From the Learning Organization
to Learning Communities
toward a Learning Society
Information Series No. 382
Victoria J. Marsick
Columbia University
Jeanne Bitterman
Columbia University
Ruud van der Veen
University of Nijmegen
ERIC Clearinghouse on Adult, Career, and Vocational Education
Center on Education and Training for Employment
College of Education
The Ohio State University
1900 Kenny Road
Columbus, OH 43210-1090
2000
i
Funding
Information
ii
Project Title:
ERIC Clearinghouse on Adult, Career, and Vocational
Education
Contract Number:
ED-99-CO-0013
Act under Which
Administered:
41 USC 252 (15) and P.L. 92-318
Source of
Contract:
Office of Educational Research and Improvement
U.S. Department of Education
Washington, DC 20208
Contractor:
Center on Education and Training for Employment
The Ohio State University
Columbus, Ohio 43210-1090
Interim Executive
Director:
W. Michael Sherman
Disclaimer:
This project has been funded at least in part with Federal
funds from the U.S. Department of Education under
Contract No. ED-99-CO-0013. The content of this publication does not necessarily reflect the views or policies of
the U.S. Department of Education nor does mention of
trade names, commercial products, or organizations imply
endorsement by the U.S. Government.
Discrimination
Prohibited:
Title VI of the Civil Rights Act of 1964 states: “No person
in the United States shall, on the grounds of race, color, or
national origin, be excluded from participation in, be
denied the benefits of, or be subjected to discrimination
under any program or activity receiving federal financial
assistance.” Title IX of the Education Amendments of
1971 states: “No person in the United States shall, on the
basis of sex, be excluded from participation in, be denied
the benefits of, or be subjected to discrimination under any
education program or activity receiving federal financial
assistance.” The ERIC Clearinghouse project, like every
program or activity receiving financial assistance from the
U.S. Department of Education, must be operated in compliance with these laws.
Contents
Foreword
Executive Summary
v
vii
Introduction
1
Purpose and Definitions
Collective Learning Framework
Focus and Limits
1
2
3
Learning Organizations (Victoria J. Marsick)
5
The Learning Organization
Organizational Learning Process
Foci for Enhancing Organizational Learning
Facilitating Learning for the Organization as a System
Facilitating Learning for Individuals in the System
Summary
5
9
11
15
17
19
Learning Communities (Jeanne Bitterman)
21
The Learning Community
Theory and Models of Sociocultural Learning
Developing the Community:
Group Learning and Communicative Competencies
Facilitating the Individual’s Ability to Partake in Community
Summary and Conclusions
21
22
Learning Societies (Ruud van der Veen)
35
The Changing Political System
The Dynamics of Political Learning
Learning in Political Systems
The Role of the Adult Educator
Summary and Discussion
35
37
40
44
45
27
30
33
iii
47
Conclusion and Discussion
47
51
53
Nature of Collective Learning
Role of the Adult Educator
For Further Consideration
55
References
Tables
6
1.
Areas of Agreement and Disagreement
among Learning Organization Models
48
2.
Commonalities and Differences in Learning of
Organizations, Communities, and Society
iv
Foreword
The Educational Resources Information Center Clearinghouse on Adult, Career,
and Vocational Education (ERIC/ACVE) is 1 of 16 clearinghouses in a national
information system that is funded by the Office of Educational Research and
Improvement (OERI), U.S. Department of Education. This paper was developed
to fulfill one of the functions of the clearinghouse—interpreting the literature in
the ERIC database. This paper should be of interest to adult education practitioners, researchers, and students.
ERIC/ACVE would like to thank Victoria J. Marsick, Jeanne Bitterman, and
Ruud van der Veen for their work in preparing this paper. Dr. Marsick, Professor
of Adult & Organizational Learning, directs adult education graduate programs
in the Department of Organization & Leadership at Columbia University. She
has published a substantial body of work on learning organizations, including
Sculpting the Learning Organization and Facilitating the Learning Organization, co-authored with Karen Watkins. She is co-director of a 5-year grant from
the J. M. Huber Corporation to set up a research center on learning in organizations.
Dr. Jeanne Bitterman has served as a core faculty member for adult education
graduate programs in teaching, advising, and research roles at Teachers College,
Columbia University. She has served as a consultant for the training and continuing education programs of a number of organizations, including St. Luke’sRoosevelt Hospital Center, Columbia-Presbyterian Medical Center, and Bronx
Community College. She developed an innovative “Academy of Learning” for
Health Continuum Partners, Inc.
Dr. Ruud van der Veen is a senior faculty member of the University of Nijmegen,
the Netherlands and Adjunct Professor of Adult and Continuing Education,
Columbia University. He was founding director of the Dutch Center of Social
Policy. Among his recent publications are the chapter “Adult Education in the
Light of the Risk Society” (co-authored by T. Jansen) in The Learning Society:
Challenges and Trends and “The Transformation of Community Education” in
Adult Education and Social Responsibility: Reconciling the Irreconcilable?
The following people are acknowledged for their critical review of the manuscript prior to publication: Lorilee Sandmann, Cleveland State University;
Edward Taylor, Pennsylvania State University; and David Stein and Tonette
Rocco, the Ohio State University. Susan Imel coordinated publication development, Sandra Kerka edited and formatted the manuscript.
W. Michael Sherman
Interim Executive Director
Center on Education and
Training for Employment
v
vi
Executive Summary
The impetus for this monograph is the profound transformation that communities and societies are undergoing. It explores a common assumption: that education must be made an open, interconnected chain of learning opportunities
available to people from cradle to grave, what some are calling a learning society.
The paper attempts to answer the questions: How do these social units collectively learn? And how can adult educators work with these social units to enhance their learning? Learning is examined in three distinct, but interrelated,
domains: the domain of work, both for-profit and not-for-profit organizations
where people work for a living, where they earn their money, where they are
“employed”; the domain of the community, groups organized for leisure, personal
goals, and interpersonal relationships; and the domain of politics, especially Western post-welfare states that are searching for effective solutions for governing the
state, protecting the social environment, keeping peace, and combating poverty.
The focus is on four key elements of the learning process: collaboration, communication, critical thinking, and creativity.
Victoria Marsick explores the concept of the learning organization, looking at
the organizational learning process and ways to facilitate learning for the organization as a system and for individuals in the system. Jeanne Bitterman takes up
the larger entity of the learning community. She uses such theories and models
as social learning, situated cognition, and communities of practice to describe
ways to develop group learning and communicative competence. The potential
of the learning society is examined by Ruud van der Veen, who describes
changes in the domain of politics and the learning of political systems. He
addresses the role of adult educators in helping citizens learn how to take effective political action. The final chapter draws conclusions about the nature of
collective learning and raises questions for future research and practice.
Information on the topics in this paper may be found in the ERIC database using
the following descriptors: Adult Education, Adult Learning, Community
Change, Learning Theories, Organizations (Groups), Politics, and the identifiers
Learning Organizations, Learning Communities, and Learning Society.
vii
viii