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Facing up to the Learning Organisation Challenge Facing up to the learning organisation challenge European goals related to ‘lifelong learning’ and the development 04 05 16 of a ‘knowledge-based society’ can only be attained if the organisations in which people work are also organisations in which they learn. This means that work organisations must also become learning organisations. Thus, people are learning from their work - they are learning as they work. The aim is to build organisations that are continuously learning how TI-20-02-001-EN-C to be more productive, while at the same time, individual members of these organisations are developing themselves through their work. This book, the first of a two-volume publication, provides an overview of the main points emerging from a number of recent European research and development projects related to the topic of the learning organisation. It discusses the issues, dilemmas and challenges arising from these research projects and identifies new policies and practices to promote learning at work. Barry Nyhan, Peter Cressey, Massimo Tomassini, Michael Kelleher, Rob Poell VOLUME I Facing up to the learning organisation challenge EN VOLUME I Key issues from a European perspective European Centre for the Development of Vocational Training Facing up to the learning 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 organisation challenge E-mail: [email protected] Homepage: www.cedefop.eu.int Interactive website: www.trainingvillage.gr Price (excluding VAT) in Luxembourg: EUR 40 (Volumes I and II) 3028 EN ISBN 92-896-0203-1 Key issues from Cedefop a European perspective 9 789289 602037 VOLUME I Facing up to the learning organisation challenge European goals related to ‘lifelong learning’ and the development 04 05 16 of a ‘knowledge-based society’ can only be attained if the organisations in which people work are also organisations in which they learn. This means that work organisations must also become learning organisations. Thus, people are learning from their work - they are learning as they work. The aim is to build organisations that are continuously learning how TI-20-02-002-EN-C to be more productive, while at the same time, individual members of these organisations are developing themselves through their work. This book, the second of a two-volume publication, is a reader comprising 15 papers, written by different experts, that present the work of a number of individual European projects. As well as exploring the meaning of the learning organisation, these papers present case studies and examine the role of human resource development and education and training actors in supporting learning organisations. Barry Nyhan, Michael Kelleher, Peter Cressey, Rob Poell (Editors) VOLUME II Facing up to the learning organisation challenge EN VOLUME II Selected European writings European Centre for the Development of Vocational Training Facing up to the learning 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 organisation challenge E-mail: [email protected] Homepage: www.cedefop.eu.int Interactive website: www.trainingvillage.gr Price (excluding VAT) in Luxembourg: EUR 40 (Volumes I and II) 3028 EN Selected European writings ISBN 92-896-0206-6 Cedefop VOLUME II 9 789289 602068 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-II 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 Table of contents Preface 7 Contributors 8 Introduction 10 PART ONE The meaning of the learning organisation Chapter 1 Developmental learning - a condition for organisational learning Per-Erik Ellström 22 1.1. Introduction 22 1.2. The meaning of organisational learning 23 1.3. Organisational learning – an ‘action-learning cycle’ 27 1.4. Conclusion – conditions 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 learn – a 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 organisation – instrumental 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 Table of contents 3 Chapter 8 Banking on learning – the 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 learning – the 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 network – the transformation of a social research institute Hans-Werner Franz 168 10.1. Introduction 168 10.2. Promoting public - private partnership networking 170 10.3. Decentralised centres 175 10.4. A network in a network of networks 177 10.5. Conclusions – paradigmatic 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. Conclusion – some 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 Tjepkema 221 13.1. Introduction 221 13.2. Conceptual framework 221 13.3. Research findings 227 13.4. Analysis and implications of results 239 13.5. Conclusions 243 13.6. References 244 Chapter 14 Experiences of HRD consultants in supporting organisational learning Rob Poell, Geoff Chivers 247 14.1. Introduction 247 14.2. Theoretical framework: learning-network theory 248 14.3. The research project 250 14.4. Results 254 14.5. Conclusions 260 14.6. Summary of conclusions 263 14.7. References 264 Chapter 15 Human resource development in Europe – at the crossroads Barry Nyhan 265 15.1. Introduction 265 15.2. New ways of organising work 267 15.3. HRD and competence development 270 15.4.
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