Learning and Education in Organizational Theories: From Rationality to Metaphors

The current world of work is changing and its current form also requires a change in the competence framework that an adult individual needs for their work performance. We are moving away from clearly defined qualification education as the only possible indicator of the ability to succeed in the labor market. For some time now, a clear indicator of this has been the shift of educational goals to abilities and competences, such as the ability to work in a team, flexibility or willingness to communicate. In the post-industrial organizational environment, individuality, which until recently was the addressee and actor of education and training, is being suspended. However, the expansion of the number of necessary competencies also requires that part of the competence framework be completely unique in something, so that we can succeed in a work environment overwhelmed by a large number of competent people. The space for andragogic action in the area of formal organizations is so enormous. This chapter is devoted to the still current theories of organizations, their principles of learning and education, with an emphasis on the reference to the current social context of the world of work. Organization is understood here not as a static application of organizational principles, but as a process. Theorists such as Niklas Luhmann , Bruno Latour , Karl Weick and James March have made significant contributions to the process view of organization. The chapter provides a basic analysis of these theoretical approaches in the context of learning and education in companies. The interpretation is based on three basic dimensions of organization theory. (1) The basic dimension is the principle of the organization of the world and its organization. (2) A general explanation of social relations and mutual relations between individuals, groups and entities. (3) What are the possibilities of predicting future developments and possible expectations of people, groups and organizations. These conclusions are related in the chapter to the main principles of andragogic work, learning and education in organizational environments.