The Relation Between New Employees' Identity Change at Work and the Structuring of Learning.

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  • Kamei Miyako
    Graduate School of Humanities, Tokyo Metropolitan University

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  • 職場参加におけるアイデンティティ変容と学びの組織化の関係 : 新人の視点から見た学びの手がかりをめぐって
  • ショクバ サンカ ニ オケル アイデンティティ ヘンヨウ ト マナビ ノ ソシキカ ノ カンケイ シンジン ノ シテン カラ ミタ マナビ ノ テガカリ オ メグッテ

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This study investigated the relation between changes in identity in a work context and the structuring of learning resources in the work community. Based on interviews with new employees, the research was conducted within the framework of Legitimate Peripheral Participation (LPP). New employees (n=23) took part in interviews just after they started work and again 5 months later. The results indicated that many new employees who had a "conflict-positive" pattern of identity were classified into "practical-basic type" job assignments and had stable teaching-learning work relationships. Newcomers displaying a "positive-positive" pattern were classified as a "newcomer-skilled type" in their job assignments. In contrast, among new employees who stopped work there was a case of a worker who became alienated from practical participation. Based on the comparison of these three types of cases, it was apparent that various structural learning resources for practical work have a close connection to the process of identity change in new employees. Further, the existence of a guide that gives meaning to existing practices and practical participation is important in constructing a learning curriculum.

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