AUTHOR Nyhan, Barry, Ed.; Kelleher, Michael, Ed.; Cressey, Peter, Ed.; Poell, Rob, Ed

DOCUMENT RESUME ED 478 136 CE 085 072 AUTHOR Nyhan, Barry, Ed.; Kelleher, Michael, Ed.; Cressey, Peter, Ed.; Poell, Rob, Ed. TITLE Facing Up to the Learning Organization Challenge: Selected European Writings. Volume II. CEDEFOP Reference Series. INSTITUTION European Centre for the Development of Vocational Training, Thessaloniki (Greece). REPORT. NO TI-20-02-002-EN-C ISBN ISBN-92-896-0206-6 ISSN ISSN-1680-7089 PUB DATE 2003-00-00 NOTE 290p.; For Volume I, see CE 085 071. AVAILABLE FROM Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706- 4391 (#3028 EN, 40 Euro for both volumes). Tel: 800-274-4447 (Toll Free); e-mail: [email protected]; Web site: http://www.bernan.com. PUB TYPE Collected Works General (020) Reports Research (143) EDRS PRICE EDRS Price MF01/PC12 Plus Postage. DESCRIPTORS Adult Education; Case Studies; Corporate Education; Developed Nations; Education Work Relationship; Educational Cooperation; Educational Policy; Educational Research; *Experiential Learning; Foreign Countries; Job Training; *Labor Force Development; *Learning Theories; *Lifelong Learning; *Organizational Culture; Organizational Development; Research and Development; School Business Relationship; Theory Practice Relationship; Vocational Education IDENTIFIERS *Europe; Germany; Greece; Human Resources Professionals; Information Economy; Ireland; Italy; *Learning Organizations; Netherlands; Sweden; United Kingdom ABSTRACT This volume, the second of a two-volume publication, comprises 15 papers that present the work of individual European projects dealing with learning within organizations. These five chapters in Part 1, The Meaning of the Learning Organization, examine the conceptual frameworks and dilemmas at the heart of the notion of the learning organization: "Developmental Learning--Condition for Organizational Learning" (Ellstroem); "Challenges and Open Questions Raised by the Concept of the Learning Organization" (Fischer); "How Organizations Learn--Theory of Learning and Organizational Development" (Franz); "Competing Perspectives on Workplace Learning and the Learning Organization" (Brown, Keep); and "Conundrum of the Learning Organization--Instrumental and Emancipatory Theories of Learning" (Cressey, Kelleher). These six chapters in Part 2, Organizational Learning Realities in Different Contexts, present or report on company case studies: "Social Dialogue and Organizational Learning" (Kelleher, Cressey); "Implementing Organizational Change in British Telecom" (Cressey); "Banking on Learning--Deutsche Bank Corporate University" (Reimann); "Stimulating a Thirst for Learning--Case of the Guinness Dublin Brewery" (Findlater); "Learning to Network--Transformation of a Social Research Institute" (Franz); Reproductions supplied by EDRS are the best that can be made from the original document. and "Relationship Between Critical Reflection and Learning--Experiences Within Dutch Companies" (van Woerkom et al.). The first of four chaptersin Part 3, Human Resource Development (HRD) in Support of Organizational Learning, gives a general overview; the next two chapters reporton empirical studies; and the final chapter discusses future challenges for HRD froma European perspective. They are "Learning Organization and HRD in the Knowledge Economy" (Tomassini); "Changing Role of HRD Practitioners in Learning-Oriented Organizations" (Sambrook et al.); "Experiences ofHRD Consultants in Supporting Organizational Learning" (Poell, Chivers);and "HRD in Europe--At the Crossroads" (Nyhan).(YLB) Reproductions supplied by EDRS are the best that can be made from the original document. * -` **CEDEFOP . - - . PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Facing up to the learning organisation challenge Selected European writings VOLUME II Barry Nyhan, Michael Kelleher, Peter Cressey, Rob Poell (eds.) Cedefop Reference series; 41-11 Luxembourg: Office for Official Publications of the European Communities, 2003 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2003 ISBN 92-896-0206-6 ISSN 1680-7089 © European Centre for the Development of Vocational Training, 2003 All rights reserved. Designed by Colibri Ltd.Greece Printed in Belgium The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference Centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No. 337/75. Europe 123 GR-570 01 Thessaloniki (Pylea) Postal address: PO Box 22427 GR-551 02 Thessaloniki Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20 E-mail: [email protected] Homepage: www.cedefop.eu.int Interactive website: www.trainingvillage.gr Edited by: Cedefop Barry Nyhan, Project manager Published under the responsibility of: Johan van Rens, Director Stavros Stavrou, Deputy Director ct Table of contents Preface 7 Contributors 8 Introduction PART ONE The meaning of the learning organisation Chapter 1 Developmental learning - a condition for organisational learning Per-Erik Ellstrom 22 1.1. Introduction 22 1.2. The meaning of organisational learning 23 1.3.Organisational learningan 'action-learning cycle' 27 1.4. Conclusionconditions for the implementation of organisational learning 30 1.5. References 31 Chapter 2 Challenges and open questions raised by the concept of the learning organisation Martin Fisher 33 2.1. Introduction 33 2.2.Concepts and theories underpinning the learning company 34 2.3.Empirical evidence concerning the emergence of learning companies 41 2.4.The role of vocational education and training in a learning organisation context 44 2.5. References 48 Chapter 3 How organisations learna theory of learning and organisational development Hans-Werner Franz 50 3.1.Introduction 50 3.2.Can organisations learn? 54 3.3.What is organisational learning? 55 3.4.A learning organisation theory 60 3.5. References 71 2 Facing up to the learning organisation challenge Chapter 4 Competing perspectives on workplace learning and the learning organisation Alan Brown, Ewart Keep 73 4.1.Introduction 73 4.2.Determinism or strategic choice in relation to forms of workplace organisation 74 4.3.Competing perspectives from researchers in social science and business schools 78 4.4.The quality of the workplace as a learning environment 82 4.5.Some final thoughts 85 4.6.References 88 Chapter 5 The conundrum of the learning organisationinstrumental and emancipatory theories of learning Peter Cressey, Michael Kelleher 92 5.1.Introduction 92 5.2.Competing approaches to epistemology 93 5.3.Competing perspectives on production 96 5.4.Competing approaches to the learning organisation 101 5.5.Conclusions 104 5.6.References 106 PART TWO Organisational learning realities in different contexts Chapter 6 Social dialogue and organisational learning Michael Kelleher, Peter Cressey 110 6.1. Introduction 110 6.2.Alignment of social dialogue and learning strategies 116 6.3.Conclusions 121 6.4. References 122 Chapter 7 Implementing organisational change in British Telecom Peter Cressey 124 7.1.Introduction 124 7.2. Learning strategies 127 7.3. New relationship between the social partners 134 7.4.Conclusions 140 7 Table of contents 3 Chapter 8 Banking on learningthe Deutsche Bank Corporate University Daniela Reimann 143 8.1.Introduction 143 8.2.The Deutsche Bank Corporate University (e-dbu) 144 8.3.Learning and workforce issues 150 8.4.Conclusion 153 8.5. References 154 Chapter 9 Stimulating a thirst for learningthe case of the Guinness Dublin brewery John Findlater 155 9.1.Introduction 155 9.2.Strategic plans 155 9.3. Guinness traditions 156 9.4.Learning interventions initiated since 1992 160 9.5.Impact 165 9.6.References 167 Chapter 10 Learning to networkthe transformation of a social research institute Hans-Werner Franz 168 10.1. Introduction 168 10.2. Promoting publicprivate partnership networking 170 10.3. Decentralised centres 175 10.4. A network in a network of networks 177 10.5. Conclusionsparadigmatic change 182 Chapter 11 The relationship between critical reflection and learning experiences within Dutch companies Marianne van Woerkom, Wim J. Nijhof , Loek Nieuwenhuis 184 11.1. Introduction 184 11.2.Case-studies 185 11.3.The conflict between flexibility and competence 186 11.4. Flexibility or employability? 187 11.5. The relationship between on-the-job learning and flexible competence 188 11.6. Motivation for learning 188 11.7. Critical reflection 190 11.8. What is meant by critical reflection 192 11.9. Organisational culture and critically reflective working behaviour 196 11.10.Conclusion 197 11.11. References 198 4 Facing up to the learning organisation challenge PART THREE Human resource development in support of organisational learning Chapter 12 The learning organisation and HRD in the knowledge economy Massimo Tomassini 200 12.1. Introduction 200 12.2. Towards new meanings of the learning organisation 204 12.3. An hypothesis for the development of the learning organisation construct 207 12.4. Conclusionsome lines for future research 217 12.5. References 219 Chapter 13 The changing role of HRD practitioners in learning-oriented organisations Sally Sambrook, Jim Stewart, Saskia

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