To survive in the global economy, organisations must:

1. be flexible be competitive be innovative keep up with technological developments focus on quality be customer-orientated continuously improve To survive in the global economy, organisations must:

2. total quality management multiskilling the learning organisation business process re-engineering knowledge management team-working recognition of human capital Recent organisational responses

3. new tasks new skills new knowledge new ways of working new roles new relationships new attitudes These organisational responses involve:

4. be prepared to change, undertake new tasks, learn new skills be flexible be able to work without prior experience, clear guidelines, close supervision challenge traditional ways of thinking and working think and work ‘outside the box’ Hence employees must:

5. knowledge skill competence ‘know-how’ and tacit knowledge attitudes employability The outcomes of learning

6. behaviourist cognitive information-processing Theories of the process of learning

7. feedback/knowledge of results choice of whole or part learning memory Elements in the process of learning

8. cognitive associative autonomous Fitt’s stages of skills acquisition

9. stage 1 - novice stage 2 - advanced beginner stage 3 - competent stage 4 - proficient stage 5 - expert Dreyfus et al.’s model of skills acquisition

10. knowledge comprehension application analysis synthesis evaluation Bloom et al.’s classification of skills

11. concrete experience reflective observation abstract conceptualisation active experimentation Kolb’s learning cycle

12. activist reflector theorist pragmatist Honey and Mumford’s learning styles

13. Figure 8.1The Lancaster model of the learning cycle Source: Binsted (1980). Reproduced with permission of MCB University Press Ltd.

14. ineffective learning skills/style poor communication skills anxiety lack of confidence unwillingness to take risks fear or insecurity Barriers to learning:within the individual

15. lack of learning opportunities unsupportive boss/lack of support unsupportive organisational culture lack of resources lack of trainer/coach/mentor lack of time/inappropriate time inappropriate place Barriers to learning: within the organisation

16. there is a universal, normative pattern of development the environment is objective, orderly, stable These assumptions lead to definitions of development in terms of sequential phases or stages, each with its own developmental task. Positivist understanding of individual development

17. recognition of individual’s subjective experiences significance of individual’s context Hence focus on individual cases, recognition of the impossibility of generalising Alternative approaches to development

18. The experience of continuity and coherence as an individual moves through time and social space. the ‘objective career’ - observable movements through organisations and society the ‘subjective career’ - the individual’s interpretations of those movements Defining career

19. individuals employers career counsellors intermediaries, such as employment agencies the government society at large Stakeholders in the concept of career

20. factors external to the individual factors internal to the individual interaction of internal and external factors interpretative and social constructionist perspectives Classification of theories of career according to focus on:

21. bureaucratic (advancement; security) professional (craft, skill, reputation; recognition in marketplace) entrepreneurial (‘creation of new value or organisational capacity’; ‘have only what they grow’) Kanter’s forms of career

22. building the whole into the parts redundancy requisite variety minimum critical specification learning to learn Morgan’s holographic organisation

23. characteristics of mentor characteristics of protégé relationship between them mentoring activities Requirements for effective mentoring

24. reduce anxiety and tension in learner create an adult atmosphere arrange the schedule correct errors address individual differences follow-up after training Training adults (Belbin and Belbin)