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Organising Workplace Learning: an inter-organisational perspective
Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences. (Helix)
Department of Working Life Science, Karlstad University, Karlstad, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
2009 (English)In: Journal of European Industrial Training, ISSN 0309-0590, E-ISSN 1758-7425, Vol. 33, no 8/9, 771-786 p.Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this paper is to argue that both the supply-based model and the demand-based form of vocational education and training (VET) have their limitations and propose a “third way” in which reflective learning in the workplace is a central ingredient.

Design/methodology/approach – The data was collected from several studies of VET programmes in Sweden based on individual and group interviews, a survey and continuous participation in developmental work. The paper uses an interactive research approach in the research design.

Findings – The paper proposes a “third way” that tries to overcome the deficiencies of both the supply- and demand-based strategies for VET by developing a more equal balance in the relationship between the education and workplace systems. Collaboration and partnership between education providers and progressive workplaces are core elements.

Research limitations/implications – The paper tries to connect activities and changes at the organisational, inter-organisational and institutional levels of the VET system. It is argued that changes at different levels are strongly interconnected and necessary to an understanding of the prerequisites for workplace learning. These vertical relationships form the main focus of future research.

Practical implications – It is argued that changes in the VET system should be initiated using a “bottom up” approach, start at the local level, and include change at all levels. The “bottom up” approach should include a combined employer, employee and service-user perspective. It requires that learning issues are solved in a partnership that represents both the supply side of education and the demand side of working life.

Originality/value – Inter-organisational relations need to be based on equal, mutual and trustful relationships between the education and workplace systems in order to support a sustainable change process.

Place, publisher, year, edition, pages
2009. Vol. 33, no 8/9, 771-786 p.
Keyword [en]
Learning, Supply and demand, Vocational training, Workplace learning
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-51686DOI: 10.1108/03090590910993625OAI: oai:DiVA.org:liu-51686DiVA: diva2:276973
Available from: 2009-11-13 Created: 2009-11-13 Last updated: 2017-12-12Bibliographically approved
In thesis
1. Kompetens och kompetensutveckling i omsorgsarbete: Synen på kompetens och lärande – i spänningsfältet mellan samhälleliga förutsättningar och organisatoriska villkor
Open this publication in new window or tab >>Kompetens och kompetensutveckling i omsorgsarbete: Synen på kompetens och lärande – i spänningsfältet mellan samhälleliga förutsättningar och organisatoriska villkor
2012 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Competence and competence development in care work : Approaches to competence and learning in elder care – in the field of tension between societal requirements and organisational conditions
Abstract [sv]

Avhandlingen är en sammanläggningsavhandling med syfte att studera om synen på kompetens är relaterad till lärmiljön och strategier för kompetensutveckling. Parallellt med syftet har jag analyserat och diskuterat kompetensutveckling ur ett samhälleligt och interorganisatoriskt perspektiv. Fokus ligger här på styrprinciper, brukarinflytande och nationella utvecklingsprogram. 

Avhandlingen utgörs av en lokal studie som bygger på 22 intervjuer och 74 enkäter, en forskningsöversikt samt en studie som bygger på utvärderingar av det nationella utvecklingsprogrammet Kompetensstegen.

Resultatet från den lokala studien – två vårdboenden och två hemtjänstverksamheter – visar att förutsättningarna för lärmiljön skiljer sig åt beroende på verksamhetstypen. Inom hemtjänstverksamheterna var stöd och engagemang från ledningen mer central för kompetensutveckling än inom vårdboendena. Samtidigt visar resultatet att i de verksamheter där det fanns en mer utvecklad lärmiljö och en integrerad strategi – dvs. en kombination av icke‐formella och formella läraktiviteter – för kompetensutveckling, var uppfattningarna om omsorgspersonalens kompetens mer utvecklade. Fokus låg här på att utveckla både kompetens och verksamhet. Det som förenade samtliga verksamheter var uppfattningen att personalen behöver en förmåga att utveckla relationer till brukaren.

Analysen av Kompetensstegen – en stor nationell satsning – visar på en brist i samspel och jämlika relationer mellan arbetsplatserna och utbildningsanordnare. Denna brist hade implikationer för hur väl satsningen på kompetensutveckling lyckades. Inom de verksamheter där arbetsplats‐ och utbildningssystem samverkat, ledde detta samspel till att arbetsplatslärandet blev mer flexibelt, effektivt och användbart för deltagarna. Exemplet visar att kompetensfrågor behöver analyseras ur ett samhälleligt perspektiv.

Den samhälleliga analysen visar att kompetensfrågor lätt kommer bort eftersom dessa inte är integrerade i styrprinciper som konkurrensutsättning, upphandlingsförfaranden och kundval. Kompetensutveckling inom äldreomsorgen är en komplex, svårbestämbar och krävande process som behöver synkroniseras på olika nivåer. De nationella satsningar, där formell utbildning dominerar, har sällan fått något genomslag i verksamheten. Perspektivet har oftast varit kortsiktigt och individinriktat. Tillfälliga resursförstärkningar och projektsatsningar leder inte heller till att frågan om kompetensutveckling prioriteras och att nödvändiga resurser avsätts lokalt. Nyckelord: omsorgspersonal, kompetens, kompetensutveckling, äldreomsorgen, interaktiv forskning, interorganisatorisk samverkan

Abstract [en]

The dissertation is a compilation article thesis and the main purpose is to study how perceptions about competence are related to learning environments and competence development strategies. Parallel to this purpose, I have analysed and discuss competence development from a societal and inter-organisational perspective. Here the focus is on governing principles, user-influence and national development programmes.

The dissertation consists of a local study based on 22 interviews and 74 questionnaires, a research review and a study based on evaluations of the national Steps for Skill Programme (Kompetensstegen).

The results of the local study – two care homes and two home-help units – showed that prerequisites for learning environments differ depending on the type of activity being conducted. In the home-help context, the support and involvement of the management was more central for competence development than in the care homes. At the same time, the results showed that in those activities where there was a more developed learning environment and an integrated strategy for competence development, i.e. a combination of informal and formal learning activities, perceptions about the competence of care staff were more advanced. Here the focus was on developing competence and the work itself. What was common to all the activities was the perception that staff needed to be able to develop relations with users.

The analysis of the Steps for Skill Programme – a major national initiative – revealed deficiencies in the interplay and equal relations between workplaces and educational institutions. This had implications for the success of the competence development programme. In those areas where the workplace- and educational system cooperated, the workplace learning was more flexible, efficient and serviceable for the participants. This example indicated that competence issues need to be analysed from a societal perspective.

The societal analysis showed that competence issues are easily neglected if they are not integrated into governing principles, such as exposure to competition, procurement procedures and customer choice. Competence development in elder care is a complex, difficult to define and demanding process that needs to be synchronised at different levels. National ventures, where formal education dominates, have had very little impact. The perspective has often been shortsighted and individual-oriented. Also, one-off projects and occasional resource allocations do not lead to competence development being prioritised or to essential resources being allocated locally. Keywords: Care-staff, competence, competence development, elder care,  interactive research, inter-organisational cooperation.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2012. 120+bilagor p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 563Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 169
National Category
Pedagogy Sociology
Identifiers
urn:nbn:se:liu:diva-84709 (URN)978-­91-­7519-­777-­7 (ISBN)
Public defence
2012-11-16, I 101, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2012-10-17 Created: 2012-10-17 Last updated: 2012-10-19Bibliographically approved

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