From Informal to Organizational Learning in the Post-Industrial Workplace. NALL Working Paper.

Autor/inn/en	Laiken, Marilyn; Edge, Karen; Friedman, Stephen; West, Karima
Institution	Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning.
Titel	From Informal to Organizational Learning in the Post-Industrial Workplace. NALL Working Paper.
Quelle	(2001), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Conflict Resolution; Corporate Education; Developed Nations; Educational Environment; Foreign Countries; Informal Education; Labor Force Development; Lifelong Learning; On the Job Training; Organizational Climate; Organizational Development; Participative Decision Making; Skill Development; Team Training; Values Clarification; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Conflict solving; Konfliktlösung; Konfliktregelung; Developed countries; Industriestaat; Industrieland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Informelle Bildung; Nichtformale Bildung; Arbeitskräftebestand; Life-long learning; Lebenslanges Lernen; Training-on-the-Job; Organisationsklima; Organisationsentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Teamcoaching; Wertbewusstsein; Kanada
Abstract	A research project studied in depth four organizations using organizational learning approaches to embed continuous learning within actual work processes. The most sustainable benefits, in terms of both individual and organizational needs, tended to result from "action" or "situated" learning that is informal and accrues directly from work-related activities. This learning took place in the interstices of organizational life and was characterized by relationship and interpersonal interaction through basic social processes such as individual informal learning, team learning, learning through dealing with conflict; making and reflecting on mistakes; and shared leadership in support of informal learning. These three sets of activities were identified as key factors in ensuring an organizational climate conducive to learning: creating a values-based shared vision of both the task-related goals and the internal functioning of the organization; examining and revising systems, procedures, and processes, so that they clearly reflect the vision and values in action; and continuously evaluating progress towards achieving the vision, so the gap between the vision and the current reality is progressively decreased. (Contains 39 references.) (YLB)
Anmerkungen	For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/29frominformal.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC