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 eand 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). I. LEARNING AND KNOWLEDGE TRANSFER IN ORGANIZATIONS N many organisations and enterprises, the training and learning opportunities offered and the possibilities for generating and transferring knowledge do not adequately fit actual business needs. They are often either made available at too late a stage or do not focus on the individual’s actual needs for effectively fulfilling their role in the business process. Consequently, the training offered is not accepted by the workforce since it meets neither their own business needs nor indeed those of the enterprise. In addition, company management is often not fully aware of the type of knowledge and competencies needed to run its business (processes) properly. As a result, organisational and process changes are frequently decided without awareness of the impact of the gaps in competencies that might subsequently be opened. Furthermore, learning opportunities and support services to accompany modified processes often Richard Pircher is with the Department for Knowledge and Communication Management, Danube University Krems, Dr. Karl Dorrek Str. 30, A-3500 Krems, Austria (e-mail: [email protected]). Lukas Zenk is with the Department for Knowledge and Communication Management, Danube University Krems, Dr. Karl Dorrek Str. 30, A-3500 Krems, Austria (e-mail: [email protected]). Hanna Risku is with the Department for Knowledge and Communication Management, Danube University Krems, Dr. Karl Dorrek Str. 30, A-3500 Krems, Austria (e-mail: [email protected]). lack appropriate definition. With these obstacles in mind, the overall objective of the European Integrated Project "Process-oriented Learning and Information Exchange" (PROLIX) is to align learning with business processes, thereby enabling organisations to improve their employees’ competencies more quickly and better in line with continuing changes in business requirements. However, to ensure maximum effectiveness, PROLIX also has to look beyond simply developing tools and methods and give appropriate consideration to the specific organisational environment in which such tools and methods are to be implemented and used. Furthermore, the adequate planning of learning measures and selection of appropriate didactic models has to incorporate the specifics of a particular organisational environment. A learning assessment guideline builds the basis for integrating the status quo of crucial organisational dimensions into learning and knowledge transfer.