Purpose\udThe purpose of this paper is to offer a response to expressions in the literature concerning the limitations of critical reflection, using Rancière’s exposition of the role of values and reasonableness to examine how forms of negotiated work based learning can support learners’ pathways to impact in their organisation. The implications for work applied management in terms of enabling these employees to make an impact are considered.\ud\udDesign/ methodology/ approach\udVignettes illuminate and articulate Rancière’s (1991; 2010) ideas, the vignettes constructed through events experienced and narrated, perhaps imagined, tutorial conversations, assignments and work practices. Such construction of ‘multiple layers of fiction and narrative imaginings’ draws on Sparkes (2007, p. 522). They consider individuals’ negotiation of working practices using ideas developed during their studies, and personal and professional development prompted by unexpected insights into their capabilities, interests and possible roles. \ud\udFindings\udNegotiated work based learning appears to offer the individual opportunity to take responsibility for action in their learning and in their workplace, but effect depends on several factors, and can be perceived in different ways. Students’ encounter with autonomy in their studies resonates with Rancière’s belief in equality. In the workplace (becoming ‘citizens’ alongside ‘reasonable’ individuals) their agency might, at best, lead to ‘reasonable moments’, as they encounter both negative and positive challenges of work applied management.\ud\udPractical implications\udSuccessful utilisation of agency in learning prompts expectations of responsibility and equality in the workplace. Such equality can lead to diverse, unpredicted insights and consequent opportunities for changes in practice. \ud\udOriginality/ value\udThis is the first paper to utilise Ranciére’s ideas to offer a critical consideration of both learning provision and workplace practice. Consideration of his profound stance on individuals’ freedom and agency provides rich (but challenging) prompts for analysis of one’s own practice, and the potential for impact when the manager is ‘ignorant’.
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机译：目的\ ud本文的目的是通过兰西埃（Rancière）对价值观和合理性作用的阐释来检验文献中有关批判性反思局限性的表达方式，以检验基于谈判的工作学习形式如何支持学习者的影响途径在他们的组织中。 \ ud \ ud设计/方法论/方法\ udVignette阐明并阐明了Rancière（1991; 2010）的思想，即通过经历和叙述的事件构建的渐晕，也许是对工作应用管理的影响。想像中，教程对话，作业和工作实践。 “多层小说和叙事想象”的这种构造借鉴了Sparkes（2007，p。522）。他们考虑个人使用学习期间提出的想法进行工作实践的谈判，以及由于对自己的能力，兴趣和可能的角色的出乎意料的洞察力而促进的个人和专业发展。 \ ud \ udFindings \ ud通过协商进行的基于工作的学习似乎为个人提供了在其学习和工作场所中承担起采取行动责任的机会，但是效果取决于多个因素，并且可以通过不同的方式来理解。学生在学习中遇到的自主权与兰奇埃（Rancière）对平等的信念产生了共鸣。在工作场所（与“合理的”个人一起成为“公民”），他们的代理机构充其量最多可能导致“合理的时刻”，因为他们遇到工作应用管理的消极和积极挑战。\ ud \ ud实践意义\ ud成功利用学习中的代理促使人们对工作场所的责任感和平等抱有期望。这种平等可以导致产生各种不同的，不可预测的见解，并因此而带来改变实践的机会。 \ ud \ ud原创性/价值\ ud这是第一篇利用Ranciére的思想对学习条件和工作场所实践进行批判性考虑的论文。考虑到他对个人自由和代理权的深刻立场，为分析自己的行为提供了丰富（但具有挑战性）的提示，以及当经理“无知”时产生影响的潜力。
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