Shorter innovation cycles require an increasing frequency and intensity with which employees must acquire new competencies. Classic forms such as. However, seminar courses and continuing education programs usually do not fit the individual competence needs precisely enough and are too sluggish for the dynamics of change in companies.
Therefore, the approach of “agile learning” was developed, in which learning takes place in the work process and on the basis of real tasks, supported by learning companions (“coaches”).
Work on real tasks: For targeted development of competencies, employees learn not by means of general tasks or case studies from another environment, but by working on real problems from their own field of work.
Agile methods for goal-oriented problem solving: An agile learning project takes place in stages, in each of which intermediate results are developed. During the stage:
- the team works to reach the stage finish;
- the coaches support this work in terms of content and organization;
- intermediate stops take place,in which the team presents the work status to each other and coordinates the procedure.
At the end of each stage are
- thepresentation of results to the client of the learning project;
- thereflection of the learning task on a professional level;
- process reflection between coaches and team;
- the appointmentsfor the next stage.
Integration into the company:This learning directly on and in real practice has several advantages: Employees learn exactly what they need for their work, and what they learn can be applied directly in everyday life – content as well as methods. They stay in the work process and are not out of the office for a longer training session.
This open access book shows that competence development in the enterprise can be as flexible and innovative as work often already is. The “Agile Learning in the Enterprise” approach applies agile methods to corporate training.
Employees develop new competencies directly in the work environment, the approach is dynamic and can be adapted to changing requirements and framework conditions in the course of learning.
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