Victoria J. Marsick

Demonstrating the Value of an Organization's Learning Culture: The Dimensions of the Learning Organization Questionnaire:

The problem and the solution. Some organizations seek to become learning organizations. Yet, implementation is elusive and is not often based on research about what constitutes a learning culture. Over the past 16 years, a model of a learning organization was developed that draws on both the literature and organizational case studies. However, organizations wanted a way to diagnose their current status and guide change, and scholars wanted better measures of learning to compare organizations and to explore links between organizational learning and the performance of the firm. The solution was to develop and validate an instrument that addresses these needs.

Towards a theory of informal and incidental learning in organizations

In this article we develop a theoretical framework for understanding informal and incidental learning that is, while not empirically tested, at least in part empirically derived. Informal and incidental learning can be characterized by the following: (1) based on learning from experience; (2) embedded in the organizational context; (3) oriented to a focus on action; (4) governed by non‐routine conditions; (5) concerned with tacit dimensions that must be made explicit; (6) delimited by the nature of the task, the way in which problems are framed, and the work capacity of the individual undertaking the task; and (7) enhanced by proactivity, critical reflectivity and creativity. We first identify why our theory is important for recent trends toward continuous learning for continuous improvement. We illustrate our theory, discuss other uses of the concepts of informal and incidental learning, expand on our definition in terms of the above seven characteristics, and further discuss implications in light of cur...

The Many Faces of Action Learning

Action Learning draws its roots from different philosophies of learning and change, which in turn, influence its design and practice. This article identifies common factors and differences among three different ‘schools’ of practice (Scientific, Experiential and Critical Reflection). It then distinguishes Action Learning from the other action approaches in this volume.

The Nature and Need for Informal Learning

The Problem and the Solution . When organizations change, employees are challenged to learn continuously through both formal and informal means. Human resources developers need to know more about how to enhance such learning. Research suggests that work can be designed to make time and space for learning People learn more when they continually scan their environment, heighten their awareness around learning, pay attention to goals and turning points, and develop skills of reflection while taking action. Finally, people learn more easily in a culture of collaboration and trust

Teams as Learners A Research-Based Model of Team Learning

Organizational literature heralds the value of team learning but does not provide a research-based description of it. This article describes a model of team learning that was derived empirically from case studies in two companies, one with a cross section of employees in a petrochemical company and the second in a data-processing unit that had been reorganized into self-managed teams in a manufacturing company. The authors draw conclusions about changes in learning processes, conditions, and perceptions of time and explore research implications regarding human dynamics.

Learning in the Workplace: The Case for Reflectivity and Critical Reflectivity.

Learning in the workplace has traditionally been understood primarily in terms of behaviorism, a perspective compatible with the machine-like design of organizations when training and development emerged as a field of practice. Adult educators have not challenged the desirability of that perspective directly, although various theorists suggest its modification through greater learner participation, problem-centeredness, experience basing, and concern for different learning styles. This article raises questions about the universal valuing of behaviorism in workplace learning based on a review of trends in organizations in the post-industrial era and analysis of theorists within and outside the field who emphasize the importance of reflectivity and critical reflectivity in learning. The author then describes emerging characteristics of a new paradigm for understanding workplace learning and concludes with a discussion of its limits.

Toward a unifying framework to support informal learning theory, research and practice

Purpose – The purpose of this Guest Editorial is to introduce the papers in this special issue and outline how they help us to better understand the theory and practice of informal learning.Design/methodology/approach – The Guest Editorial provides an overview of the topics discussed in the special issue, focusing on teachers and schools, social workers, and knowledge management in academic and business settings.Findings – In practice informal and formal learning are often inextricably intertwined.Originality/value – The papers in this issue contribute to the search for a unifying framework to support theory, research and practice.

Theory and Practice of Informal Learning in the Knowledge Era

The Problem and the Solution . Models of informal learning in todays rapidly changing environment have not fully considered how people make meaning of their context as they frame what they need to learn, seek out strate gies for informal learning, and evaluate their experiences Using a framework developed by Bolman and Deal, the authors identify filters that help identify where informal learners in organizations might best focus their attention Also, they reevaluate a basic model for informal learning in light of information in the studies in this book that point to the importance of context Finally, they explore overarching lessons learned about supporting informal learning and becoming intentional about learning

Building the learning organisation: a new role for human resource developers

Changing workplace demands now challenge human resource developers to extend the scope of their practice from predominantly one of training individuals, to one of facilitating learning of individuals, teams, and organisations. In our work, we suggest that human resource developers need an equally broad vision of the field in order to embrace this broader scope. One such compelling vision which we believe may drive a redefinition of the field is that of the learning organisation. The learning organisation is defined both in terms of the outcomes by which we assess whether or not the organisation has learned, and by the process by which the organisation must change to embed learning. A model of how the organisation learns is given along with design principles for human resource developers who would create a learning organisation.

Towards a model of team learning

Team learning is not a well researched or examined phenomenon. This paper describes a team learning model that grew out of case study research in one company. The model is derived in part by drawing on the literatures of both group dynamics and adult learning. Team learning processes and phases are described and illustrated. The paper concludes with implications for adult educators who work with teams in organisations.