Models of Organizational Learning: Paradoxes and Best Practices in the Post Industrial Workplace.

Autor/in	Laiken, Marilyn E.
Institution	Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning.
Titel	Models of Organizational Learning: Paradoxes and Best Practices in the Post Industrial Workplace.
Quelle	(2001), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Corporate Education; Developed Nations; Educational Environment; Educational Needs; Foreign Countries; Informal Education; Labor Force Development; Leadership; Models; On the Job Training; Organizational Change; Organizational Climate; Organizational Development; Participative Decision Making; Productivity; Skill Development; Transformative Learning; Values Clarification; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Developed countries; Industriestaat; Industrieland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational need; Bildungsbedarf; Ausland; Informelle Bildung; Nichtformale Bildung; Arbeitskräftebestand; Führung; Führungsposition; Analogiemodell; Training-on-the-Job; Organisationswandel; Organisationsklima; Organisationsentwicklung; Produktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Pädagogische Transformation; Wertbewusstsein; Kanada
Abstract	A research project studied Canadian organizations that are using informal organizational learning approaches to embed ongoing learning within the actual work processes. Five organizations that self-identified as learning organizations at mature stages of development were studied in depth. No organization was a paragon of organizational learning. This phenomenon was much less an outcome than an ongoing process of managing paradoxes. Each research site provided both examples of the dilemmas that challenged them continuously and examples of creative responses to these dilemmas with which they were experimenting with varying degrees of success. These paradoxes included the tensions inherent in action versus reflection and the need to achieve the task by attending to the process; the need for structured leadership as well as freedom and autonomy; the challenge of translating values into action; the use of conflict and confrontation to enable collaboration; and the balancing of individual and organizational learning needs. Responses to these dilemmas are, respectively, mentoring relationships, communities of practice, skill development, shared set of values; shared leadership, participative decision making; values clarification, gap examination, behavior modeling; interpersonal skill training, time for reflection, multi-user feedback; and maintaining the balance. (Contains 36 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC