Learning at work
Yet, in many ways, educators have very little expertise and influence over contextual factors such as work organisation, management styles or reward systems. Even in the area of skill development, there may be a number of political or practical reasons preventing educators from using potential opportunities to foster reflective learning. Standard
operatingproceduresortrainingmanuals,forexample,mayhavebeen developedcentrally,orbyanexternalspecialist,withlittleinvolvement fromtheeventualusers.Despitetherhetoricofteamwork,itisnot uncommonforsupervisorsandspecialiststafftoresistattemptsby 'lower-skilled'employeestoapplynewskills,orhaveaccessto'privilegedinformation'.