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Organizational learning. --- Knowledge management. --- Employees --- Apprentissage organisationnel --- Gestion des connaissances --- Personnel --- Training of. --- Formation --- Knowledge management --- Organizational learning --- Learning organizations --- Learning --- Communities of practice --- Management of knowledge assets --- Management --- Information technology --- Intellectual capital --- Employee development --- Employee training --- Employees, Training of --- In-service training --- Inservice training --- On-the-job training --- Training of employees --- Training within industry --- Vestibule schools --- Occupational training --- Employer-supported education --- Training of

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Work-related learning (WRL) is a topic of steadily increasing interest to today’s vocational education institutions as well as organizations in business and industry. This book derives from an international HRD conference held at the University of Twente, The Netherlands. Key papers from the conference have been combined with other high-standard contributions. Together they offer an international collection of leading edge research. The book brings together contributors from various parts of the EU and the USA and includes examples of good practice and recent research on work-related learning. Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda’s of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different ‘theoretical backgrounds’ of the authors: the ‘learning theorists’ versus the ‘organizational theorists’. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning. This book is essential reading for practitioners, researchers, teachers and students in the HRM and HRD field as well as in the field of VET.

Employees --- Education --- Training of. --- Experimental methods. --- Employee development --- Employee training --- Employees, Training of --- In-service training --- Inservice training --- On-the-job training --- Training of employees --- Training within industry --- Vestibule schools --- Occupational training --- Employer-supported education --- Experimental methods in education --- Educational innovations --- Education, general. --- Professional & Vocational Education. --- Education. --- Professional education. --- Vocational education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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In recent year, efforts to understand learning for and throughout working life have moved away from a focus on workplace training to concerns about learning as a component and outcome of engaging in work and work-related activities and interactions. This shift acknowledges a broader set of workplace factors that shape workers’ learning and development. Yet equally, it acknowledges that this learning through engagement is also necessarily shaped by the diverse ways that individuals elect to engage or participate in workplace activities. Central here is the issue of individuals’ subjectivity and how this is shaped by but shapes engagement in work and, therefore, what learning flows from their participation. It is in considering the relations among subjectivity, learning and work that it is possible to advance both the conceptual and procedural bases for understanding learning through and for working life. Moreover, the focus on relations among subjectivity, work and learning represents a point of convergence for diverse disciplinary traditions and practices that are provided by the book’s contributors. In this way, the contributions represent something of the emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.

Adult education. Lifelong learning --- Employees --- Organizational change --- Work --- Change, Organizational --- Organization development --- Organizational development --- Organizational innovation --- Management --- Organization --- Manpower planning --- Employee development --- Employee training --- Employees, Training of --- In-service training --- Inservice training --- On-the-job training --- Training of employees --- Training within industry --- Vestibule schools --- Occupational training --- Employer-supported education --- Training of --- Social aspects --- Organizational change. --- Social aspects. --- Training of. --- Professional & Vocational Education. --- Educational Policy and Politics. --- Learning & Instruction. --- Sociology of Education. --- Professional education. --- Vocational education. --- Educational policy. --- Education and state. --- Learning. --- Instruction. --- Educational sociology. --- Learning process --- Comprehension --- Education --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Aims and objectives --- Government policy