1. Understanding Practice based learning in small business Chinese restaurant: A practice theory perspective
Ronnie Lui
M. Train & Develop., M. Optom., B. App. Sc.(Optom), Adv. Dip. HSc.
School of Education and Professional Studies

2. Problem statement
Not very much is known about Practice-based learning (PBL) in small
business Chinese restaurants (SBCRs), yet this form of learning makes
important contributions to the development of a workforce with specific
competencies that the industry requires.

3. Aim of research
To gain a better understanding of Practice-based learning (PBL) in small business Chinese restaurants (SBCRs) and how it can be supported for workforce development.

4. Research Questions Main question:
How do workers in SBCRs engage in PBL?
Sub-questions:
What is the nature of PBL and how is it enacted in SBCRs?
What factors enable and constrain PBL in SBCRs?
How can PBL be supported for the SBCR workforce?

5. Theoretical framework
along psychological and situational perspectives
Workplace learning theories
three extra-individual arrangements
Practice architectures

6. Ethnographic approach
Methodology
Ethnographic approach
12 participating sites
20 participants
Data collection
In-depth interviews
On-site observations
Data analysis
Content analysis

7. ‘sayings’,‘doings’& ‘relatings’ in SBCRs
Key Findings
Enacted pedagogies in SBCRs
Special features of PBL
‘sayings’,‘doings’& ‘relatings’ in SBCRs

8. Enacting pedagogies in SBCRs
T - declarative knowledge (know-That: knowledge of facts) (Anderson, et. al., 2014)
H - procedural knowledge (know-How: skills) (Anderson, et. al., 2014)
E - Experiment (know-why: theoretical understanding )
O - Observation (feedback)
R - Rectification (correction)
I - Internalisation (explicit to tacit) (Nonaka, 1994)
E - Enculturation
S - Synchronisation

9. Special features of PBL
P - Purposeful, progressive, participatory activities.
R - Relational interdependence between the individual and the social world.
A - Aesthetic grounding of PBL.
C - Chain of actions with cultural coherence.
T - Tacit and explicit knowledge conversions.
I - Intuition-as-expertise.
C - Critical reflection.
E - Embodied prevalence.

10. Practice architectures
sayings
doings
relatings

11. Discussions Enabling Constraining
Satisfy the context-specific knowledge demands in SBCRs
In-house, practical and integrated with individual business
Constraining
Timeframe for acquiring job competences varied
Deficits of appropriate knowledge and timely information on new technology
Department name (Edit in View > Header and Footer)

12. Implications of PBL to SBCRs
PBL provides the opportunities for workers to acquire job competences specially for SBCRs
There are demands of update knowledge and efficient pedagogies

13. How can PBL be supported for the SBCR workforce?1.
Better communications between stakeholders 2.
Listen to the voices of workers/learners 3.
Considerations of the enabling and constraining factors from the three extra-individual arrangements of practice architectures

14. References
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15. Email: ronnie.lui@griffithuni.edu.au
Thank you