Munkahelyi tanulást befolyásoló tényezők – humán-számítógép együttműködés vizsgálata (Influencing factors of on-the-job learning – Analysis of human-computer collaboration)

A komplex, dinamikus, tudásalapú társadalomban nemcsak a tanulás formái, hanem a tanulás helyszínei is módosulnak, s a munkahely tanulásban betöltött szerepe felértékelődött. A munkahelyi környezet is számos átalakuláson esett át, az információs és kommunikációs technológiák (IKT) fejlődésével egyidejűleg lehetővé vált többek között a távmunka, jelentősen átformálva a munkavégzés és a munkahelyi interakciók módját. A kutatók arra keresték a választ kutatásukban, hogy a szervezeten belül milyen tényezők támogatják vagy gátolják a munkahelyi tanulást. A kutatás fő üzenete, hogy a tanulás keretrendszere, az egyéni képességek és az észlelt tanulási szituáció együttesen határozza meg a munkahelyi tanulást. A kutatók eredményüket kvalitatív kutatással feltárt három esettanulmányon keresztül ismertetik. ____ In a knowledge-based society not only the forms of learning have been changed but also the places of learning. The role of workplace in the learning process is becoming more important. Meantime, there has been a substantial change in the working conditions as the development in information and communication technologies (ICTs) makes it possible to telecommute transforming remarkably the way of working and the interactions at the workplace. The central question of the research is which intra-organizational factors support or hinder onthe- job learning. The main message of the research is that the learning framework, the individual cognitive competences and the perceived learning situation influence collectively on-the-job learning. Authors present the results of the qualitative research though three case studies.

Interactive foresight on the Hungarian SMEs

Purpose – The aim of this study is to present a concept of interactive foresight process, its theoretical and methodological considerations and a foresight exercise concerning the development of knowledge economy in the Central Hungarian Region. Design/methodology/approach – A methodology of interactive foresight process for creating regional future concepts is developed, which is based on a specific meaning of integral futures and uses online solutions, too. Findings – Personal meetings with small and medium enterprise (SME) stakeholders and the works of interactive communications with feedbacks within and among stakeholder groups was organized around the research homepage. The networking created the interconnection and the feedbacks between the stakeholders and the futurist group in the process of shaping regional future ideas. The online networking is running. Research limitations/implications – The low number of stakeholders can limit the validity and acceptance of futures ideas created by this process. Practical implications – The developed interactive foresight process can also be applicable at different organizational levels and in different fields for shaping shared future ideas. Social implications – Application of interactive foresight process can contribute to the development of anticipatory democracy. Originality/value – A theoretically based interactive foresight process has been developed in which stakeholders can participate not only interactively in the foresight process but they can implement the achievements in their enterprising activity as well. The participants were interested in foresight and cooperative during the whole process because they learned the use of foresight tools through collective solution of practical tasks which were important for them.

Adaptation and change in organizational learning research

To understand the role of organizational learning in the organization’s endeavor to overcome challenges, organizational learning research need to be spread out to the field of adaptation and change. This paper is the first part of a bigger empirical research, a literature review that examines the link between these topics and search for gaps in prior literature. However, these phenomena are closely related in the prior literature, the thinking about organizational learning is rather idealistic than reflective and there are still research gaps regarding the following questions: (1) Is there a need to examine internal organizational challenges from the organizational learning perspective? (2) How can the earlier organizational adaptation be characterized using the constructs of organizational learning? (3) Is the earlier adaptation process or organizational learning process always good and useful for the organization? Based on reviewing prior literature the author formulated an own organizational learning definition and identified future research directions in order to fill these gaps.