Sustainable organisational learning – a lite tool for implementing learning in enterprises

Abstract

Purpose The purpose of this paper is to explore how enterprises are to arrange its learning processes in order to optimise the integration and creation of sustainable organisational learning. The paper describes a lite learning evaluation technology that makes processual real-time evaluation of implementation of new knowledge and competences in practice context. Design/methodology/approach The research is based on a case study that is designed and planned as a mixed method inquiry. The empirical case study is based on data from a large Danish enterprise from the telecommunication industry conducting a leadership and sales training programme. Case study analysis uses data drawn from the implemented pulse survey followed up with qualitative interviews with the course participants. Findings The authors show results on two levels. On the individual level, processual real-time lite learning evaluation tools create transparency and adaptability. On the organisational level, tool shapes the organisational capacity to improve routines and practices for how to work with organisational learning and learning data in general. Instead of treating learning and development as something that happens “automatically”, organisations now have a tool for informed decisions aimed at creating sustainable organisational learning processes and results. Originality/value The paper prompts insights that call for enterprises to enhance focus and dialogue on how to work in new and smart ways with learning at a multi-stakeholder level in organisations. The design and deployment of a real-time lite evaluation tool in organisations are key to bolster learning and competence development, so that organisations and societies can become more responsive in responding to the challenges posed by today’s knowledge economy.

Understanding Factors That Enable and Inhibit Assessment of Outcomes of Competence Development

“…A macro-level analysis of the articles (see Appendix) shows that the majority ( n = 17) were based on quantitative data (e.g., Saks & Burke, 2012; Takase et al, 2015; Tsyganenko, 2014), while only six articles were based on qualitative studies (e.g., Amalou-Döpke & Süß, 2014; Tootell et al, 2009; van Rooij & Merkebu, 2015) and nine combined qualitative and quantitative data (e.g., Brandi & Christensen, 2018; Cervai & Polo, 2015; Dhliwayo & Nyanumba, 2014; Ho et al, 2016; Throgmorton et al, 2016). There was variation regarding both the journals in which the articles were published (24 different journals) and the countries from where data had been collected (20 countries).…”

Throwaway knowledge, useful skills or a source for wellbeing? Outlining sustainability of workplace learning situations

“…Workplace learning approaches learning as a practice, aiming to develop the skills and knowledge of individuals and teams (Billett, 2000;Collin, 2006;Matthews, 1999;Paloniemi, 2006;Tynjälä, 2013), but if successful, it also promotes the competence of the entire organisation (Brandi & Christensen, 2018;Elkjaer, 2005;Järvensivu & Koski, 2012;Prugsamatz, 2010;Tynjälä, 2013). Workplace learning is realised in organisational work practices through which individuals learn simultaneously (Billett, 2000;Collin, 2006;Tynjälä, 2013) in a number of different work situations.…”

“…In the context of work life, there has been a call for studies that look at the sustainability of learning situations (see Albinsson & Arnesson, 2012;Kira et al, 2010). When examining the sustainability in relation to learning, it can be defined as maintaining continuous learning (Prugsamatz, 2010), the widespread use of previous knowledge (Collin et al, 2017) and, the application of new knowledge (Brandi & Christensen, 2018). In addition, there has been a need for a critical examination of learning and its sustainability because it has been argued that learning is not inherently a positive phenomenon but can also be a problematic and overwhelming activity for individuals (Albinsson & Arnesson, 2012;Järvensivu & Koski, 2012;Lemmetty & Collin, 2019).…”

“…From previous research, another more practical approach to examining the sustainability of learning can be observed: the rapid application of what has been learned. In their study, Brandi and Christensen (2018) examined the sustainable integration and anchoring of new knowledge and competences in practice; they found that it would better for the sustainability of learning if the application of new knowledge could emerge during the ten weeks after completing the learning activity (Brandi & Christensen, 2018). By the rapid application of new knowledge, it is possible to achieve a deeper learning experience and prevent the forgetting of information and, thus, the waste of time and resources spent on gaining this information.…”

“…The most typical starting point is to see learning as a tool for environmentally or socially sustainable solutions (see, e.g., Albinsson & Arnesson, 2012;Kearney & Zuber-Skerritt, 2012;Scully-Russ, 2012), but there is a call for research on the sustainability of workplace learning situations themselves from a people perspective (Kira et al, 2010; see also Pfeffer, 2010;Gallagher et al, 2017). Therefore, in the current study, we approach the sustainability of the learning situation by paying attention to the perspectives of individual wellbeing (Di Fabio, 2016;Gallagher et al, 2017;Pfeffer, 2010), the wider use and recycling of existing knowledge (see Di Fabio, 2016, 2017Hays & Reinders, 2020;Tractenberg et al, 2016), as well as the rapid application of new knowledge (Brandi & Christensen, 2018).…”