Early career learning at work

M. Eraut, F.J. Maillardet, C. Miller, S. Steadman, S. Ali, C. Blackman, J. Furner

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNpeer-review


Our paper will focus on three general theoretical frameworks developed within our project. Our typology of learning is based on two simple distinctions. The first is between learning processes, such as problem-solving, and learning activities, such as asking questions, which are located within many different types of learning process. The second is between learning that occurs as the by-product of a working process (e.g. working alongside a more experienced colleague), and learning as a separate activity (e.g. engagement in formal training or being coached). Our progression model for mapping outcomes has eight sections: task performance, awareness and understanding, personal development, teamwork, role competence, decision-making and problem-solving, academic knowledge and skills, judgement. Then finally, we have a two triangle model for analysing the interactions between factors affecting learning in the workplace. The rationale for these three frameworks will be explained and illustrated by empirical evidence on the early career learning of accountants, engineers and nurses.
Original languageEnglish
Title of host publicationTLRP 2004 Conference
Publication statusPublished - Nov 2004
EventTLRP 2004 Conference - Cardiff
Duration: 1 Nov 2004 → …


ConferenceTLRP 2004 Conference
Period1/11/04 → …

Bibliographical note

A Word version of this paper is freely available at the above url


Dive into the research topics of 'Early career learning at work'. Together they form a unique fingerprint.

Cite this