ABSTRACT
The notion of a project has long been recognized in adult learning theory. It has also been applied to learning in work and organizational settings (see, for instance, Tough 1978; Argyris and Schön 1978). The concept of ‘project’ expresses a desire to focus people’s energy on a common goal to be reached over a limited period of time. It serves to make rather intangible processes such as learning manageable, or at least to give those concerned the idea that they can actually be managed. From an organizational perspective this may be a helpful construct, because projects can be identified, deployed strategically, measured and evaluated. However, from the perspective of the project participants, the process may not be so clear cut. Hidden agendas, different interests and power games are as much part of organizational reality in projects as elsewhere. Adult learning theory has never been very comfortable with facing this ‘political side’ of work organizations, preferring instead to focus on collaboration, joint effort and learning from each other. What exactly do we see when we apply the notion of a project to the field of adult learning in organizations?
