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dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorBauer, J & Harteis, Cen_US
dc.description.abstractTo understand what constitutes errors at work and, in particular, how productive learning might arise from those errors, it is necessary to go beyond viewing errors as only objective social facts. That is, only considering errors from the perspective of observable shortfalls in performance, as judged by others. Instead, it is neces-sary to also account for other and, in particular, personal premises for what constitutes errors at work, and how learning occurs as a consequence of errors and is shaped by cultural, situational and personal factors. In taking these ideas forward, this chapter discusses human performance at work, and proposes that making errors is central to learning and that a consideration of errors and how productive learning might arise from them needs to be premised on a socio-personal factors, not just as objective facts: a mistake made, even though that can be the case. Ultimately, both performance at work and learning are both held as being socio-personal processes shaped through individuals' engagement and negotiation with the social world. Therefore, to understand the nature of errors and their associations with learning, it is necessary to consider the contributions and relations between objective social reality and individuals' subjective concerns of experience and learning.en_US
dc.relation.ispartofbooktitleHuman Fallibility: The Ambiguity of Errors for Work and Learningen_US
dc.subject.fieldofresearchTechnical, Further and Workplace Educationen_US
dc.titleErrors and learning from errors at worken_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.hasfulltextNo Full Text

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