Abstract
The aim of this study is to develop a set of practical design standards that can be used in the context of corporate education. Economic, social and cultural turbulence in society results in a continuous need to adapt to an ever-changing environment. Learning is considered a major vehicle for organizations to implement the necessary structural, technological and cultural transformations that are needed to grow, or at least to survive.
Design standards for corporate education focus primarily on the acquisition of skills that are sustained by the work environment; skills that should bring about intended changes in employee performance and an impact on the organization. The body of knowledge on public education provides the broad theoretical foundation for such design standards. Moreover, the complex mechanisms in corporate education, where cognitive operations of individual learning intertwine with social processes of an organizational context, demand an extended theory that seeks to explain the current successes and failures of training systems and predicts the results of new actions. However, such a study should avoid the immodesty of presenting a grand theory that pretends to solve all problems in the field. Nor can it inquire in depth into trainer behaviour and trainee background variables as age, gender, intelligence, culture, and previous education.
Corporate education provides intentionally designed learning situations aiming at the interactive effects of individual and organizational behaviour. Therefore, the curriculum design theory needed should not only incorporate indicators for the development of curriculum materials, but also prescribe approaches that relate to the strategic issues of an organization, to structural feedback mechanisms, as well as to the design of a work environment that inherently holds constructive educational values.
Design standards for corporate education focus primarily on the acquisition of skills that are sustained by the work environment; skills that should bring about intended changes in employee performance and an impact on the organization. The body of knowledge on public education provides the broad theoretical foundation for such design standards. Moreover, the complex mechanisms in corporate education, where cognitive operations of individual learning intertwine with social processes of an organizational context, demand an extended theory that seeks to explain the current successes and failures of training systems and predicts the results of new actions. However, such a study should avoid the immodesty of presenting a grand theory that pretends to solve all problems in the field. Nor can it inquire in depth into trainer behaviour and trainee background variables as age, gender, intelligence, culture, and previous education.
Corporate education provides intentionally designed learning situations aiming at the interactive effects of individual and organizational behaviour. Therefore, the curriculum design theory needed should not only incorporate indicators for the development of curriculum materials, but also prescribe approaches that relate to the strategic issues of an organization, to structural feedback mechanisms, as well as to the design of a work environment that inherently holds constructive educational values.
Original language | English |
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Qualification | Doctor of Philosophy |
Awarding Institution |
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Award date | 9 Dec 1993 |
Place of Publication | Enschede |
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Print ISBNs | 90-90-06628-4 |
DOIs | |
Publication status | Published - 9 Dec 1993 |