Description

In this dissertation, the researcher presents an opportunity for developing an understanding of the role that personal significance plays within the emergent properties of a learning process. Personal significance is presented as a foundational element of a learning architecture that should enable the co-creation of work realities within a new world of work. In this new world of work, which is fast-paced volatile, uncertain, complex and ambiguous (VUCA), the role of personal significance has become more important than ever before. The research problem was therefore described as a general lack of understanding of the important role personal significance plays as a foundational element within a learning architecture that enables the co-creation of a new world of work realities.
The intent of the study was to ascertain deeper insight into the role of personal significance within the context of learning and a learning process. Through this newly-gained insight, the intent was to develop a high-level framework for a learning architecture that incorporated personal significance as a foundational element for learning processes.
For this dissertation, the researcher adopted an interpretivistic research philosophy, with grounded theory as the methodology. The research data were gathered through eight intensive interviews with expert learning and development practitioners. The researcher employed thematic analysis to interpret the collected data.
Theoretical sampling was applied in selecting the participating practitioners. The participants were selected first of all based on their expertise within the learning and development field, and within the sub-fields of facilitation, learning process design and learning and development management. The participants were selected as a diverse sample based on: Age range between 30 and 50 – four participants and between 50 and 60 – three participants; Gender selection of four males and three females; Experience range between 20 to 30 years – four participants and between 10 to 20 years – three participants.
The study found that personal significance is a key component within a learning process geared towards the VUCA world. The following meta-insights were gained during this study: Firstly, that there is a symbiotic, unbreakable relationship between training and learning. Secondly, learning is more than a change in behaviour, it is about an elevated level of consciousness. Thirdly, personal significance is a collective of meta-cognitive processes, which, in combination within a learning process, provide the learning with an irrevocable sense of relevance.
In recognising the vastness of the academic field of learning theory, with nine scientific disciplines, 24 learning theories, 22 learning paradigms or world views, and ten key learning concepts, the researcher invites readers of this dissertation to draw on their own experiences within the field of learning and corporate training programmes. To be sceptical and curious about making learning relevant to their world of work, making sense of the value of learning, and the real contribution of everyday training occurrences.