New PDF release: Supporting Lifelong Learning: Organising Learning

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Additional info for Supporting Lifelong Learning: Organising Learning

Example text

Morgan (1997: 103) identifies principles of holographic design that characterise organisations as a brain: 1 2 3 4 5 build the ‘whole’ into the ‘parts’ the importance of redundancy requisite variety ‘minimum specs’ learn to learn 11 0111 0111 0111 4111 The brain image thus suggests that people and organisations be more proactive in scanning their environment, taking corrective action, and learning from the new situation. Learning in a brain-like organisation is more truly a self-directed, self-monitoring, self-correcting continuous process.

You feel your boss has no confidence in you. In another instance an employee commented that his boss ‘tackles all the difficult stuff himself’, the employee was never given the opportunity to extend his knowledge and skills. This is clearly related to the issue of trust but also represents a serious barrier to the process of skill formation. An individual may have knowledge and opportunity to practise but for learning to continue support is required, either from colleagues or supervisors, depending on the context.

This is partly a consequence of the dominance of human capital theory with its emphasis on education and training as an investment for the individual, the employer and the society. The analogy with physical investment encourages the view of training as a series of finite activities, the more one invests in education and training the greater the return in terms of earnings, productivity and economic growth. The necessity to provide a convenient measure of this investment leads academics to focus on formal education and training provision, as these can be readily derived from government statistics.

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