As is suggested through their work-in-action projects, work-based learning can benefit a company in the form of organisational learning. Thus, organisations providing placements to students become effectively a second client to the school. Learning extends to the organisation by equipping their workers and managers with skills to cultivate a community focused on inquiry. This results from participants in work-based learning programmes regularly reflecting on their practices, which builds their confidence to question their own and others’ actions. Furthermore, this kind of reflective way of learning enhances teamwork, promoting not just work collaboration but also a deeper sensitivity towards and support of one’s colleagues. As team members benefit from this support, they are more likely to extend the learning culture throughout the organisation. Once a critical mass of individuals engages in work-based learning, the organisation can often develop a collective commitment to continuous learning. Potential barriers to success It goes without saying that any time there is an intervention recommended in an organisation from parties outside the direct managerial line of authority, there is likely to be resistance. As projects are undertaken, there is always a chance that changes could ensue that might have political and social implications. One rule of thumb for programme managers at the site would be to manage projects in a way that challenges but also leverages whatever the prevailing culture allows. Another barrier to success would be questions about funding the endeavour, in particular paying staff at both school and site for administering the programme, as well as handling logistics such as transportation, meals and other elements. In a general sense, the constraints outlined here can be discounted when working with a placement culture that endorses experimentation, trust, risk-taking and an interest in meaningful change from the status quo. In addition, it’s important to note that knowledge transfer does not occur naturally in traditional classroom or training settings and that learning tends to be passive and individualised, unless instructors facilitate peer interactions. Arie de Geus, renowned former corporate planning director at Royal Dutch Shell and a co-originator of many of
“Work-based learning fosters an environment where knowledge is freely exchanged”
the principles and practices underlying the concept of the Learning Organisation, once remarked that participants in management development programmes tend to find informal conversations during breaks more valuable than formal sessions. Work-based learning seeks to integrate these informal exchanges into the learning experience. Conventional classroom training often separates formal and informal learning, frequently overlooking the latter’s significance. In contrast, work-based learning places informal interactions – occurring in learning teams, developmental relationships or unexpected project crises – at the forefront. Formal learning is designed to support inquiry-driven problem-solving rather than existing solely for its own sake. To thrive in today’s workforce, especially in the digital age, graduates will also need to navigate networks that are co-ordinated through information systems and technology. With the advent of peer-to- peer technology, artificial intelligence and robotics, operations are becoming more decentralised, allowing for the automation of many repetitive tasks. This shift encourages more creative work by facilitating social learning, whereby workers collaborate with colleagues to devise innovative solutions to emerging challenges.
18 Business Impact • ISSUE 3 • 2025
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