Learning from experience in the context of work:A seven-year study of Proactive Review as an educational design for learning from experience in a global, high-tech company classified as big business

摘要

This PhD study has made a difference in the educational practice in a global IT company classified as big business where Proactive Review (PR) was developed and implemented over a period of seven years. This study inquires organizational learning from a learning perspective, and suggests PR as an educational design for learning from experience in the context of work. The subjects for learning in a PR may be any group of employees. PRs may be initiated to repeat positive experiences as well as to learn from disturbances, contradictions or conflicts. The PR consists of seven questions. This PhD study provides a suggestion for online PR. The research results suggest a new learning spiral including four ontological dimensions, namely the individual employee learning, the team learning, the organizational learning and the inter-organizational learning. This PhD study contributes to the methodology of Design-Based Research (DBR) with a suggestion of a new DBR–flow that follows a sequence of nine steps, and by suggesting specific requirements for ‘good’ DBR.The research results made a difference in the educational practice by suggesting trained facilitators conduct the PR and by defining the ideal requirements for these facilitators. PR involves four roles, namely the participants, the PR facilitators, middle managers and top managers. This PhD study describes the obligations of these four roles.