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The paper discusses the relationship of individual learning at the workplace and organisational learning from the perspective of adult education research. It asks which processes are required for individual learning to contribute to organisational learning and considers boundaries against change triggered by the organisations’ members. This question is discussed by focussing on a recent empirical study, which outlines processes of communication that help to transform individual into organisational learning. These processes are analysed within the context of inter-organisational cooperation, taking up a topical challenge in adult and continuing education in Germany. The study draws on Social Systems Theory; its methodological design comprises qualitative case studies. The empirical results differentiate organisational learning as a multi-faceted concept that encompasses change and highlights how organisations develop processes to prevent being induced towards organisational learning by their members. The paper discusses these findings with regard to the demands lifelong learning faces in the workplace.

How Can Individual Learning at the Workplace Contribute to Organisational Learning?