How knowledge-intensive tasks can promote learning

The general assumption is that the level of action required from companies and management staff decreases as a work task becomes more highly qualified and more knowledge intensive. This assumption has been examined by the research project “Inductive learning via work” (LerndA). The results reveal the existence of general conditions which inhibit the acquisition of experience-related context knowledge, even in such a work situation. The article goes on to explain what inductive contextual knowledge is and looks at the barriers to learning that employees face in this regard. It concludes by outlining a sample design model for work that is conducive to learning.