If you wish to be vocationally successful you need to transcend knowledge, skills and competence and gain meta-competence, argues Raelin (2000: 11)—it is not particular skills that are important, but the ability to adapt knowledge, skills and competence to changing environments. Acquired knowledge does not represent a competitive advantage, because it becomes stale and require continuous renewal. A continuous self-reflective approach must be acquired.
Raelin (2000: 13) highlights three levels of learning:
1. First-order or single-loop learning—when we advance beyond habitual actions/responses (zero-order learning) to trying out new methods (trial-and-error).
2. Second-order or double-loop learning—when the standard/established meanings underlying our habitual responses are challenged and we start transferring learning from one context to a next.
3. Third-order or triple-loop (p. 14) learning entail becoming aware that the way the world is perceived (our underlying assumptions) might be based on questionable premises, learning about the context-of-contexts.
Raelin (2000: 13) asserts that transfer of learning, without third-order learning, may limit us to practitioner actions relying on preconceived criteria for appropriate actions. This limits innovation. Third-order learning entails holding virtual reflective conversations with the situation within which functioning—readjusting practice to changing circumstances.
Raelin (2000:14) advocates all three kinds of work-based learning, but emphasise the third-order as most important. He further make a link to just-in-time learning, where the individual's needs and preferences is responded to and learning is of use in work, as well as related to one's thinking and feelings.
Raelin, J.A. 2000. Work-based learning—the new frontier of management development. Upper Saddle River, New Jersey: Prentice Hall.
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