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Research paper thumbnail of Reduce the Costs of Ignorance through Retention of Critical Knowledge

Abu Dhabi International Petroleum Exhibition & Conference

Research paper thumbnail of Guest Editorial: Knowledge Capture and Containment Are Critical to Safe Operations

Journal of Petroleum Technology

Guest editorial Thirty years after Piper Alpha and the subsequent Cullen Inquiry into the disaste... more Guest editorial Thirty years after Piper Alpha and the subsequent Cullen Inquiry into the disaster, which made 106 recommendations accepted by the oil and gas industry, safety remains a priority and a concern. In recent years, operators and the supply chain have worked in a relatively constrained, low-cost environment. The dramatic shift to producing hydrocarbons at lower cost, with fewer people, while transitioning to a more environmentally friendly and sustainable energy future is well under way and will undoubtedly have impacts long into the future. Business leaders and workers must take responsibility for increased investment in healthy, safe working practices and work closely with regulators globally to manage risk. Regulators remain vigilant toward major accident hazard management (MAHM). They are watching for gaps in safety-related skills that may potentially arise and lead to a higher incidence of major accidents in an industry cautiously stabilizing after the downturn. Know...

Research paper thumbnail of Facing Up to the Learning Organization Challenge: Selected European Writings. Volume II. CEDEFOP Reference Series

This volume, the second of a two-volume publication, comprises 15 papers that present the work of... more This volume, the second of a two-volume publication, comprises 15 papers that present the work of individual European projects dealing with learning within organizations. These five chapters in Part 1, The Meaning of the Learning Organization, examine the conceptual frameworks and dilemmas at the heart of the notion of the learning organization: "Developmental Learning-Condition for Organizational Learning" (Ellstroem); "Challenges and Open Questions Raised by the Concept of the Learning Organization" (Fischer); "How Organizations Learn-Theory of Learning and Organizational Development" (Franz); "Competing Perspectives on Workplace Learning and the Learning Organization" (Brown, Keep); and "Conundrum of the Learning Organization-Instrumental and Emancipatory Theories of Learning" (Cressey, Kelleher). These six chapters in Part 2, Organizational Learning Realities in Different Contexts, present or report on company case studies: "Social Dialogue and Organizational Learning" (Kelleher, Cressey); "Implementing Organizational Change in British Telecom" (Cressey); "Banking on Learning-Deutsche Bank Corporate University" (Reimann); "Stimulating a Thirst for Learning-Case of the Guinness Dublin Brewery" (Findlater); "Learning to Network-Transformation of a Social Research Institute" (Franz); Reproductions supplied by EDRS are the best that can be made from the original document.

Research paper thumbnail of Facing up to the learning organisation challenge: selected European writings: volume II

European goals related to 'lifelong learning' and the development of a 'knowledge-bas... more European goals related to 'lifelong learning' and the development of a 'knowledge-based society' can only be attained if the organisations in which people work are also organisations in which they learn. This means that work organisations must also become learning organisations. Thus, people are learning from their work - they are learning as they work. The aim is to build organisations that are continuously learning how to be more productive, while at the same time, individual members of these organisations are developing themselves through their work. This book, the second of a two-volume publication (volume I is indexed at TD/TNC 74.115), is a reader comprising 15 papers, written by different experts, that present the work of a number of individual European projects. As well as exploring the meaning of the learning organisation, these papers present case studies and examine the role of human resource development and education and training actors in supporting learning organisations. Part one, 'The meaning of the learning organisation', contains: Developmental learning - a condition for organisational learning / Per-Erik Ellstrom; Challenges and open questions raised by the concept of the learning organisation / Martin Fisher; How organisations learn - a theory of learning and organisational development / Hans-Werner Franz; Competing perspectives on workplace learning and the learning organisation / Alan Brown, Ewart Keep; The conundrum of the learning organisation - instrumental and emancipatory theories of learning / Peter Cressey, Michael Kelleher. Part two, 'Organisational learning realities in different contexts', contains: Social dialogue and organisational learning / Michael Kelleher, Peter Cressey; Implementing organisational change in British Telecom / Peter Cressey; Banking on learning - the Deutsche Bank Corporate University / Daniela Reimann; Stimulating a thirst for learning - the case of the Guinness Dublin brewery / John Findlater; Learning to network - the transformation of a social research institute / Hans-Werner Franz; The relationship between critical reflection and learning - experiences within Dutch companies / Marianne van Woerkom, Wim J. Nijhof, Loek Nieuwenhuis. Part three, 'Human resource development in support of organisational learning', contains: The learning organisation and HRD in the knowledge economy / Massimo Tomassini; The changing role of HRD practitioners in learning-oriented organisations / Sally Sambrook, Jim Stewart, Saskia Tjepkema; Experiences of HRD consultants in supporting organisational learning / Rob Poell, Geoff Chivers; Human resource development in Europe - at the crossroads / Barry Nyhan.

Research paper thumbnail of The Conundrum of the Learning Organisation - Instrumental and Emancipatory Theories of Learning

Research paper thumbnail of Facing up to the Learning Organisation Challenge. Vol. 1 and 2

Research paper thumbnail of Learning in a social and systematic context - the learning organisation

Research paper thumbnail of Facing Up to the Learning Organisation Challenge: Key Issues from a European Perspective. Volume I. CEDEFOP Reference Series

A great deal of additional information on the European Union is available on the Internet. It can... more A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int).

Research paper thumbnail of The Impact of TQM Strategy on Worker Roles and Competence at Cadbury

Human Competence and Business Development, 1997

One of the most important debates in industrial sociology during the mid to late 1980s concerned ... more One of the most important debates in industrial sociology during the mid to late 1980s concerned the possibility of industrialised economies moving away from the production of standardised products with their concomitant narrow job specifications, and low skill requirements, to economies based upon customised products oriented to market demands requiring higher levels of skills and responsibilities from shop floor workers. The emergence of more highly skilled workers, it was argued, could be identified in countries such as West Germany, as it was then known, and several regions of Italy (Piore and Sable 1984, Kern and Schumann 1987). According to Lane’s (1988, 1989) comparative analysis of Britain, France and Germany, the institutional systems of training and industrial relations in Germany facilitate the emergence of new types of worker, whereas in Britain, the corresponding institutional systems hinder such an emergence. However, there is a growing body of literature in Britain attesting to the need for new types of skills in manufacturing. In contrast to the belief in a general tendency to de-skill workers in order to gain control over the labour process (Braverman, 1974), recent surveys suggest that employers are increasing the skills of their existing work force and harnessing them to the new microprocessor based technologies (Daniel 1987, Batstone and Gourlay 1986).

Research paper thumbnail of Resistant to Change? Some Unexplained Omissions in the 1990 Standard Occupational Classification

Work, Employment & Society, 1993

As researchers with interests in both the theory and practice of occupational structures, our res... more As researchers with interests in both the theory and practice of occupational structures, our response to the new official framework for occupational classification is puzzlement. The Standard Occupational Classification (SOC) (Employment Department Group/Office of population Censuses and Surveys 1990) is a recent re-design of earlier official taxonomies commissioned by the Employment Department Group (EDG) and the Office of Population and Census Statistics (OPCS). Why can we not find in it several of the occupations with which both contemporary research and managerial policy is urgently concerned.

Research paper thumbnail of European perspectives on the learning organisation

Journal of European Industrial Training, 2004

This paper, based on a publication entitled 'Facing up to the learning organisation challenge' pu... more This paper, based on a publication entitled 'Facing up to the learning organisation challenge' published in April 2003, provides an overview of the main questions emerging from recent European research projects related to the topic of the learning organisation. The rationale for focusing on this topic is the belief that the European Union goals related to 'lifelong learning' and the creation of a 'knowledge-based society' can only be attained if the organisations in which people work are also organisations in which they learn. Work organisations must become, at the same time, learning organisations. This paper has four main messages. The first is that, in order to build learning organisations, one has to ensure that a) there is coherence between the 'tangible' (formal/objective) and the 'intangible' (informal/subjective) dimensions of an organisation; and b) that the organisation's learning' goals are reconciled with individuals' learning needs. The complexity involved in ensuring the right balance between these different dimensions, means that in the final analysis one cannot realistically expect more than incomplete or imperfect learning organisations. However, this does not in any way negate the validity of the quest to reconcile these competing but 'real' interests. The second message is that challenging or developmental work is a prerequisite for implementing a learning organisation. One of the keys to promoting learning organisations is to organise work in such a way that it promotes human development. The third message is that the provision of support and guidance is essential to ensure that developmental work does in fact provide opportunities for developmental learning. The fourth message is that to address organisational learning there is a need for boundary-crossing and interdisciplinary partnerships between the vocational education and training and human resource development communities.

Research paper thumbnail of European perspectives on the learning organisation

Journal of European …, 2004

This paper, based on a publication entitled 'Facing up to the learning organisation challenge' pu... more This paper, based on a publication entitled 'Facing up to the learning organisation challenge' published in April 2003, provides an overview of the main questions emerging from recent European research projects related to the topic of the learning organisation. The rationale for focusing on this topic is the belief that the European Union goals related to 'lifelong learning' and the creation of a 'knowledge-based society' can only be attained if the organisations in which people work are also organisations in which they learn. Work organisations must become, at the same time, learning organisations. This paper has four main messages. The first is that, in order to build learning organisations, one has to ensure that a) there is coherence between the 'tangible' (formal/objective) and the 'intangible' (informal/subjective) dimensions of an organisation; and b) that the organisation's learning' goals are reconciled with individuals' learning needs. The complexity involved in ensuring the right balance between these different dimensions, means that in the final analysis one cannot realistically expect more than incomplete or imperfect learning organisations. However, this does not in any way negate the validity of the quest to reconcile these competing but 'real' interests. The second message is that challenging or developmental work is a prerequisite for implementing a learning organisation. One of the keys to promoting learning organisations is to organise work in such a way that it promotes human development. The third message is that the provision of support and guidance is essential to ensure that developmental work does in fact provide opportunities for developmental learning. The fourth message is that to address organisational learning there is a need for boundary-crossing and interdisciplinary partnerships between the vocational education and training and human resource development communities.

Research paper thumbnail of The European CCS Demonstration Project Network – A forum for first movers

The European CCS Demonstration Project Network was initiated by the European Commission in 2009. ... more The European CCS Demonstration Project Network was initiated by the European Commission in 2009. The main objective of the network is to accelerate development of CCS technologies by creating a forum for exchange and dissemination of new knowledge generated by the first large scale CCS plants in Europe. This paper provides an overview and understanding of the activities of the network and the political and theoretical context of their development. The paper focuses on how the Network has been structured to add value to demonstration projects and create vital new channels of information for enabling CCS demonstration and deployment to be advanced worldwide.

Research paper thumbnail of Reduce the Costs of Ignorance through Retention of Critical Knowledge

Abu Dhabi International Petroleum Exhibition & Conference

Research paper thumbnail of Guest Editorial: Knowledge Capture and Containment Are Critical to Safe Operations

Journal of Petroleum Technology

Guest editorial Thirty years after Piper Alpha and the subsequent Cullen Inquiry into the disaste... more Guest editorial Thirty years after Piper Alpha and the subsequent Cullen Inquiry into the disaster, which made 106 recommendations accepted by the oil and gas industry, safety remains a priority and a concern. In recent years, operators and the supply chain have worked in a relatively constrained, low-cost environment. The dramatic shift to producing hydrocarbons at lower cost, with fewer people, while transitioning to a more environmentally friendly and sustainable energy future is well under way and will undoubtedly have impacts long into the future. Business leaders and workers must take responsibility for increased investment in healthy, safe working practices and work closely with regulators globally to manage risk. Regulators remain vigilant toward major accident hazard management (MAHM). They are watching for gaps in safety-related skills that may potentially arise and lead to a higher incidence of major accidents in an industry cautiously stabilizing after the downturn. Know...

Research paper thumbnail of Facing Up to the Learning Organization Challenge: Selected European Writings. Volume II. CEDEFOP Reference Series

This volume, the second of a two-volume publication, comprises 15 papers that present the work of... more This volume, the second of a two-volume publication, comprises 15 papers that present the work of individual European projects dealing with learning within organizations. These five chapters in Part 1, The Meaning of the Learning Organization, examine the conceptual frameworks and dilemmas at the heart of the notion of the learning organization: "Developmental Learning-Condition for Organizational Learning" (Ellstroem); "Challenges and Open Questions Raised by the Concept of the Learning Organization" (Fischer); "How Organizations Learn-Theory of Learning and Organizational Development" (Franz); "Competing Perspectives on Workplace Learning and the Learning Organization" (Brown, Keep); and "Conundrum of the Learning Organization-Instrumental and Emancipatory Theories of Learning" (Cressey, Kelleher). These six chapters in Part 2, Organizational Learning Realities in Different Contexts, present or report on company case studies: "Social Dialogue and Organizational Learning" (Kelleher, Cressey); "Implementing Organizational Change in British Telecom" (Cressey); "Banking on Learning-Deutsche Bank Corporate University" (Reimann); "Stimulating a Thirst for Learning-Case of the Guinness Dublin Brewery" (Findlater); "Learning to Network-Transformation of a Social Research Institute" (Franz); Reproductions supplied by EDRS are the best that can be made from the original document.

Research paper thumbnail of Facing up to the learning organisation challenge: selected European writings: volume II

European goals related to 'lifelong learning' and the development of a 'knowledge-bas... more European goals related to 'lifelong learning' and the development of a 'knowledge-based society' can only be attained if the organisations in which people work are also organisations in which they learn. This means that work organisations must also become learning organisations. Thus, people are learning from their work - they are learning as they work. The aim is to build organisations that are continuously learning how to be more productive, while at the same time, individual members of these organisations are developing themselves through their work. This book, the second of a two-volume publication (volume I is indexed at TD/TNC 74.115), is a reader comprising 15 papers, written by different experts, that present the work of a number of individual European projects. As well as exploring the meaning of the learning organisation, these papers present case studies and examine the role of human resource development and education and training actors in supporting learning organisations. Part one, 'The meaning of the learning organisation', contains: Developmental learning - a condition for organisational learning / Per-Erik Ellstrom; Challenges and open questions raised by the concept of the learning organisation / Martin Fisher; How organisations learn - a theory of learning and organisational development / Hans-Werner Franz; Competing perspectives on workplace learning and the learning organisation / Alan Brown, Ewart Keep; The conundrum of the learning organisation - instrumental and emancipatory theories of learning / Peter Cressey, Michael Kelleher. Part two, 'Organisational learning realities in different contexts', contains: Social dialogue and organisational learning / Michael Kelleher, Peter Cressey; Implementing organisational change in British Telecom / Peter Cressey; Banking on learning - the Deutsche Bank Corporate University / Daniela Reimann; Stimulating a thirst for learning - the case of the Guinness Dublin brewery / John Findlater; Learning to network - the transformation of a social research institute / Hans-Werner Franz; The relationship between critical reflection and learning - experiences within Dutch companies / Marianne van Woerkom, Wim J. Nijhof, Loek Nieuwenhuis. Part three, 'Human resource development in support of organisational learning', contains: The learning organisation and HRD in the knowledge economy / Massimo Tomassini; The changing role of HRD practitioners in learning-oriented organisations / Sally Sambrook, Jim Stewart, Saskia Tjepkema; Experiences of HRD consultants in supporting organisational learning / Rob Poell, Geoff Chivers; Human resource development in Europe - at the crossroads / Barry Nyhan.

Research paper thumbnail of The Conundrum of the Learning Organisation - Instrumental and Emancipatory Theories of Learning

Research paper thumbnail of Facing up to the Learning Organisation Challenge. Vol. 1 and 2

Research paper thumbnail of Learning in a social and systematic context - the learning organisation

Research paper thumbnail of Facing Up to the Learning Organisation Challenge: Key Issues from a European Perspective. Volume I. CEDEFOP Reference Series

A great deal of additional information on the European Union is available on the Internet. It can... more A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int).

Research paper thumbnail of The Impact of TQM Strategy on Worker Roles and Competence at Cadbury

Human Competence and Business Development, 1997

One of the most important debates in industrial sociology during the mid to late 1980s concerned ... more One of the most important debates in industrial sociology during the mid to late 1980s concerned the possibility of industrialised economies moving away from the production of standardised products with their concomitant narrow job specifications, and low skill requirements, to economies based upon customised products oriented to market demands requiring higher levels of skills and responsibilities from shop floor workers. The emergence of more highly skilled workers, it was argued, could be identified in countries such as West Germany, as it was then known, and several regions of Italy (Piore and Sable 1984, Kern and Schumann 1987). According to Lane’s (1988, 1989) comparative analysis of Britain, France and Germany, the institutional systems of training and industrial relations in Germany facilitate the emergence of new types of worker, whereas in Britain, the corresponding institutional systems hinder such an emergence. However, there is a growing body of literature in Britain attesting to the need for new types of skills in manufacturing. In contrast to the belief in a general tendency to de-skill workers in order to gain control over the labour process (Braverman, 1974), recent surveys suggest that employers are increasing the skills of their existing work force and harnessing them to the new microprocessor based technologies (Daniel 1987, Batstone and Gourlay 1986).

Research paper thumbnail of Resistant to Change? Some Unexplained Omissions in the 1990 Standard Occupational Classification

Work, Employment & Society, 1993

As researchers with interests in both the theory and practice of occupational structures, our res... more As researchers with interests in both the theory and practice of occupational structures, our response to the new official framework for occupational classification is puzzlement. The Standard Occupational Classification (SOC) (Employment Department Group/Office of population Censuses and Surveys 1990) is a recent re-design of earlier official taxonomies commissioned by the Employment Department Group (EDG) and the Office of Population and Census Statistics (OPCS). Why can we not find in it several of the occupations with which both contemporary research and managerial policy is urgently concerned.

Research paper thumbnail of European perspectives on the learning organisation

Journal of European Industrial Training, 2004

This paper, based on a publication entitled 'Facing up to the learning organisation challenge' pu... more This paper, based on a publication entitled 'Facing up to the learning organisation challenge' published in April 2003, provides an overview of the main questions emerging from recent European research projects related to the topic of the learning organisation. The rationale for focusing on this topic is the belief that the European Union goals related to 'lifelong learning' and the creation of a 'knowledge-based society' can only be attained if the organisations in which people work are also organisations in which they learn. Work organisations must become, at the same time, learning organisations. This paper has four main messages. The first is that, in order to build learning organisations, one has to ensure that a) there is coherence between the 'tangible' (formal/objective) and the 'intangible' (informal/subjective) dimensions of an organisation; and b) that the organisation's learning' goals are reconciled with individuals' learning needs. The complexity involved in ensuring the right balance between these different dimensions, means that in the final analysis one cannot realistically expect more than incomplete or imperfect learning organisations. However, this does not in any way negate the validity of the quest to reconcile these competing but 'real' interests. The second message is that challenging or developmental work is a prerequisite for implementing a learning organisation. One of the keys to promoting learning organisations is to organise work in such a way that it promotes human development. The third message is that the provision of support and guidance is essential to ensure that developmental work does in fact provide opportunities for developmental learning. The fourth message is that to address organisational learning there is a need for boundary-crossing and interdisciplinary partnerships between the vocational education and training and human resource development communities.

Research paper thumbnail of European perspectives on the learning organisation

Journal of European …, 2004

This paper, based on a publication entitled 'Facing up to the learning organisation challenge' pu... more This paper, based on a publication entitled 'Facing up to the learning organisation challenge' published in April 2003, provides an overview of the main questions emerging from recent European research projects related to the topic of the learning organisation. The rationale for focusing on this topic is the belief that the European Union goals related to 'lifelong learning' and the creation of a 'knowledge-based society' can only be attained if the organisations in which people work are also organisations in which they learn. Work organisations must become, at the same time, learning organisations. This paper has four main messages. The first is that, in order to build learning organisations, one has to ensure that a) there is coherence between the 'tangible' (formal/objective) and the 'intangible' (informal/subjective) dimensions of an organisation; and b) that the organisation's learning' goals are reconciled with individuals' learning needs. The complexity involved in ensuring the right balance between these different dimensions, means that in the final analysis one cannot realistically expect more than incomplete or imperfect learning organisations. However, this does not in any way negate the validity of the quest to reconcile these competing but 'real' interests. The second message is that challenging or developmental work is a prerequisite for implementing a learning organisation. One of the keys to promoting learning organisations is to organise work in such a way that it promotes human development. The third message is that the provision of support and guidance is essential to ensure that developmental work does in fact provide opportunities for developmental learning. The fourth message is that to address organisational learning there is a need for boundary-crossing and interdisciplinary partnerships between the vocational education and training and human resource development communities.

Research paper thumbnail of The European CCS Demonstration Project Network – A forum for first movers

The European CCS Demonstration Project Network was initiated by the European Commission in 2009. ... more The European CCS Demonstration Project Network was initiated by the European Commission in 2009. The main objective of the network is to accelerate development of CCS technologies by creating a forum for exchange and dissemination of new knowledge generated by the first large scale CCS plants in Europe. This paper provides an overview and understanding of the activities of the network and the political and theoretical context of their development. The paper focuses on how the Network has been structured to add value to demonstration projects and create vital new channels of information for enabling CCS demonstration and deployment to be advanced worldwide.