docOrganisational learning
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Organisational learning
Konferencja Ucząca się organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Towards a corporate curriculum: The organisation as a learning environment Jaap van Lakerveld PLATO Leiden University PLATO, Leiden University Towards a corporate curriculum: The organisation as a learning environment Structure of the presentation Part 1 Societal trends and challenges Part 2 The necessity of work based learning (Knowledge productivity) Part 3 Towards a corporate curriculum (a learning organisation) Part 4 Competence oriented learning Part 5 Actions to be taken 1.Changes in our environment Some trends Jaap van Lakerveld 2013 Konferencja Growth of knowledge Ucząca się organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Energy resources Konferencja Ucząca się organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Konferencja digital divide Ucząca sięTheorganizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Youth un-employment Jaap van Lakerveld 2013 Konferencja Aging się population Ucząca organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Konferencja Neworganizacja technologies Ucząca się rozwiązania prowadzące do świadomego zarządzania wiedzą Konferencja Labour mobility Ucząca się organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Konferencja Europe in asię global perspective Ucząca organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Europe Environmental issues Jaap van Lakerveld 2013 Health Hazards PLATO Universiteit Leiden Shifting global power balance PLATO Universiteit Leiden Equality Issues PLATO Universiteit Leiden Security issues Economical challenges PLATO Universiteit Leiden Konferencja Political instability Ucząca się organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Lack of political connectedness and consensus How to get started • Set a policy priority • Explain the approach • Explore the current state of your organisation as a learning organisation • Share, discuss and explain the outcomes • Plan the way in which you will work on realizing your priority and learn at the same time • Assess and evaluate the progress made • Repeat the diagnosis after a while. • Make the new situation explicit, but fluid Konferencja Smart solutions required Ucząca się are organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Knowledge productivity (Joseph Kessels) Turning a Work Environment into a Learning Environment The Necessity of Learning • Change is the rule; stability the exception • Learning itself has changed • Transfer problems showed our training and learning is no longer effective • In a changing world employees must demonstrate learning, rather than knowing Peter Vaill: Permanent White water Change is the rule; stability the exception Learning the way it was Blablabla Blablabla Blablabla The way we used to learn • We listened to trainers • We studied books/subjects • We answered questions • We rehearsed • We passed or failed the tests • We became knowledgeable The Cloud Nowadays learning How do we learn today? • We search and scan • We read, watch, zap, chat, skype • We tap and download • We produce, create and design • We upload and share • We discuss and debate • We demonstrate • We become competent Learning today • Self initiated and self regulated learning • Constructivist learning • Contextual learning • Social learning • Organisational learning • Community learning • Digital learning Domains of learning • Subject matter expertise • Problem solving competence • Communication & co-operation skills • Reflection skills • Self regulation of motivation, emotions and affects Other competentence domains • To promote and steer Calm & Stability • To evoke and steer Creative Turmoil • To keep the balance Corporate Curriculum • A motivating learning environment • A rich learning environment • A community of learning • A reflective environment • An effective environment Elements in a work-learning environment • • • • • • • • • Selection, recruitment, introduction Appraisal, monitoring Mobility Training Learning trajectories Co-operation Supervision/”intervision” Quality control External relations PLATO Subject expertise Recruitment Quality control Appraisal Problem solving competence Mobility Quality Enhancement Training Learning External focus Reflective competence Results Collaboration Inter/supervision Communicative competence Plans for change Policy Information Quality systems Self regulation Actual change Calm and Stability Creative Turmoil Vrije Universiteit Brussel Jaap van Lakerveld, 2005, PLATO Quality & Innovation Subject matter Problem solving Communication &cooperation Reflection skills Affective Self regulation Learning beyond Organisations • • • • • • • • • Communities of practice Search engines (Google) Associations, networks, Partnerships Internationalisation E-learning environments Data bases Peers, friends Research Four curriculum settings School based Education & Training Work based Real Work based education and learning Virtual Distance education Distance learning The Corporate Curriculum • Is ‘team made’ • Is shared and approved • Is only partly explicit • Is only partly ‘manageable’ • Is an integral part of work • Is of vital importance for quality and for well being Working is learning • Stimulate and value learning • Make learning explicit • Share experiences • Assess and Evaluate learning outcomes • Cross borders • Think beyond organisations • Add to and benefit from the growing body of knowledge Competence oriented learning PLATO Universiteit Leiden 21st. Century Skills Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information Research skills and practices, interrogative questioning Creativity, artistry, curiosity, imagination, innovation, personal expression Perseverance, self-direction, planning, self-discipline, adaptability, initiative Oral and written communication, public speaking and presenting, listening Leadership, teamwork, collaboration, cooperation, virtual workspaces Information and communication technology (ITC) literacy, media and internet literacy, visual interpretation, data interpretation and analysis, computer programming Civic, ethical, and social-justice literacy Economic and financial literacy, entrepreneurialism Global awareness, multicultural literacy, humanitarianism Scientific literacy and reasoning, the scientific method Environmental and conservation literacy, ecosystems understanding Health and wellness literacy, including nutrition, diet, exercise, and public health and safety Plato, Leiden University 2014 EU key competences for lifelong learning • Communication in the mother tongue; • Communication in foreign languages; • Mathematical competence and basic competences in science and technology; • Digital competence; • Learning to learn; • Social and civic competences; • Sense of initiative and entrepreneurship; • Cultural awareness and expression. PLATO Universiteit Leiden Included in any competence (EU reference framework, 2007) 1. Critical thinking (considers alternatives) 2. Creativity (invents new actions or things) 3. Initiative (sees opportunities, takes them) 4. Problem solving(acts strategically, finds new solutions) 5. Risk assessment (estimates risks before taking actions) 6. Decision making (identifies what decisions and makes them) 7. Constructive management of feelings (Keeps up the good spirit) 8. Adequate use of resources (knows when to make use of expertise) 9. Effectiveness (accomplishes what needs to be done) 10. Impact (makes things happen) Domain based and Transversal competences Learning to learn Math and science Foreign languages Mothertongue Digital competence Social and civic competences Initiative and entrepreneurship Cultural awareness and expression PLATO Universiteit Leiden PLATO Universiteit Leiden performance potential PLATO Universiteit Leiden performance potential PLATO Universiteit Leiden performance potential PLATO Universiteit Leiden performance potential PLATO Universiteit Leiden performance PLATO Universiteit Leiden performance potential PLATO Universiteit Leiden performance potential PLATO Universiteit Leiden performance potential PLATO Universiteit Leiden Competence oriented learning • • • • • • • • Active learning Experiential learning Contextualized learning Explorative learning Collaborative learning Constructive learning Personalized learning Reflective learning PLATO Universiteit Leiden • a Learning context • a Context that evokes activities • an Experiential context • a Discovery context • A Constructive context • A Personal development context • A Reflective context Facilitating A corporate curriculum Competence oriented Professional learning How to get started • Set a policy priority • Explain the knowledge productive approach • Explore the current state of your corporate curriculum (diagnostic instrument) • Share, discuss and explain the outcomes • Plan the way in which you will work on realizing your priority and learn at the same time (improve the corporate curriculum) • Assess and evaluate the progress made • Repeat the diagnostic instrument after a while. • Make the new situation explicit, but fluid Examples of projects Yedac http://www.yedac.eu Provide http://provide-eu.org Konferencja Ucząca się organizacja rozwiązania prowadzące do świadomego zarządzania wiedzą Dziękuję za uwagę Jaap van Lakerveld
