Process-Oriented Learning Requirements for Employees and for Organizations
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.
[1] Billett, Stephen, 2001: Learning through work: workplace affordances
and individual engagement, Journal of Workplace Learning, 13 No. 5, S.
209 - 214.
[2] Bornemann, Manfred; Sammer, Martin, 2003: Assessment methodology
to prioritize knowledge management related activities to support
organizational excellence, Measuring Business Excellence, 7 No. 2, S.
21 - 28.
[3] Cegarra, Juan G.; Sabater, Ramon, 2005: E-learning: organizational
requirements for successful feedback learning, 5/6, The Journal of
Workplace Learning, 17, S. 276 - 290.
[4] Engeström, Yrjö, 2001: Expansive Learning at Work: toward an activity
theoretical reconceptualization, Journal of Education and Work, 14, No.
1, S. 133 - 155.
[5] European KM Forum 2002: KM Assessment Model and Tool,
http://www.knowledgeboard.com [14. 4. 2006].
[6] Jonassen, David H.; Rohrer-Murphy, Lucia, 1999: Activity Theory as a
Framework for Designing Constructivist Learning Environments,
Educational Technology, Research and Development, 47, No. 1, S. 61 -
79.
[7] Lave, Jean; Wenger, Etienne, 1991: Situated learning, Cambridge:
Cambridge University Press.
[8] Malhotra, Yogesh, 2000: Knowledge management for E-business
performance, InformationStrategy: The Executives Journal, 16, No. 4, S.
5 - 16.
[9] Mertins, Kai; Heisig, Peter; Vorbeck, Jens, 2001: Knowledge
Management - Best Practices in Europe, Berlin: Springer.
[10] Mingers, Susanne, 1999: Wissensmanagement praktisch -
Handlungsfelder rund um die Grundpfeiler des Unternehmens,
Hernsteiner, 8/99.
[11] Nardi, Bonnie A., 2006: Studying Context: A Comparison of Activity
Theory, Situated Action Models, and Distributed Cognition, in: Nardi,
Bonnie A. (Hrsg.): Nardi, B. (ed). (1996): Context and Consciousness:
Activity Theory and Human-Computer Interaction, MIT Press,
Cambridge: MIT Press , S. 35 - 52.
[12] Wiig, Karl M., 2004: People-Focused Knowledge Management,
Burlington, MA: Elsevier.
[1] Billett, Stephen, 2001: Learning through work: workplace affordances
and individual engagement, Journal of Workplace Learning, 13 No. 5, S.
209 - 214.
[2] Bornemann, Manfred; Sammer, Martin, 2003: Assessment methodology
to prioritize knowledge management related activities to support
organizational excellence, Measuring Business Excellence, 7 No. 2, S.
21 - 28.
[3] Cegarra, Juan G.; Sabater, Ramon, 2005: E-learning: organizational
requirements for successful feedback learning, 5/6, The Journal of
Workplace Learning, 17, S. 276 - 290.
[4] Engeström, Yrjö, 2001: Expansive Learning at Work: toward an activity
theoretical reconceptualization, Journal of Education and Work, 14, No.
1, S. 133 - 155.
[5] European KM Forum 2002: KM Assessment Model and Tool,
http://www.knowledgeboard.com [14. 4. 2006].
[6] Jonassen, David H.; Rohrer-Murphy, Lucia, 1999: Activity Theory as a
Framework for Designing Constructivist Learning Environments,
Educational Technology, Research and Development, 47, No. 1, S. 61 -
79.
[7] Lave, Jean; Wenger, Etienne, 1991: Situated learning, Cambridge:
Cambridge University Press.
[8] Malhotra, Yogesh, 2000: Knowledge management for E-business
performance, InformationStrategy: The Executives Journal, 16, No. 4, S.
5 - 16.
[9] Mertins, Kai; Heisig, Peter; Vorbeck, Jens, 2001: Knowledge
Management - Best Practices in Europe, Berlin: Springer.
[10] Mingers, Susanne, 1999: Wissensmanagement praktisch -
Handlungsfelder rund um die Grundpfeiler des Unternehmens,
Hernsteiner, 8/99.
[11] Nardi, Bonnie A., 2006: Studying Context: A Comparison of Activity
Theory, Situated Action Models, and Distributed Cognition, in: Nardi,
Bonnie A. (Hrsg.): Nardi, B. (ed). (1996): Context and Consciousness:
Activity Theory and Human-Computer Interaction, MIT Press,
Cambridge: MIT Press , S. 35 - 52.
[12] Wiig, Karl M., 2004: People-Focused Knowledge Management,
Burlington, MA: Elsevier.
@article{"International Journal of Business, Human and Social Sciences:55748", author = "Richard Pircher and Lukas Zenk and Hanna Risku", title = "Process-Oriented Learning Requirements for Employees and for Organizations", 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.", keywords = "Activity theory, knowledge management
organisational theory, "Process-oriented Learning and Information
Exchange" (PROLIX).", volume = "2", number = "9", pages = "993-5", }