LEADER 04229nam 22006135 450 001 9910299543303321 005 20200703163633.0 010 $a3-319-75298-7 024 7 $a10.1007/978-3-319-75298-3 035 $a(CKB)4100000003359387 035 $a(MiAaPQ)EBC5346343 035 $a(DE-He213)978-3-319-75298-3 035 $a(PPN)253955572 035 $a(EXLCZ)994100000003359387 100 $a20180411d2018 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLearning in Work $eA Negotiation Model of Socio-personal Learning /$fby Raymond Smith 205 $a1st ed. 2018. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2018. 215 $a1 online resource (285 pages) 225 1 $aProfessional and Practice-based Learning,$x2210-5549 ;$v23 311 $a3-319-75297-9 320 $aIncludes bibliographical references and index. 327 $aPreface: Learning in work: A negotiation model of socio-personal learning -- Part 1 Conceptual and theoretical foundations of work-learning negotiation -- 1 Work, learning and negotiation -- 2 Negotiation: Process and Product -- 3 Negotiation: Contexts and Conditions -- 4        Exploring Negotiation through Personal Work Practice -- Part 2 The Three Dimensions of Negotiation framework -- 5 Negotiation as Form -- 6 Negotiation as Frame -- 7 Negotiation as Flow -- 8 The Three Dimensions of Negotiation. 330 $aThis book explores and progresses the concept of negotiation as a means of describing and explaining individuals? learning in work. It challenges the undertheorised and generic use of the concept in contemporary work-learning research where the concept of negotiation is most often deployed as a taken for granted synonym for interaction, co-participation and collaboration and, hence, used to unproblematically account for workers? learning as engagement in social activity. Through a focus on workers? personal practice and based on extensive longitudinal empirical research, the book advances a conceptual framework, The Three Dimensions of Negotiation, to propose a more rigorous and work-learning specific understanding of the concept of negotiation. This framework enables workers? personal work practices and their contributions to the personal, organisational and occupational changes that evidence learning to be viewed as negotiations enacted and managed, within contexts that are in turn sets of premediate and concurrent negotiations that frame the transformations on and from which on-going negotiations of learning and practice ensue. The book does not seek to supplant understandings of the rich and valuable concept of negotiation. Rather, it seeks to develop and promote a more explicit use of the concept as a socio-personal learning concept at the same time as it opens alternative perspectives on its deployment as a metaphor for individual?s learning in work.    . 410 0$aProfessional and Practice-based Learning,$x2210-5549 ;$v23 606 $aProfessional education 606 $aVocational education 606 $aLifelong learning 606 $aAdult education 606 $aLearning 606 $aInstruction 606 $aProfessional & Vocational Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O35000 606 $aLifelong Learning/Adult Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O42000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 615 0$aProfessional education. 615 0$aVocational education. 615 0$aLifelong learning. 615 0$aAdult education. 615 0$aLearning. 615 0$aInstruction. 615 14$aProfessional & Vocational Education. 615 24$aLifelong Learning/Adult Education. 615 24$aLearning & Instruction. 676 $a370.113 700 $aSmith$b Raymond$4aut$4http://id.loc.gov/vocabulary/relators/aut$01063601 906 $aBOOK 912 $a9910299543303321 996 $aLearning in Work$92533113 997 $aUNINA