Neformaliojo suaugusiųjų mokymosi reikšmė organizacijoje

LTXXI amžius, pasižymintis informacijos gausa, sparčia mokslo ir technikos pažanga bei nuolat kintančiais rinkos poreikiais, kelia vis didesnius reikalavimus visuomenei ir individui. Siekdama neatsilikti nuo intensyviai besikeičiančios gyvenimo aplinkos, visuomenė priversta pereiti į naują raidos kokybę - informacinę (žinių) visuomenę. Šis procesas formuoja visuomenės ir individų poreikį nuolat mokytis. Straipsnio tikslas - atskleisti, kuo ypatingas neformalusis suaugusiųjų mokymas organizacijoje ir su kokiomis problemomis susiduriama suaugusiųjų mokymo srityje. Taikyti metodai: teorinių, metodinių literatūros šaltinių analizė, pilotinis tyrimas, kuris susideda iš anketavimo ir interviu su organizacijų darbuotojais, vadovais. [Iš leidinio]Reikšminiai žodžiai: Neformalusis suaugusiųjų mokymas, profesinis tobulėjimas, organizacija, motyvacija, efektyvumas; Motivation, efficiency; Non-formal adult education, professional development, organization; Non-formal adult education, professional development, organization.

ENThe paper focuses on the analysis of non-formal adult education in an organization. Here the legal and political documents that regulate adult learning have been discussed. The role of the organizational and individual perspectives in adult education has been theoretically justified. In recent decades, the fast speeds of the appearance of novelties in the market force the organizations to react to the changes. Human capital has become vitally important as it transforms and controls other organizational types of capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore due to the development of knowledge society and an active process of globalization adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire a new speciality to optimally match the changing conditions of life. Nevertheless, are all the persons working in an organization progressive workers? Who might be more motivated in such learning - an organization, or its employee? On the other hand, is learning always efficient?.Such questions encouraged the author to extend the analysis given in the paper. The paper aims at the discussion of the specificity of non-formal adult learning in an organization and the problems related with it. The paper applies the following methods: survey and analysis of the theoretical and methodological literature and the statistic analysis of the interviews with the employees and the leaders. [From the publication]