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An organisation's ability to learn, to harness collective intelligence and to translate that learning rapidly into action in response to environmental challenges is the ultimate competitive advantage in the constantly changing context of the information age. It is an indicator of the organisations' resilience and adaptability in the face of uncertainty and change. Improving an organisation's capacity to learn will only have the desired impact on performance if it improves employee engagement at the same time. In this paper, we introduce the concept of learning power into the context of the workplace, drawing on what has been learned from its application in education and recent studies in the corporate and community sector in the UK and beyond. The seven dimensions of learning power were identified by Deakin Crick, Broadfoot and Claxton (2004, Assessment in Education Principles Policy and Practice, 11, 247-272) in the development of the effective lifelong learning inventory (ELLI), an assessment tool designed to enable learners to become aware of their own learning power and to turn diagnosis into strategies for improvement. We present the psychometric properties and the validity and reliability statistics of ELLI as the Learning Power assessment tool for learners in the world of work and community, based on an adult workplace population of over 5000. Finally, we explore the implications of these ideas and practices for learning in corporate organisations.

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The research involves examination of trade union involvement in training and education in the [National Health Service] NHS which is explicitly linked to skills development, career structures and underpinned by a lifelong learning framework. The data derive from case studies of seven NHS organizations in England. Previous research indicates how [Public Sector Trade Union] UNISON-employer learning partnerships provide high-quality education programmes for non-traditional learners and represent a process of institution building. This paper indicates the challenges for workplace activists to be involved in skills development in the context of workforce modernization and in the absence of formal learning partnerships.

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This research investigates, reports, and theorizes Yuhan-Kimberly's journey to establish its organizational lifelong learning program in Korea. Based on a four-year longitudinal study and the principles of grounded theory, we propose the notion of anticipative affordance to elaborate the process through which benefits derived from an organization's lifelong learning are created, interconnected, and amplified through the gradual and long-term building and accumulation of shared understanding and commitment. Main theoretical contributions derived from this study are threefold. First, the concept of anticipative affordance enhances our understanding about the key process and challenges related to organizational lifelong learning. Second, anticipative affordance serves as a bridge to synthesize the separation between the cognitive and situated aspects of learning. Third, our research empirically illustrates how collective benefits of organizational learning are actualized over time through the development of learning mechanisms and through the integration of its individual members' learning.

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