European Perspectives on the Learning Organisation

Autor/inn/en	Nyhan, Barry; Cressey, Peter; Tomassini, Massimo; Kelleher, Michael; Poell, Rob
Titel	European Perspectives on the Learning Organisation
Quelle	In: Journal of European Industrial Training, 28 (2004) 1, S.67-92 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-0590
DOI	10.1108/03090590410513893
Schlagwörter	Lifelong Learning; Human Resources; Vocational Education; Organizational Development; Foreign Countries; Organizational Culture; Work Environment; Educational Objectives; Training; Educational Principles; Individual Development; Learning Processes; Educational Policy; Position Papers; Criticism; Educational Philosophy; Research Projects + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Humankapital; Ausbildung; Berufsbildung; Organisationsentwicklung; Ausland; Unternehmenskultur; Arbeitsmilieu; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; Individuelle Entwicklung; Learning process; Lernprozess; Politics of education; Bildungspolitik; Positionspapier; Kritik; Bildungsphilosophie; Erziehungsphilosophie; Forschungsvorhaben
Abstract	This paper, based on a publication entitled "Facing up to the Learning Organisation Challenge," published in April 2003, provides an overview of the main questions emerging from recent European research projects related to the topic of the learning organisation. The rationale for focusing on this topic is the belief that the European Union goals related to "lifelong learning" and the creation of a "knowledge-based society" can only be attained if the organisations in which people work are also organisations in which they learn. Work organisations must become, at the same time, learning organisations. This paper has four main messages. The first is that, in order to build learning organisations, one has to ensure that: there is coherence between the "tangible" (formal/objective) and the "intangible" (informal/subjective) dimensions of an organisation; and that the organisation's learning goals are reconciled with individuals' learning needs. The complexity involved in ensuring the right balance between these different dimensions, means that in the final analysis one cannot realistically expect more than incomplete or imperfect learning organisations. However, this does not in any way negate the validity of the quest to reconcile these competing but "real" interests. The second message is that challenging or developmental work is a prerequisite for implementing a learning organisation. One of the keys to promoting learning organisations is to organise work in such a way that it promotes human development. The third message is that the provision of support and guidance is essential to ensure that developmental work does in fact provide opportunities for developmental learning. The fourth message is that to address organisational learning there is a need for boundary-crossing and interdisciplinary partnerships between the vocational education and training and human resource development communities. (Contains 2 figures and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10