How do HRD professionals and business managers interact in organizing HRD activities?

Abstract

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Interorganizational Learning: A Conceptualization of Public-Private Learning Communities

“…In a rapidly changing knowledge society where individuals are increasingly expected to organize their own learning activities to update their skills (Poell et al, 2018), the learning-network theory may offer a useful lens to study how learning can be organized in public-private arrangements (Poell et al, 2000). This theory has been receiving increased attention in HRD research (Lundgren & Poell, 2023) and assumes that employees are the “central actors who co-organize their learning on the basis of their ideas and interests, instead of reducing their participation to being at the receiving end of a training course” (Poell et al, 2000, p. 32). Learning-network theory combines actors, processes, and structures, and describes how learning is organized in the context of organizations (Lundgren & Poell, 2023).…”

“…This theory has been receiving increased attention in HRD research (Lundgren & Poell, 2023) and assumes that employees are the “central actors who co-organize their learning on the basis of their ideas and interests, instead of reducing their participation to being at the receiving end of a training course” (Poell et al, 2000, p. 32). Learning-network theory combines actors, processes, and structures, and describes how learning is organized in the context of organizations (Lundgren & Poell, 2023). The theory posits that there are three essential components: (1) the learning actors from within and outside the organization, (2) learning processes that take place between the members of the learning network, and (3) learning structures which relate to the organizational structure and responsiblities, the learning climate, the nature of the learning activities, where these activities take place, and whether they are more learner-directed or facilitator-directed (Poell et al, 2000).…”

“…Following the learning-network theory (Poell et al, 2000), a central issue in defining and forming the structure of a PPLC is concerned with the learning actors and learning structures of the PPLC. This relates both to the participating organizations, the representatives of each organization in the PPLC, and the time span (duration) of the PPLC (Filieri et al, 2014; Li et al, 2009a; Stoll et al, 2006; Xie et al, 2016), as well as the content structure of what PPLC participants learn about in the PPLC (Lundgren & Poell, 2023). The ‘who is involved’ question is – besides the definition that at least two legally independent public and private parties are involved – mainly depending on the specific challenge or issue the PPLC wants to address and how the participating organizations want to promote the learning of individual participants.…”

“…The ‘who is involved’ question is – besides the definition that at least two legally independent public and private parties are involved – mainly depending on the specific challenge or issue the PPLC wants to address and how the participating organizations want to promote the learning of individual participants. Hence, Lundgren and Poell (2023) argue that organizations “have been found to differ rather substantially from one another in terms of their learning network, and also to change their learning network over time” (p. 180).…”

“…The way of working and collaborating in PPLCs partly depends on the various formal and informal roles participants may take in PPLCs, and the type of learning network, where horizontal learning networks, for example, have a relatively egalitarian organizational structure and organic learning processes (Lundgren & Poell, 2023). Nyström and colleagues (2014) distinguish twelve role-related tasks for actors in innovation networks that are also valuable in the context of PPLCs.…”