Learning network theory: The tension between learning systems and work systems in organizations

Krogt, van der M.M.; Ferd, J

doi:10.1002/hrdq.3920090207

Cited by 89 publications

(85 citation statements)

References 3 publications

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“…The learning network theory (Poell, Chivers, Van der Krogt, & Wildermeesch, 2000;Van der Krogt, 1998) describes the way learning is organized within the context of work organizations. A learning network consists of the various learning activities organized by the members of the organization.…”

Section: Learning Networkmentioning

confidence: 99%

Evidence for the network perspective on organizational learning

Pahor

Škerlavaj

Dimovski

2008

J. Am. Soc. Inf. Sci.

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This article provides evidence for the network perspective on organizational learning in the cases of two companies of different size, industry, and culture. It builds on an earlier article that introduced the network perspective on organizational learning, and proposes some common traits of learning networks and tests them with the help of the tools of social-network analysis. We find support for the network perspective on organizational learning. There are some traits of the learning network that are common to very different companies, such as the fact that learning occurs mainly in clusters. Some other traits depend much on the organizational culture.

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Section: Learning Networkmentioning

confidence: 99%

Evidence for the network perspective on organizational learning

Pahor

Škerlavaj

Dimovski

2008

J. Am. Soc. Inf. Sci.

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“…The proposed employability dimensions relate to job-related matters as well as aspects of a broader career development. Taking into account the inter- ests of both employees and employers, we have adopted a dual orientation, both toward the development of human potential and toward the development of the work process (see Van der Krogt, 1998). The first dimension of employability that is taken to be a prerequisite for positive career outcomes of workers is referred to as occupational expertise.…”

Section: Dimensions Of Employabilitymentioning

confidence: 99%

A competence‐based and multidimensional operationalization and measurement of employability

Heijde

Heijden

2006

Human Resource Management

749

385

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Employability is a critical requirement for enabling both sustained competitive advantage at the firm level and career success at the individual level. We propose a competence‐based approach to employability derived from an expansion of the resource‐based view of the firm. In this contribution, we present a reliable and valid instrument for measuring employability. This measure is based on a five‐dimensional conceptualization of employability, in which occupational expertise is complemented with generic competences. Two sources of raters (employees and their immediate supervisors) are involved in developing and testing the measure. Since the five dimensions of employability explain a significant amount of variance in both objective and subjective career success, the predictive validity of the tool is promising. This instrument facilitates further scientific HRM research and is of practical value in light of job and career assessments, recruitment, staffing, career mobility, and development practices. © 2006 Wiley Periodicals, Inc.

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“…Both partners can simultaneously contribute to construction of knowledge, but it is also possible for an exchange of knowledge to occur. Learning together can happen in a group, be taskoriented, and be driven by a shared interest (De Laat & Simons, 2002;Van der Krogt, 1998). In learning from others, the interaction itself contributes to the development of the worker, but not necessarily to the development of the other interactants.…”

Section: Informal Work-related Learningmentioning

confidence: 99%

Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police

Doornbos¹,

Simons

Denessen

2008

Human Resource Dev Quarterly

113

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Work-related learning plays a major role in initial and ongoing competence development.It implies human change or growth that occurs primarily in activities and contexts of work (Fenwick, 2001). It is integrated in work activities, tacit, predominantly unstructured, experiential, and social (Eraut, 2000;Marsick & Watkins, 1990, 2003. The debate about work-related learning has grown as organizational leaders increase their focus on learning in organizations as a way of improving organizational performance (Rainbird, Fuller, & Munro, 2004). Organizational leaders recognize that to compete effectively they must take action in the workplace practice that helps them learn from their experience, influence the learning of others, and create a learning environment.The field of human resource development has a relatively rich history of examining formal work-related learning programs, such as mentoring, learning projects, and coaching (Ellström, 2001;McLean, 2005). However, our understanding of informal work-related learning is far less. We know little about how workplace practices meet the characteristics of a powerful learning environment. In other words, the interplay between 2 work-related learning and the context in which it occurs has been a largely unexamined area of inquiry (Ellinger, 2005).Because there is a great deal of focus on the need to promote informal workrelated learning in the contemporary workplace for organizational performance, this study focuses on specific types of work-related learning in relation to characteristics of workplace practice. The idea is that if we better understand work-related learning and the kind of characteristics that influence the types of informal work-related learning, new ways to facilitate and nurture work-related learning will be found that can contribute to individual and organizational performance.This study seeks to advance our knowledge about the effects of characteristics of workplace practice on deliberate and spontaneous kinds of work-related learning. Prior research has found workplace characteristics to relate to critical reflective work behavior (Van Woerkom, 2003). The current study extends that research by examining effects of workplace characteristics on a broader range of types of work-related learning.Therefore we conducted a large-scale study to empirically test these effects. Previous studies have mainly used small-scale qualitative designs to investigate the connections between characteristics of the workplace practice and learning at work (Billett, 2002; Fuller & Unwin, 2004a; Ellinger, 2005). Little large-scale research exists to confirm these assertions. Informal Work-Related LearningWork-related learning does not take place within or follow from a formally organized learning program or event but instead happens explicitly and implicitly via various work- Argyris and Schön (1996). Marsick and Watkins (1990) addressed the importance of intentional reflection for action to explicate the implicit learning. We follow Marsick and Watkins in the idea of ...

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Learning network theory: The tension between learning systems and work systems in organizations

Cited by 89 publications

References 3 publications

Evidence for the network perspective on organizational learning

Evidence for the network perspective on organizational learning

A competence‐based and multidimensional operationalization and measurement of employability

Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police

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