Learning-Conducive Work: A Survey of Learning Conditions in Norwegian Workplaces. CEDEFOP Panorama Series.

Autor/inn/en	Skule, Sveinung; Reichborn, Anders N.
Sonst. Personen	Leren, Iver Jan (Hrsg.)
Institution	European Centre for the Development of Vocational Training, Thessaloniki (Greece).
Titel	Learning-Conducive Work: A Survey of Learning Conditions in Norwegian Workplaces. CEDEFOP Panorama Series.
Quelle	(2002), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1562-6180
ISBN	92-896-0122-1
Schlagwörter	Quantitative Daten; Access to Education; Adult Learning; Certification; Corporate Education; Education Work Relationship; Educational Environment; Educational Opportunities; Employee Attitudes; Employer Attitudes; Equal Education; Foreign Countries; Industrial Training; Inplant Programs; Interviews; Learning Motivation; Lifelong Learning; National Surveys; Nonschool Educational Programs; Organizational Change; Organizational Climate; Organizational Development; Petroleum Industry; Private Sector; Public Sector; Vocational Education; Womens Education; Work Environment; Norway + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adulte education; Adult training; Erwachsenenbildung; Abschlusszeugnis; Zertifizierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsangebot; Bildungschance; Arbeitnehmerinteresse; Arbeitgeberinteresse; Ausland; Betriebliche Berufsausbildung; Gewerblich-industrielle Ausbildung; Industriebetriebslehre; Betriebliche Weiterbildung; Interviewing; Interviewtechnik; Motivation for studies; Lernmotivation; Life-long learning; Lebenslanges Lernen; Organisationswandel; Organisationsklima; Organisationsentwicklung; Mineralölindustrie; Privater Sektor; Öffentlicher Sektor; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Arbeitsmilieu; Norwegen
Abstract	In this report, learning conditions in Norwegian workplaces were examined to identify ways of making workplaces more conducive to learning. Data were collected through interviews in 11 firms and a questionnaire survey of 1,300 private sector and 200 public sector employees. Opportunities to learn through work varied widely. Older women with little education had the least learning-intensive jobs, whereas men with long years of education had the most learning-intensive jobs. The highest percentage of learning-intensive jobs was in the oil industry. The lowest percentages of learning-intensive jobs were in the wholesale/retail trades and hotel and restaurant industries. The following factors were identified as promoting learning through work: (1) a high degree of exposure to demands from customers, management, colleagues, and owners; (2) a high degree of exposure to changes in technology, organization, and work methods; (3) managerial responsibility; (4) extensive external professional contact; (5) a good opportunity for feedback from work; (6) support and encouragement for learning from management; and (7) a high probability that skills will be rewarded through interesting tasks, better career possibilities, or better pay. Improving several learning conditions simultaneously appeared the best way of promoting learning through work. Several important advantages in certification and quality assurance for companies as learning environments were identified. (Contains 31 tables/figures.) (MN)
Anmerkungen	CEDEFOP, PO Box 22427, Thessaloniki, GR-55102 Greece. Tel: 30 31 49 01 11, Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/(#5123 EN). For full text: http://www2.trainingvillage.gr/etv/publication/download/panorama/ 5123_en.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC