New Perspectives for Learning - Briefing
Paper 30
Learning
Environments within Companies
Context of the Research
Throughout the European Union, countries are investing
heavily in lifelong learning due to the need to address issues like an aging
workforce, the rapid technology changes and increased challenges to
competitiveness as a result of globalisation of firms. There is also a
growing recognition that structural unemployment and poverty can only be
addressed through a holistic approach to education, training and personal
development.
Unpredictable and constantly changing job situations
that require more individual adaptability have also led employees to
increasingly seek training, continuous professional development and lifelong
learning throughout their working lives. The extent to which companies use
training and development to improve their workforce will affect their
overall success in a global market.
This
Project has studied the learning environments and strategies for learning,
training and development in knowledge intensive and innovative units of
companies in Denmark, Sweden, The Netherlands, Republic of Ireland and the
United Kingdom.
Key Conclusions
The
following conclusions were reached:
1. Changing
job situations are the driving force for the take-up of lifelong-learning
and training.
2. Certification
should not be considered as more important than the learning or the
competencies involved.
3. Learning
opportunities are highly valued by employees and many chose the jobs that
offered more opportunities for learning, training and development, because
of this, their learning motivation was very high.
4.
However,
opportunities to pursue educational programmes that lead to recognised
qualifications are limited for employed people. This is due to: -
a)
External
educational establishments providing the programmes.
b)
Time
- full time or part time (evenings) courses do not fit around employment and
clash with travel, time, family, and work commitments.
5. Although,
most companies have training for new employees, this generally involves
mentoring but is not generally followed by continuous and innovative
learning.
6. Without
adequate time for learning, employees’ knowledge becomes fragmented on an
individual and a collective level.
7. In
addition, deadlines and a hectic work pace leads to spontaneous problem
solving and learning but time constraints do not allow for any reflection,
integration or incorporation of what has been learnt.
8. Learning
environments are created to a large extent by line responsibility, access to
mentors and the organisation of work in teams and projects.
9.
The
most important factors for learning environments are:-
a)
Work and the organisation of work.
b)
An open culture for sharing information and
knowledge through mentoring.
c)
Collaboration in projects/teams.
d)
Networks – face-to-face and though ICT.
10.
In
addition, important learning conditions involve having the time to learn
effectively and the ability to prioritise what needs to be learnt.
11.
The
benefits of learning networks/environments are: -
a)
Problem
solving without involving units, managers or other channels of
command/structural barriers. This relies on each employee being aware of
each other’s strengths.
b)
Speeding
up learning and creative processes by matching creative people with each
other, facilities and resources.
12.
However,
companies are not currently interested in evaluating learning, training and
development.
13.
Learning
alliances between universities/research institutes and companies are
considered helpful in updating companies with technological developments.
Key Recommendations
The
project made the following recommendations: -
1.
Priorities
for lifelong learning should include: -
a)
Expanding
access to education and training.
b)
Increasing
access to suitable programmes for adults who wish/need to update their
occupational skills and/or personal development.
2.
Courses
need to be more flexible and greater economical support must be made
available to employees for lifelong learning.
3.
Additional
co-operation between research, education and certification is needed to meet
the needs of training, as regular courses are not covering the needs of
employees.
4.
Governments
and educational institutions should support organisation-specific and
internal training activities for knowledge intensive organisations.
5.
Alliances
between companies, university and research institutes should be stimulated
and competency frameworks should be implemented. This could potentially
unify corporate culture.
6.
European
Union policies should concentrate on ensuring transparency for qualification
equivalents and encouraging the free flow of information to encourage
international employability.
7.
Business
strategies should be based on creative learning at work, which in turn,
should be based on actual and possible business strategies. Communications
between business management and employee learning also needs to be improved.
8.
The
management of learning needs to be supported and integrated as a valued part
of the organisation. It should involve the learner, the planners
(teachers/trainers) and colleagues.
9.
Learning
opportunities also need be closely related to work to ensure they are
relevant to work and the development of work.
10.
Time
is critical for successful learning, therefore time for learning should be
considered as fundamental for employees’ development.
11.
There
also needs to be more time for reflection and for the integration of new
knowledge and skills into personal competence and the company.
12.
In
addition, an open learning climate is needed to encourage learning and
innovation from all employees, including those who are not responsible for
innovation.
14.
There
is potential
for
further research on: -
a)
The
relationship between business strategies and learning, training and
development as a basis for development.
b)
The
increased responsibility for line managers, team leaders and project leaders
to create good learning environments and develop into educational leaders.
c)
How
culture and forms of co-operation at work forms a basis for learning. The
impact of teamwork, innovative work and support on the success of a business
and a personal level. The varying character of mentoring is a particularly
interesting area of research.
Further Information
The
full title of the project and final report is “Learning Environments of
Knowledge Intensive Company units in Five European Countries” (2002)
Full
report, Abstract,
Summary,
Partner
details
Contact Person
Prof. Lennart Svensson
Lund University
Department of Education
221 00 Lund
Sweden
Tel: +46 46 2228728
Fax: +46 46 2224538
Email: lennart.svensson@pedagog.lu.se
or contact
pjb Associates pjb@pjb.co.uk Tel +44 1353
667973 for more information about other Briefing Papers on “New
Perspectives for Learning”
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Last
updated 28 June 2007