oftentimes the facilitator is one that has had previous experience in the workforce with the specific subject at hand. The facilitator is therefore often the leader of the group or project. Being a leader requires experience but it also requires the patience to teach, demonstrate and model both behaviors and actions according to company or ethical standards. As one recent article espoused "the importance of developing an appropriate learning environment in order to foster workplace learning is dominating organizational agendas" (Clarke, 2005, p. 185) and an appropriate learning environment not only fosters workplace learning but cooperation between co-workers as well.

Another study determined that in the workplace "learners can increase their capacity to acquire new knowledge through self-inquiry, reflection and dialogue" (Yeo, 2008, p. 317). If that is true, then leaders in the workplace need to develop a capacity for listening and patience with employees who are seeking to acquire that new knowledge.

One policy that might be put into place that would likely engender workplace learning is a policy that rewards workers for showing evidence of new knowledge or skills acquired through the educational process.

This policy is especially important at a time when "the workplace is the primary source of new knowledge and skills because they are unavailable elsewhere (at least for some employers)" (Kitching, 2008, p. 100).

Another plan to facilitate workplace learning is with the mentor system. The mentoring system allows those individuals who have already gained the knowledge and experience the opportunity to work with those individuals who have not had that opportunity. The mentoring movement has expanded in recent years far beyond the typical classroom arena; now it encompasses the workforce arena as well. A recent study determined that there were eight factors of success in a typical team-oriented workplace organization. Two of those factors included "training in relationship skills…and a gift culture in which managers support employees by mentoring them daily" (Gratton, Erickson, 2007, p. 101). The study also found that, besides mentoring, positive collaboration between executives provided trickled-down to the other employees. As part of an overall plan to foster co-learning, a collaborative team-like atmosphere should also be promoted.