Learning Network Theory Research Articles

Interorganizational Learning: A Conceptualization of Public-Private Learning Communities

Human Resource Development (HRD) finds itself at a critical juncture given the rapidly changing landscape of work and a shift of focus in HRD research and practices. This provides momentum for the HRD discipline to explore new models of workplace learning that exceed the boundaries of one’s own organization. Public and private organizations increasingly understand that by joining forces and cocreating knowledge, they are better able to address these challenges and thereby stay innovative. In this paper, we propose a conceptual framework for Public-Private Learning Communities (PPLCs) as a promising approach to prepare organizations and employees for the rapidly changing future. By drawing on the concept of interorganizational learning and learning-network theory, we distinguish essential building blocks that relate to the PPLCs’ strategy, structure, process, and culture. With this conceptual paper, we aim to break new ground for HRD theory-building and offer novel directions for HRD researchers and practitioners.

Team leaders’ beliefs about teachers’ learning-path strategies

PurposeThis paper aims to focus on professional development in the education sector. Its goal is to understand team leaders’ roles in teachers’ professional learning. Second, this paper seeks to understand the influence that team leaders have on teachers’ learning path strategies.Design/methodology/approachFollowing from van der Krogt’s (2007a) Learning Network Theory (LNT), this paper presents a qualitative study of teachers’ preferences for specific learning path strategies. Interview data were collected from teachers (N = 24) and team leaders (N = 5) at an intermediate vocational school in the Netherlands. Research questions ask to what extent teachers learning path strategies align with the learning path strategies that their team leaders think they should use, and about the influence team leaders have on teachers’ professional development.FindingsFindings suggest that teachers and team leaders’ beliefs about learning path strategies differ greatly, and that team leaders have limited influence on the learning path strategies that teachers adopt. On the other hand, team leaders appear able to create conditions in which teachers can pursue professional learning because they do have influence on learning facilities.Originality/valueThese findings add to the scarce empirical evidence regarding LNT, learning path strategies and team leaders beliefs about teachers professional development. They also imply practical changes for team leaders who want to influence teacher professional development.

Learning paths of customer-facing professionals in the digital age

PurposeThe purpose of this study was to explore how customer-facing professionals (CFPs) created learning paths to adapt to changing customer needs in a digital environment.Design/methodology/approachTwo groups of CFPs were created from a previous single-case study to examine the learning paths of the two groups. Both groups were digitally competent yet differed in their ability to adapt to the increased usage of digital technologies by their customers: adaptive or conservative CFPs. Research questions addressed perceived learning needs, learning strategies to meet needs and factors that helped or hindered success. Transcripts were coded based on the five elements of a learning path, described within the learning network theory (i.e. motives, learning themes, learning activities, social context and facilities), using the Dedoose coding software. Group findings were compared to identify similarities and differences in their learning path elements.FindingsCFPs learning path elements varied individually and between adaptive and conservative CFPs. Individually, they varied in learning themes: digital or traditional customer-facing competencies and learning activities such as learning from experience, self-directed learning and learning from others. Drive and ambition emerged as a learning motive for several CFPs in both groups. Although small samples, adaptive CFPs saw a need for digital competencies and engaged in self-directed learning (e.g. solving problems and using digital technologies), more so than conservative CFPs. A positive work environment (e.g. healthy relationships and support from others) was perceived as necessary for success for both groups.Originality/valueThis study sheds light on how one’s approach toward technology influences the creation of one’s learning path. It shows the increased importance of digital competencies for CFPs in a digital world and how CFPs who embrace technology develop technological savviness, solve problems using online resources and experiment with technology and systems, strive for self-sufficiency and rely on self-directed learning.

Dominant actor and reflection within learning paths

PurposeThis paper aims to explore the possible relationships between the dominant actor and levels of reflection within learning paths. Learning-network theory, the framework of individual learning paths (Poell and Van der Krogt, 2013), suggests that organizational actors create different learning processes through their interactions. The second theoretical perspective emphasizes the influence of interactions on the depth of the reflective process of an individual (Kemper et al., 2000).Design/methodology/approachThis paper examines a thesis that dominant actors within four ideal learning paths may influence one of four anticipated levels of reflection for individuals. Two prior qualitative, interview-based data sets were reanalyzed and coded for pattern matching.FindingsReflection levels were higher than anticipated for several ideal learning paths and lower in others. Findings indicate that contextual variables impact the level of reflection, importantly the role of coaches, mentors, feedback and reflective learning programs.Research limitations/implicationsData sets were reanalyzed from prior studies with relatively small numbers of participants. Further research is necessary to draw conclusions about the relationships between the two constructs.Practical implicationsThis research shows the impact of incorporating reflective practices in workplace learning programs to increase levels of reflection. This study did not find fixed relationships, but rather discovered more fluid, dynamic relationships. Those responsible for creating learning programs might consider the potential of including reflective practices even in highly structured learning arrangements.Social implicationsIn the complex, rapidly changing organizational environment, where employees need to adapt and change, reflective practices seem to influence desired behavioral change and learning.Originality/valueThis study sheds new light on the potential impact of reflective practices in workplace learning arrangements.

How do employees’ individual learning paths differ across occupations?

PurposeEmployees are increasingly expected to organize their own human resource development activities. To what extent and how exactly employees in various organizational contexts manage to shape their individual learning paths however remains largely unclear. The purpose of this present study is to explore, leaning on the empirical Learning-Network Theory (LNT) research and its findings, how employees in different occupations create learning paths that are attuned to their specific work context.Design/methodology/approachThe paper reviews 23 MSc theses based on 14 distinct data sets collected between 2005 and 2015, containing approximately 1,484 employees from some 45 organizations and across various professions. The teachers, nurses, postal, software, telecom, railway and logistics company employees were mostly based in the Netherlands. The analysis focuses on learning-path types and learning-path strategies found in the 23 studies.FindingsMotives, themes, activities, social contexts and facilities were found to be instrumental in explaining differences among individual learning paths. A total of 34 original learning-path types and strategies were found to cluster under 12 higher-order labels. Some of these were based on learning motive, some on learning theme, some on core learning activities, some on social learning context and a few on a combination of these elements. Overall, the socially oriented learning-path strategy was the most prevalent, as it was found among nurses, employees of software/postal/telecom, railway and logistics company employees, as well as teachers in two schools.Originality/valueThe paper presents the first overview of empirical studies on employee learning path(s) (strategies). In addition, it strengthens the empirical basis of the LNT.

Why is organizing human resource development so problematic?

PurposeHuman resource development (HRD) is an important field within management. Developing employees is often regarded as an instrument to improve the internal labor market and support organizational change. Organizing HRD to these ends, however, is frequently a problematic affair, in terms of training effectiveness, participant motivation and added value. This study, which consists of two parts, aims to investigate the question of why this is the case. In this second part, two specific aspects of the learning-network theory are elaborated: multiple experiences in organizations forming the basis of employee learning and development, and different actor strategies for organizing HRD.Design/methodology/approachThe paper presents a conceptual framework to argue that one of the main reasons why organizing HRD is problematic lies in the limited and one-sided conceptualization of organizing HRD that is often used.FindingsOrganizing HRD is mostly viewed as designing training courses and instruction sessions for employees; it is also predominantly understood as a tool of management. The paper proposes a network perspective on organizing HRD, which is better able to guide organizational actors than other approaches can, by taking into account a broader set of HRD practices and viewing employees (besides managers) as key stakeholders.Originality/valueThe study argues that organizing HRD needs to take into account learning experiences that employees can gain from participating in work and career development as well (besides formal training); moreover, that employees’ HRD strategies are at least as important as those used by line managers and HR practitioners.

Why is organizing human resource development so problematic?

PurposeHuman resource development (HRD) is an important field within management. Developing employees is often regarded as an instrument to improve the internal labor market and support organizational change. Organizing HRD to these ends, however, is frequently a problematic affair, in terms of training effectiveness, participant motivation and added value. This study, which consists of two parts, aims to investigate the question of why this is the case. In this first part, the problem is stated and the backgrounds and basic tenets of learning-network theory are addressed.Design/methodology/approachThe paper first describes three approaches to organizing HRD, namely, as a training issue: customization by HRD practitioners; as a learning issue: didactic self-direction by employees; and as a strategic issue for employees and managers: micro-politics. The learning-network theory is then introduced as an integration of these three approaches. It presents a number of key organizational actors that organize four HRD processes, each operating strategically in their own way.FindingsOrganizing HRD is mostly viewed as designing training courses and instruction sessions for employees; it is also predominantly understood as a tool of management. A network perspective on organizing HRD is better able to guide organizational actors than other approaches can.Originality/valueThe study argues that organizing HRD needs to take into account learning experiences that employees can gain from participating in work and career development as well (besides formal training); moreover, that employees’ HRD strategies are at least as important as those used by line managers and HR practitioners.

A bottom-up strategy for establishment of EER in three Nordic countries – the role of networks

ABSTRACTThis paper investigates the emergence of an engineering education research (EER) community in three Nordic countries: Denmark, Finland and Sweden. First, an overview of the current state of Nordic EER authorship is produced through statistics on international publication. Then, the history of EER and its precursor activities is described in three national narratives. These national storylines are tied together in a description of recent networking activities, aiming to strengthen the EER communities on the Nordic level. Taking these three perspectives together, and drawing on concepts from community of practice theory, network theory and learning network theory, we discuss factors behind the differences in the countries, and draw some conclusions about implications for networking activities in a heterogeneous community. Further, we discuss the role of networks for affording a joint identity.

Organizing Project-Based Learning in Work Contexts

The authors describe research aimed at developing a more comprehensive framework for project-based learning in work contexts. This grows out of a cross-cultural reanalysis of data from two previous studies using two different frameworks: actor-centered learning network theory and a critical pragmatist lens on action reflection learning. Findings are based on a cross analysis of a subset of one another’s data sets using the authors’ respective original frameworks, thus intending to build reflexivity into the latter. The study identifies strengths and weaknesses of each framework and discusses a more comprehensive framework that takes into account both individual and organizational learning at a time when learning in work contexts is increasingly driven by the learner and integrated with work.

ORGANIZING PROJECT-BASED LEARNING IN WORK CONTEXTS: A CROSS-CULTURAL CROSS ANALYSIS OF DATA.

We describe research aimed at developing a more comprehensive framework for project-based learning in work contexts. This grows out of a cross-cultural re-analysis of data from two previous studies using two different frameworks: actor-centered learning-network theory and the

VET practitioners working with private enterprises: a “third space”?

PurposeThis paper aims to analyse, through the lens of learning network theory, ways in which external VET practitioners work within private enterprises to promote learning within these organizations.Design/methodology/approachThe paper is based on analyses of six case studies in two Australian States, each comprising a vocational education institute and an enterprise. In total, 34 interviews were held with four groups of participant – TAFE managers and practitioners, enterprise personnel and worker‐learners – from different industries.FindingsThe paper finds that the overlaying of an external learning system on existing learning systems brings inevitable tensions that need to be carefully managed. VET practitioners working in industry operate in two worlds with very different cultures. They need to learn how to work within different power structures, how to build around existing work and learning networks, and how to mesh in with the flow of enterprise work. In the process of working with company staff, and crossing boundaries, they may well be creating a “third space” in which new meanings can be, and have to be, constructed that go beyond the limits of either site.Practical implicationsThe paper shows that understanding these ways of working has practical implications for VET managers and practitioners, company staff and policy‐makers in terms of how human resources are managed and how different parties work together.Originality/valueThe paper shows two objectives: a relatively new focus in the research literature and an extension of learning network theory in terms of external learning systems.

Learning-Network Theory

This study presents a theoretical perspective on organizing learning networks in relation to work processes within organizations. Despite the potential wealth in combining various learning and work arrangements, the field seems to be characterized by a single-minded pursuit of highly uniform ways to organize learning and work. The learning-network perspective rejects both a functionalist tool of management approach and a context-independent organizational learning view. Instead, it demonstrates how learning networks are (re-)produced by interactions among employees, managers, training consultants, and other actors, who each have their own theories and strategies in organizing work-related learning. Learning networks can take various shapes depending both on actor dynamics and on work characteristics. The learning-network theory is a descriptive theory that allows employees, managers, training consultants, and other learning actors to understand and develop alternative ways of organizing employee learning in relation to work. An indicative rationale for the key differences between the learning-network perspective and some rival approaches is provided.

Project-Based Learning in Professional Organizations

This study describes a method of project-based learning applicable in work organizations. The essence of this method lies in the connection of learning and working in group projects, fine-tuned to the needs of the participants and to the possibilities offered by the organization. The method is conceptually underpinned by the learning-network theory. Following an overview of the characteristics of the project-based learning method, a comparison is made with other action-based methods. An empirical illustration is provided by a discussion of four learning projects conducted in regional probation institutions, which are found to differ from each other in several respects. It is concluded that the project-based learning method can yield a surplus value compared to more traditional types of education and training. It also makes higher demands, however, on the learning and work systems of the organization and on the involvement of the learners.

Solving work‐related problems through learning projects

The concept of the learning project can be used to systematically organize learning around work‐related problem‐solving activities. It draws on a dual tradition of organizational projects and project education. There are several approaches to learning projects which tend to overstress competence development of learners and underscore the importance of simultaneous work development as a means of problem‐solving. The learning network theory (Van der Krogt 1995) is used to broaden the scope on problem‐solving and to define a coherent concept of learning projects, allowing for a distinction between a liberal, vertical, horizontal, and external type. A range of alternative ways of organizing learning projects to solve work‐related problems are presented, explicitly linking competence development to work development.

Learning network theory: The tension between learning systems and work systems in organizations

AbstractThis article presents a theory on the organization and development of learning systems—the learning network theory. In this theory, learning systems in work organizations are analyzed in a network approach to organizations. Learning systems are subject to tensions, which arise from their dual orientation: an orientation toward the development of human potential (humanity) and an orientation toward the development of the work process (work relevance). Learning network theory offers a frame of reference for analyzing the tensions between humanity and work relevance and provides leads for handling such tensions. The article concludes with a number of suggestions for further research into the organization of learning systems.