Abstract: Using activity theory, organisational theory and
didactics as theoretical foundations, a comprehensive model of the
organisational dimensions relevant for learning and knowledge
transfer will be developed. In a second step, a Learning Assessment
Guideline will be elaborated. This guideline will be designed to
permit a targeted analysis of organisations to identify the status quo
in those areas crucial to the implementation of learning and
knowledge transfer. In addition, this self-analysis tool will enable
learning managers to select adequate didactic models for e- and
blended learning. As part of the European Integrated Project
"Process-oriented Learning and Information Exchange" (PROLIX),
this model of organisational prerequisites for learning and knowledge
transfer will be empirically tested in four profit and non-profit
organisations in Great Britain, Germany and France (to be finalized
in autumn 2006). The findings concern not only the capability of the
model of organisational dimensions, but also the predominant
perceptions of and obstacles to learning in organisations.