Learning

Continuous learning (6)
Interactive learning (7)
Learning (235)
Learning process (16)
Mutual learning (45)
Social learning (11)

Synopsis: Learning: Learning:

and learning to improve the coherence and coordination between the actions of a wide range of actors and stakeholders.

which is in turn often a precondition for it to mature through learning-by-doing and learning-by-interacting. 13 This is a valid comment, to

and demos and other activities to enable learning-by-doing and learning-byinteraacting 3. Adaptive foresight:

but also to policy implementation and learning, at strategic as well as at operational level. More specifically, the experiences made in the course of hands-on implementation need to be monitored

Strategy development, policy design, implementation and learning should thus not be understood as distinctly separate phases but rather as a continuous process of mutual adjustment.

K. M. Weber/Technological forecasting & Social Change 75 (2008) 462 482 AF offers a learning framework rather than just an impressionistic one.

Even funding organizations are faced with a learning challenges, because bottom up processes differ considerably from top down planning processes in which funding organizations are in a position to control the agenda:

and practice for thinking about the future Overcome path dependency and lock ins Collective learning through an open exchange of experiences Accumulation of experience in using foresight tools and thinking actively about the future Lower level goals:

and offered an example to other countries embarking up the foresight learning curve. Based on the above findings, detail can be added to the two previous figures via the addition of elaborated sets of governing factors and design principles and criteria.

and promote new knowledge and learning;(b) coping with greater Fig. 5. An impact assessment framework for foresight systems capable of enhancing a more participatory‘knowledge society'.

As in the private sector, networks involving public administrations are constituted primarily for the purposes of learning, the development of expertise and the exploitation of complementary resources and know-how.

tools to inform debates, dialogues and deliberations, Technikfolgenabschatzung, Theorie und Praxis 2 (14)( 2005) 74 79.14 R. Barre, M. Keenan, FTA Evaluation, Impact and Learning,

using and validating knowledge, learning, learning capabilities, and learning systems, etc. 13,14, 27 30. Notwithstanding the above general considerations on the principal role of universities in creating knowledge,

one should not overlook the significant diversity across the EU at least in three aspects: the balance of research activities between universities and other players;

learning, learning capabilities and learning systems; the role of new players in producing, using and validating knowledge;

J. Econ. 18 (5)( 1994) 463 514.14 B.-Å. Lundvall, S. Borrás, The Globalising Learning Economy:

where are the cutting edge learning domains and which technologies are advancing the new systems, structures and capabilities that will take us forward to 2020,2035 and 2050?

Priority areas for Australia's future features an excellent case example of the importance and learning being experienced from the application of novel FTA METHODOLOGIES to explore the possibilities offered by the use of nanotechnologies to contribute to new and improved approaches to energy conversion,

processes of organizational and sectoral learning then assist in securing a niche for the new technology.

The elaboration of scenarios supports self-reflection and learning as well as strengthens strategic thinking 26 by challenging individual and organizational worldviews 27.

and learning across disciplines is, however, considered important in order to develop more proactive and systemic risk assessment that covers even new types of emerging risks (incl. risks related to new technologies and their introduction to the market).

A Framework for Learning in Organizations, Institutions and Culture, Routledge, London, 1995.41 M. H. Boisot, Knowledge Asset:

At the same time, it is exactly the capability to combine diverse elements in new ways to respond to change which characterises the quality of innovation systems within a learning economy.

learning from science and technology studies, in: C. Cagnin, M. Keenan, R. Johnston, F. Scapolo, R. Barré (Eds.

evaluation and learning amongst environmental scenario practitioners and policy-makers about new forms of long-term strategic policy-making and their enabling conditions.

Several studies report effective outcomes in terms of individual learning. Using scenarios can increase participants'perceptions of their strategic communication and conversation skills.

While many studies report on individual learning effects, there is a larger gap when it comes to understanding the impacts of scenario planning on overall organisational performance.

create a learning framework to flexibly incorporate new advancements in knowledge, adapt structures and decisions to new insights and trigger more long-term changes in the organisations'overall awareness for constant anticipation, learning and adaptation 12,43.

While this need has been recognized in the literature, a more systematic debate around options for the better institutional embedding of those approaches is still largely missing 12.

Exploring the relationship between scenario planning and perceptions of learning organization characteristics, Futures 38 (7)( 2006) 767 777.21 Y. Garb, S. Pulver, S. Vandeveer, Scenarios in society

learning from failure, Organ. Stud. 23 (2002) 949 977.33 B. White, Will policy makers use long range forecasts?

Assessment of Strategic Alternatives, Edinburgh, 2008.43 K. Van der Heijden, Can internally generated futures accelerate organisational learning?

The Informed Student Guide to Management Science, Thomson Learning, London, 2002, p. 72.22 W. Ulrich, Systems thinking as if People Mattered:

where real learning occurs when insiders and outsiders meet and probe each other's assessment worlds.

and this actor learning is captured in the term complexity. This learning links up with the complexity of evolving (governance and other) environments.

Working with such scenarios in strategy articulation workshops is a means of testing the scenarios while probing and modulating participants'worldviews. 1230 D. K. R. Robinson/Technological forecasting

and discussed as anticipations (1st order learning), but they also have a performative function in that they can lead to 2nd order learning on how to build more context-fitting scenarios.

The evaluation of my workshops for Frontiers show that learning about other perspectives occurs, however it does not yet mean that the scenario method has proved practical in the long term (in the practices of the participants),

trend analyses and the use of learning curves. As already mentioned, the idea of the rational decision has been challenged for decades by decision theorists.

or on competencies and learning. This is often referred to as the resource-based view of strategy.

It is based on the knowledge-based view of the firm and on organisational learning (Prahalad and Hamel 1990;

knowledge creation and learning naturally come into focus (Nonaka 1994; Nonaka and Takeuchi 1995. In particular, Finnish and other Nordic foresight communities have analysed

Scenario learning and potential sustainable development processes in spatial contexts: towards risk society or ecological modernization of scenarios.

and objectives explicit Intermediate Devising recommendations and identifying options for action Activating and supporting fast policy learning and policy unlearning processes Identify hidden obstacles to the introduction of more informed,

3) Research and the city communication, learning and public awareness: The three terms form a catchphrase to express the serious interest in strengthening the critical public dialogue about RTI, both within Vienna and on the international stage.

While the process can be interpreted as a first step of joint policy learning, it will be one of the great challenges of the following years

Towards a research agenda for environment, learning and foresight. Paper presented at 3rd Strathclyde international conference on organisational foresight, 16 18 august 2007, University of Strathclyde Graduate school of Business, Glasgow, UK.

the need for reflexivity and learning at the interface between science and society. International Journal of Foresight and Innovation policy 1: 150 67.

Expectations and learning as principles for shaping the future. In Contested futures: a sociology of prospective techno-science, ed. N. Brown, B. Rappert,

1) Learning and learning society (2) Services and service innovations (3) Well-being and health (4) Environment and energy (5) Infrastructures and security (6) Bio-expertise

Panel Examples of focal competence areas 1. Learning and learning society Neurological, cognitive, motivational and social basis of learning Practices of lifelong learning, the education system and informal

learning Civic skills and competences, life control and social innovations 2. Services and service innovations Business competence in services Culture and adventure services Renewal of public services 3. Well-being and health Physical exercise and nutrition research Mental health

competence Lifelong learning and understanding Deep understanding of own culture 9. Materials Printed electronics Biomimetic materials Controlled synthesis of polymers 10.

and learning capability could be improved substantially by tailoring the Foresight approach to the targeted innovation arena. 2010 Elsevier Ltd.

Developing an intuitive appreciation for unusual patterns and learning to distinguish between truly innovative developments

Learning what constitutes a good Scan abstract can take 6 months to a year of attending Scan meetings.

if the user producer learning space is to be appreciated properly 32. While the rationale for innovation policy remains anchored in the Arrow concepts of market failure for many government economists,

/Futures 43 (2011) 252 264 257 Table 1 (Continued) Project Outcomes Future perspectives Management Stakeholder engagement National Technology roadmap in Korea Informative Learning about the technology

and whose acts of creation are undertaken for the purpose of learning. An alternative approach the application of evolutionary theories to human faith, spirituality and religion is not necessarily incompatible with this.

and knowledge One of the most influential contributions to thinking about organisational learning and KM has been the model of the dynamics of shared knowledge creation developed by Nonaka and Takeuchi 19.

combination and internalisation) represent a knowledge cycle undertaken in the course of organisational learning. Two dimensions underlie the Nonaka and Takeuchi 19 account:

The SECI framework portrays the knowledge cycle of organisational learning as a dynamic interaction process.

l p x E e g d e l w o n k t i c i l p x E Field building Linking explicit knowledge Dialogue Learning by doing Socialization

But face-to-face dialogue is a particularly effective medium for (inter-)organisational learning, especially when participants are from different backgrounds

and to support reflection on and learning from the process. If this posit materialises, FTA may be expected to be transformed in the coming years.

A Framework for Learning in Organizations, Institutions and Culture, Routledge, London, 1995.18 M. H. Boisot, Knowledge Asset:

It is assumed also that learning is an interactive and socially embedded process that cannot be understood without taking into consideration its institutional and cultural context.

creating joint learning between users and producers, knowledge generation and shared sense of commitment. Not surprisingly, FTA has relevance in all human activities where there are collective stakes 43.

The Informed Student Guide to Management Science, Thomson Learning, London, 2002,, p. 72.13 D. Loveridge, P. Street, Inclusive foresight, Foresight 7 (3)( 2005) 31 47.14 D. Loveridge, Foresight:

but also at being a learning experience and serving as a communication tool for the participants.

In other words, the focus of future-oriented analysis should be learning, problem redefinition, and innovative construction of new empirically relevant categories, not predictive modelling.

Foresight efforts can probably best be organised using reflective learning and knowledge creation as their theoretical framework. If innovation is importaant we probably should give relatively little weight for trend extrapolations,

Organizational learning and communities of practice: Toward a unified view of working, learning, and innovation.

Organization science 2, no. 1: 40 57. Brown, J. S, . and P. Duguid. 2000. The social life of information.

Situated learning: Legitimate peripheral participation. Cambridge: Cambridge university Press. Leont'ev, A n. 1978. Activity, consciousness, and personality.

as the outcome of anticipation, appreciation and learning, can say about something that does not exist.

which emphasises the need for extensive learning: this is expanded in Section 3. Section 4 introduces some important issues that are referred to infrequently in FTA,

by deferring to notions of philosophy and theory in a field where practical outcomes, based on learning;

including data before its transformation and its integration, via learning, appreciation and anticipation, into a systemic outcome.

and O. Saritas Figure 2. Learning scheme (reproduced from Loveridge (2009) by courtesy of Routledge).

the‘learning the language'aspect of FTA will become correspondingly arduous but essential. The role of computation and of algorithms will become accentuated.

based on learning, thought and numeracy are what matter (M'Pherson 1974), though underlain by complex matters relating to human behaviour,

Management Learning, Sage Journals Online First, doi: 10.1177/1350507612443208, April 30, http://mlq. sagepub. com/(accessed May 31, 2012.

Impact of fta approaches on policy and decision-making, Theme 2 FTAEVALUATION, Impact and Learning, September 28 29, Seville, 12 pp.

Accelerating organisational learning with scenarios. Chichester: Wiley. Hofer, C. W, . and D. E. Schendel. 1978.

cmanchester Institute of Innovation research (MIOIR), Manchester Business school, University of Manchester, UK This paper suggests a dynamic framework of continual learning to enable a business to develop a capacity to anticipate

This paper suggests a dynamic framework of continual learning to enable businesses to anticipate and address change in the networks within which they are embedded.

primarily universal principles and their learning aspect, that is, how companies integrate or‘internalise'the underlying principles into their vision

The continuous improvement cycle found in the PDCA is the key process for driving learning and innovation in an organisation.

Nevertheless, the learning process (a feature of foresight) embedded in the proposed framework differs from the one entrenched in other management tools (Appendix 2) as learning also occurs according to the capabilities accumulated within the systems'operation.

Learning is then a continual process that also takes place during each implementation cycle: the firm will be armed then with better and clearer opportunities for an evolutionary leap in sustainability performance and to deal with disruptive change, in alignment with the partners in its network.

According to Gertler and Wolfe (2002), networked learning enables a process of adaptation that is participatory and interactive and in

In turn, these lead to further mutual experimentation and collaborative learning. Collaborative learning is the basis of this evolutionary leap founded on an inclusive and active dialogue among all parties in the network:

Dialogue to develop‘meta-learning'across the network is crucial. It is the recognition of others'feelings

The expression‘meta-learning'was created by Losada (1999) and defined as‘the ability of a team to dissolve attractors that close possibilities for effective action

this is believed to be the basis of driving the achievement of high-performance continual learning and to bringing ultimate value to all parties involved in the network.

Also, these are required to link learning and strategy to a long-term common vision of where an organisation wants to position itself within possible alternative futures.

The link between learning and strategy around a common vision in the network enables trust to be developed across the system through participatory instruments.

and resources to be prioritised Run the business FTA creates spaces for experimentation, learning and mutual appreciation, for the development of new or improved linkages and networks,

and learning, helping therefore the network to undertake systemic transitions and new configurations Sustain the business FTA enables the network to continue to exist in the long run by enabling it to behave as a complex living system as actors interact

Attention to the three basic requirements of foresight, appreciation, anticipation and learning, all of which imply numeracy,

inter-group learning-Values (universal principles) embedded in every process Downloaded by University of Bucharest at 05:04 03 december 2014 A framework, with embedded FTA,

reward systems-Dialogue and conversations lead to individual discovery/learning-Teams Share experiences-Self-managing teamwork, high-performance teams in the net-Inclusive dialogue and active participation

comply with speed requirements-Individual learning to comply with functional roles-Information improve decisions-Team learning promoted to improve decision-making

and business efficiency-Information strategic resource-Training and education-Quality of transferable knowledge is predicted Information flow free and a common base of knowledge in the net maximises individuals'learning and creativity Communication

and objectives-Based on feedback loops and information persistence-Interpersonal and technological channels in use-Based on cross boundary learning and knowledge flow-Intuition

Organizational learning through post-project reviews in R&d. R&d Management 32, no. 3: 255 68.

learning and continuous improvement Motivation Making available the necessary tools and an environmental where collaborators share responsibility

in order to shape sustainability and learning along the process. Monitor the business C It is to monitor all necessary information of how the business is running

and organisational learning. We realise this by specifying the knowledge spaces and scopes related to roadmaps.

The integrative methodology rested on the model of expansive learning (Engeström 2001. In the process, two practical methods were added to the model of expansive learning.

First, impact evaluation was used to gain a systematic view of the past (see Halonen, Kallio, and Saari 2010.

This integrated process was called learning by foresight and evaluation (with the acronym LIFE, learning by foresight and evaluation;

and knowledge spaces 833 Figure 5. The LIFE (learning by foresight and evaluation) process. for new services and service providers.

1) measuring and enhancing productivity,(2) innovative service concepts,(3) learning and education, and (4) internationnality Each of the groups made their own thematic roadmaps.

1) measuring and enhancing productivity,(2) innovative service concepts,(3) learning and education, and (4) internationality Opening the field towards the efficient use of ICTS Fostering abilities to build long-lasting partnerships with the clients Using prospective argumentatiio to endorse the strategic aims From intense price competittio

1) measuring and enhancing productivity,(2) innovative service concepts,(3) learning and education, and (4) internationality Forming visionary ideas about the systemic

especially on organisational learning theories, network development, and impact evaluation. She has an MSC in Applied Geography from La Sapienza University of Rome.

Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14, no. 1: 133 56.

A method for learning in networks. International Journal of Quality and Service Sciences 2, no. 1: 128 45.

Strategic dialogues need to be flexible enough to cope with this kind of change Organizational learning In such models,

stakeholder dialogues are considered as social learning processes Strategic dialogues lend themselves well to being described in terms of organizational learning.

organizational learning does not just support and drive the actual transfer of foresight results. It also has a long-term effect in that stakeholders who have been involved in the dialogue change their thinking

mobility and higher education Learning as a lifelong behaviour Vocational skills gaps Technological development Converging technologies The increasing pace of technological change Technology platforms Open innovation models Death of intellectual property?

and learning technologies. Cheng-Hua Ien received A MS degree in Food Science and Technology from Taiwan University in 1983.

it does not enhance cross-disciplinary learning between project participants, which is a suboptimal use of available FTA APPROACHES.

therefore enhancing cross-disciplinary learning. This type of learning is, however, static in that it is limited to the way the exercise is structured

and does not evolve as the exercise progresses. Examples of this type of exercises are not many

Moreover, Modis 11 has demonstrated the complete equivalence between the learning curves (exponential decaying) used in economy of scale (dlearning by doingt) and the logistic (S-shaped) curves.

It is absolutely clear that learning has a definitive role in the technological or cultural evolution (we will turn to this aspect

amplified by the development of learning capabilities (we will turn to this point ahead). 3 Following this reasoning we can state then that humans,

In other words, we can say that human technical skills are the continuation of this natural search for bypasses by intelligent means. 4 Another important conclusion is that the existence of learning capabilities

that is, inherited-acquired (by learning) psychological forces that act as surrogates for natural selection because they arose themselves by natural selection;

Change 3 (1971) 75 88.10 C. Marchetti, Society as a learning system: discovery, invention and innovation cycles revisited, Technol.

with the aim of promoting continual learning and adaptation in response to experience over time 26.

Other important uncertainties are related to learning effects on costs and technological performance. Costs and technological performance,

and constructing new capacity for a technology Parametric Varying between 1 and 5 years for different technologies Progress ratios Ratio for determining cost reduction due to learning curve Parametric Varying

driven by mechanisms such as total energy demand, investment costs and the effect of learning curves on costs.

Res. 128 (2001) 282 289.25 J. Dewey, The Public and its Problems, Holt and Company, New york, 1927.26 G. J. Busenberg, Learning in organizations and public policy, J

Change 76 (2009) 462 470.29 L. K. Mytelka, K. Smith, Policy learning and innovation theory: an interactive and co-evolving process, Res.

learning from experience and better articulating our underlying theoretical premises. The outcomes of this inquiry are presented in Section 4 including also implications for practitioners by elaborating elements of good practices and areas of improvement.

but rather as a nonlinear process of learning 36. An innovation system is never static; it evolves with alterations in the content of technologies and products as well as in the relationships among various other innovation systems.

Learning of participants is not always an objective as such, but the process of exchanging knowledge is recognized to overcome some limits of conventional research,

Policy 6 (1977) 36 76.36 L. K. Mytelka, K. Smith, Policy learning and innovation theory: an interactive and co-evolving process, Res.

anticipatory learning for the adaptive co-management of community forests, Landsc. Urban Plan. 47 (2000) 65 77.52 P. J. H. Schoemaker, Scenario planning:

The whole variety of these processes were used to initiate collective learning and vision building which impact the complex interplay of factors governing innovation trajectories 27.1 http://www. iso. org/iso/iso technical committee. html?

new principles organising resource flows, different notions of learning, newworking patterns and differentmodes of democratic governance.

Innovation and competitiveness Denmark's competitiveness Innovation The public sector of the future Knowledge and education Education, learning and competence development What works?

and that interaction with stakeholders generates learning. Thus, indirectly a creativity dimension is included in the process.

, The Images of Organisation, Sage, UK, 1986.16 C. Agyris, D. A. Scho n, Organisational Learning:

all motives have to do with learning about the future, at an individual and group level 13,14. 3. 3. How are used the results in the strategic policy process, in which phase?

There is evidence of learning-by-doing, as people explore and discover how to use the insights of foresight studies in strategic policy processes.

Accelerating Organizational Learning with Scenarios, Wiley, New york, 2002.6 EEA, Looking back on looking forward: a review of evaluative scenario literature, in:

The Art of Looking Forward), Lannoo Campus, Leuven, 2010.13 P. P. Sabatier, H. Jenkins-Smith, Policy change and Learning:

and encourages learning and creative problem solving. The third principle is capacity to reconfigure international networks This principle is about taking advantage of existing organisational structures

and learning Another very important theme addressed by the FTA 2006 International Seminar relates to FTA evaluation, impact and learning.

and FTA as a collective learning mechanism through the sequential interplay between codified and tacit knowledge could be examined

In spite of the terminological differences, a common, explicit focus is put on dialogue, co-production, societal learning, joint agenda-building, etc.

learning from science and technology studies, in: C. Cagnin, M. Keenan, R. Johnston, F. Scapolo, R. Barre'(Eds.

and learning and growth 10. These perspectives have outlined their objectives in measures, targets, and initiatives through cause

and strategic learning with the aim of transforming strategy into a continuous process. Despite its advantages the BSC is still not capable to align convincingly strategy design and implementation,

organisational learning, critical analysis of strategic processes, alignment between strategy and its implementation in the value chain, participation in decision making,

Such analysis is key to define the strategic objectives of the firm departing from the value perspectives of the BSC (i e. financial, customer, internal processes, learning and growth.

in order to efficiently respond to such changes. 4 The fourth phase (strategic learning) is based on the model proposed by Kaplan and Norton 12,

the first a monitoring and control circuit (single loop) and the second a learning circuit (double loop.

Such learning meetings are held to obtain feedback on the progress of the strategy's implementation.

These are paramount to enable learning to take place across the system (i e. value chain. The relationship between the four phases of the proposal is dynamic

therefore, organisational learning to take place; the latter being responsible for describing the capability of a firm's knowledge system to solve problems using organisational learning. 4 In the proposed system the method of perpetual budget 38 offers such characteristics as it supports the analysis of cause

Also, in combining robust measures with learning and knowledge while monitoring the system and enabling it to become operational.

Hence, it is not possible to link learning and strategy to a long-term vision of where the organisation wants to position itself within possible alternative futures;

i) stakeholder involvement,(ii) mutual experimentation and learning (instead of organisational learning based on individual/tacit knowledge), and (iii) a common vision to be pursued across the system based upon the mutual positioning of value chain actors in relation to the future.

or networked learning (facilitated through FTA). They affirm that networked learning enables a process of innovation and institutional adaptation that is participatory, interactive and in

which social relations and the communication of insights and knowledge 44 are critical for successful outcomes.

In turn, these would lead to further mutual experimentation and learning. At the same time FTA supports one to deal with complexity 47 to process

Also, to link learning and strategy to a long-term common vision of where the organisation wants to position itself within possible alternative futures.

The link between learning and strategy around a common vision in the value chain enables trust to be developed across the system through participatory instruments.

as well as further experimentation and learning. Fig. 2 outlines the proposed‘‘renewed''system including the FTA aspects here outlined.

STRATEGIC LEARNING PHASE 4 FTA provid es a sha red unde rstandin g of stakehold ers'vie ws as well as of risks, opportun itie s, system capab

The application of the proposed system in practice shows that the notion of stakeholder involvement, mutual experimentation and learning,

as well as mutual experimentation and learning. However, in order to validate and refine such a renewed system the authors propose its application in practice as an avenue for future research.

Management Decision 44 (2006) 1441 1460.2 M. Beer, R. A. Eisenstat, The silent killers of strategy implementation and learning, MIT Sloan Management Review

P. Schwartz, Plotting Your Scenarios, Global Business Network (GBN), San francisco, 2004.28 C. W. Choo, Environmental scanning as information seeking and organizational learning, Information Research 7

The Scorecard for Measuring and Managing Business Success, Prentice hall, New jersey, 2002.34 C. Argyris, D. A. Scho n, Organizational Learning:

Research 11 (2000) 65 88.61 B. Richmond, A New Language for Levaraging Scorecard-Driven Learning, Balanced Scorecard Report, HBS Publishing, 2001.62 D

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