Learning in Organizations – Complexities and Diversities

Citation

Cattell, A. (2007), "Learning in Organizations – Complexities and Diversities", Industrial and Commercial Training, Vol. 39 No. 1, pp. 65-66. https://doi.org/10.1108/00197850710721426

This book represents collaborative writing and shared research between the authors. Both worked as HRD practitioners in the corporate sectors until the mid 1990s, Smith in Australia and Sadler‐Smith in the UK, prior to becoming respected academics in Higher Education in their respective countries. This text will be of interest to academics, students of HRD and organizational behaviour and HRD professionals in that it combines concepts and relevant theory with the realities of practice in increasingly complex organizational environments.

The authors recognise from their experience that learning in organizations is rarely simple. They comment that in order for it to be understood and managed, those involved need to spend time on complex conceptualisation rather than solely attempting to simplify the messy problems which face them.

As such the book seeks to identify and explore some of the issues and complexities of learning within and between organizations as regards those who have responsibility for learning and its design. To do so requires the reader to appreciate a variety of diverse influences on HRD practice and learning in general. The text presents a model of systematic analysis in Chapter format which details and discusses such diversity, namely:

Diversity in learning:

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  Designing learning in complex environments.

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  Organizational contexts.

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  Learning contexts.

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  Learning orientation.

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  Among learners.

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  In learning methods.

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  In learning supports.

The final two chapters consider: “Responding to diversity through flexibility, and the reflective HRD practitioner”. Each chapter ends with a section on “Identifying diversity: questions for situational analysis”. These are intended to foster and stimulate thought, reflection and analysis as a precursor to HRD projects or learning activity. They are undoubtedly thought provoking, but due to their volume could also be regarded as rather frightening to those grappling with the sheer scale of change and learning agendas within organizations.

Pros and cons of approaches and solutions are well researched and presented and serve to engage the reader while also providing balanced debate and comment. There are an impressive number of relevant and current references. At first glance the text may have an “academic feel” for the prospective reader. In reality whilst the book is academically sound it also presents a pragmatic and realistic overview which will appeal to experienced HRD practitioners and managers who have kept up to date with current trends in learning. The book is not for the faint hearted in that it may present readers with distinct challenges to their current knowledge and their future continuing professional development. Perhaps this is the greatest benefit of the text in that it presents opportunity to address individual learning gaps for readers, individuals within organizations and learning for organizations themselves. The book represents excellent value for money for the reflective and strategic learning practitioner.