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Browsing by Subject "workplace learning"

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  • Johansson, Eriika (2017)
    Development projects are frequent in today's work culture. They stem from the concept of the learning organisation for which, in order to retain competitiveness, it is necessary to transform itself continuously in accordance with the changes in the operational environment. The understanding of organisations as dynamic communities that can develop themselves has replaced the traditional view of hierarchical leardership which prescribes that development has to be managed from top to down. However, development projects can be troublesome: the process may remain vague to the participants or the results may not be brought into action. From the point of view of Educational Science, it is interesting to ponder what basis do the scientific theories of organisational learning offer for development projects. This study paper examines how the theoretical models on organisational learning portray the acknowledging of learning outcomes in development projects. The research problem is to identify the point at which the participants gain mutual understanding of the learning outcomes and commit to implement them. The form of the study is a comparative review of theoretical literature. The aim is to analyse two theoretical process models on organisational learning and to produce a qualitative meta-synthesis. Under scrutiny are the theory of single and double loop learning by Chris Argyris and Donald Schön and the theory of expansive learning by Yrjö Engeström. The result of the study was that instead of portraying the process of succesfull learning, Argyris and Schön concentrated on the hindrances of learning. The model by Engeström comprised the stages of reflecting, crystallising and consolidating, yet his case studies have not always managed to indicate a moment when the learners acknowledge the learning and commit to objectives agreed together. In conclusion, neither of the theories portrays the phenomenon thoroughly enough. The obstacles described by them do however offer advice for anyone wishing to support learning and learners participating in development projects.