Workplace competence for recreational diving instructors through situated learning environments in established communities of practice

Workplace competence for recreational diving instructors through situated learning environments in established communities of practice

The purpose of this study was to identify and analyse the competencies required of recreational diving instructors through an investigation of situated learning
environments. Clarification of the desired competencies was required to understand the extent to which these competencies and associated decision-making capabilities
are affected by involvement within established communities of practice.

This research followed a social constructivist approach incorporating ideas on situated learning and communities of practice from the works of Lave and Wenger (1991), Cross (2007) and Rowden (2007), and on social capital from the theories of Lin (2001), Grafton (2005) and Nicholson and Hoye (2008). An illustrative case study was used where semi-structured interviews were conducted with 29 recreational diving instructors and their 3 employers from three different diving organisations in North Queensland (N:32 participants) during the years 2008 - 2010. Analysis of the data resulting from these interviews was corroborated with evidence gained from onsite observations.

This investigation of the intersection among workplace competence, situated learning and communities of practice from multiple perspectives using a bricolage of activities constitutes a substantial and original contribution to knowledge. The data show that the competencies required, and the predominantly informal manner in which those competencies are achieved, are in conflict with many of the prevalent formal processes specifically designed for that purpose. These findings contribute to our knowledge of interactions within communities of practice, the interaction between theory and practical decision-making capabilities, mentoring and company leadership. The data also reveal important information about conditions for improvement to instructor training courses and offer guidelines for appropriate continuing education and improved industry standards. Theoretically the study extends current understandings of the character of competence by demonstrating its interdependent
relationship with situated learning and communities of practice.