No learning without feedback may be quite trivial a notion, but it looks
neglected to me (admittingly, I haven't read LO for some time). However,
whether or not beneficial feedback is given is influenced by job and
organisational design. Job design can address feedback in terms of
declarative knowledge. That may be outcome quantity, quality... which may
have positive effects provided the job itself offers the opportunity to
learn.
Procedural knowledge, seen as the knowledge how to do it, is much harder
to assess and much harder to feed back into a process. Further, a job may
not deliver a product that is easily to assess, thus, the job itself
cannot supply feedback.
I think that the organisational must supply feedback where the job itself
does not provide it, especially considering that a lot of people need the
appreciation of the superiors and colleagues anyway.
I would appreciate any idea, literature recommendation ... on the
questions how organisations can/shall provide feedback to learners.
Thomas Struck (Dipl.-Ing.)
t.struck@bham.ac.uk
Tel: ++44 121 414 4165
Fax: ++44 121 414 3746
[Host's Note: I think I remember this idea being raised once before here
on the LO list. ...Rick]
--"Thomas Struck" <t.struck@bham.ac.uk>
Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>