Productive learning is defined as learning that can be reused, in application to new problem situations in an organisation or for assimilation and reflection in structured learning situations such as courses. An important but underexploited form of productive learning relates to the capture and reuse of the tacit knowledge of members of an organisation. Two approaches for this reuse of tacit knowledge are discussed, along with instructional strategies and technologies to support the knowledge capture and reuse process within each of the approaches. In one of the illustrated approaches the emphasis is on how those in mentor or supervisor positions can more systematically support the diffusion of their own tacit knowledge to those of their mentees and in the process create new knowledge for reuse in other situations. In the second illustration, a change in orientation from knowledge transfer to knowledge creation and sharing in the formal training programmes of the organisation is the focus. An underlying database as well as easy-to-use tools for resource entry and indexing are key elements in facilitating the reuse of experience-based resources within and across both informal and formal learning.
Collis, B., & Winnips, J. C. (2002). Two scenarios for productive learning environments in the workplace. British journal of educational technology, 33(2), 133-148. https://doi.org/10.1111/1467-8535.00248