Purpose: The purpose of this paper is to argue that foundational terms in work-learning research, specifically "learning", "work", and "workplace", are inherently complex and contested as the same as their scope has expanded in different fields to elide various conceptual categories and theoretical positions. Yet researchers often use these terms…

This paper focuses on an important innovative development in new generation corporate university management. It addresses the thematic area of visual learning that is captured in the term "The Art of Minds-eye Management". It reflects upon experiences with groups of managers in enhancing perceptive competencies using visual awareness learning…

The article presents a theoretical analysis of the concept of reflection. The author argues in favour of the necessity of conceiving the concept of reflection in a broad sense, and not using the concept in the meaning of introspection. To grasp reflection in its complexity and as a core process in organisational learning it is necessary to…

Proposes a conceptual framework for managing relationships of small and medium-sized enterprises, based on the necessity of cooperation for survival. Describes characteristics of embedded relationship in stakeholder interactions, including trust, durability, information transfer, and collaboration. (Contains 72 references.) (SK)

Analyzed two programs in a public agency: Investors in Management (a British government initiative) and employee-led development. Found that both programs exposed tensions between individual growth and traditional values constraining growth. Concluded that effective organizational learning in the public sector must be collective and aware of…

Workplace learning is a problematic activity that may result in entrenchment of existing power relations rather than empowerment and autonomy. Instead of a narrow job focus, workplace educators should embrace a broader socioeconomic perspective and advocate quality of work and workplace democracy. (Contains 25 references.) (SK)

Models of experiential learning, organizational learning, and knowledge creation can assist in analyzing learning at work. Workplace learning can be conceptualized as intertwined processes of individual, group, and organizational learning. (Contains 21 references.) (SK)

British trade unions' engagement in workplace learning is currently shaped by discourses of globalization and the learning society. Unions' workplace learning representatives appear more focused on uncritical acceptance of learning for employability and less on learning for active citizenship and workplace democracy. (Contains 21 references.) (SK)

The standard paradigm of learning--isolated in individual minds, expressed verbally, propositional--distorts the role of judgment. An emerging paradigm based on Dewey and Wittgenstein recognizes the role of action and exercise of judgment; positions knowledge in individuals, teams, and organizations; and includes propositional, cognitive,…

Includes "The Knowledge Harvest: Ensuring You Reap What You Sow" (Christie, Sandelands); "Credit Mapping: Validating Work-Based Training Using Action Learning Outcomes" (Wills); "Customer Orientation and Motivation: The Key to Effective Learning Organisations" (Prestoungrange); "Barriers to Entry: Implications for Private Finance Initiatives in…

Includes "Relating Strategy, Structure and Performance" (Richard E. Teare, Jorge Costa, Gavin Eccles); "Interpreting and Responding to Customer Needs" (Richard E. Teare); "Developing a Curriculum for Organisational Learning" (Richard E. Teare); and "Implementing Virtual Support for Workplace Learning" (Richard E. Teare). (SK)