Cees Sprenger

Cees Sprenger

dieses profil liegt nicht deutschsprachig vor

Learning is more an intention than a consciously organised process

I’ve always been fascinated by the question of what is the best way of helping children and adults to learn. I studied Educational Sciences and as a trainer I have coached many professionals and managers.

Subsequently, as an organisational consultant, I have spent much time with groups of people in their organisation, working on the changing of work processes and on teamwork. I observed that learning processes are far stronger when people play an active role in them, by jointly designing change processes with direct colleagues. My professional focus has thus slowly moved from formal learning processes, such as training and courses, to informal learning processes that are directly connected to work. That led to a number of studies and publications.

 

In 2000 I completed my PhD thesis in ‘Learning Practices’, in which I described how learning processes take shape in so-called ‘learning-oriented organisations’. My research revealed that learning is more an intention of the person concerned than a consciously organised process. Learning can sometimes arise from the ‘frustration’ that things are not going as one would wish. The real energy of people to change derives particularly from the desire to do things differently and better than they have been done so far. For me as an organisational consultant the challenge is to help people keep a sharp edge on this (learning) ambition, to connect with more colleagues and hence to actually achieve change.

 

My projects at Kessels & Smit consist principally of shaping changes in the organisation, coaching managers, building up professional learning networks within and between organisations and designing and facilitating learning programmes that can bring changes within the organisation and within people themselves.

 

In addition to my work as a consultant I ’m holding a part-time function as a lecturer ‘Learning Police Organisation’ at the Politieacademie [Police Academy of the Netherlands]. In that role I initiate action research into ways in which informal learning and change within the police organisation happen effectively (that is: with good results).