By S. Tjepkema
'Lifelong studying' is relocating from buzzword to truth for ever latger numbers of staff. agencies more and more desire their employees to be lively, self-directed beginners who give a contribution to concepts and enhancements of tactics, services. businesses that explicitly inspire and help employee studying, from a strategic point of view, are referred to as 'learning organisations'.This ebook is the results of an eu research into the altering perspectives and practices of execs within the box of Human source improvement inside such organisations.Focusing on Europe, the booklet includes authors and study from Finland, the united kingdom, Germany, The Netherlands, Belgium, France and Italy. Theoretical explorations of the training supplier and the altering face of HRD supplement approximately thirty case stories of HRD services. This e-book can be crucial analyzing for either lecturers and pros within the fields of HRD and lifetime studying.
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Additional info for HRD and Learning Organisations in Europe (Routledge Studies Inhuman Resource Development, 3)
Thus HRD is integrated in the general strategies and change initiatives at ISS. HRD in ISS HRD objectives and people involved in HRD In total, twelve employees are active in the field of HRD. Their role consists primarily of providing adequate training possibilities. Two of them are responsible for the administration and logistic support of training programmes. Responsibility for defining and implementing the concept of the learning organisation lies with top management, 40 Dirk Buyens, Sigrid van Schelstraete and Karen Wouters who defines HRD policies.
The next step was the selection of possible case organisations. A variety of methods was used, such as scanning recent literature for case descriptions, scanning conference announcements and using personal networks of the researchers. g. to see if the cases complemented each other well), the selected organisations were then approached for a telephone interview. For the interview, a checklist of selection criteria was constructed, which was used by all partners. Characterisation of case study organisations The aim of the initial telephone interview was to establish whether the organisations were willing to participate in the project and whether they met the most important selection criterion: can they be seen as good examples of learning-oriented organisations?
To select suitable case studies, preliminary research was conducted in each country. g. Leys, Wijgaerts and Hancké, 1992; Stahl, Nyhan and d’Ajola, 1993; Tjepkema and Wognum, 1995), it was possible to operationalise the concept of the learning-oriented organisation, to identify characteristics against case studies could be selected. The next step was the selection of possible case organisations. A variety of methods was used, such as scanning recent literature for case descriptions, scanning conference announcements and using personal networks of the researchers.