The impact of developmental relationships on the learning of practice competence for new graduates

Abstract

Purpose This study of the impact of relationships on the development of practice competence in new graduates entering the workforce aims to contribute to the understanding of relational learning activities and enrich the knowledge about the overall process of learning practice skill. Design/methodology/approach This research used a qualitative interview methodology with thematic data analysis. Findings Findings revealed that the process of learning through relationships involved an iterative interplay between specific developer‐led teaching activities, learner‐led activities in interaction with others, and learner action and cognitive processing. Originality/value A model for the process of learning through relationships specifically for new graduates who have academic backgrounds in their fields of practice is proposed.

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