New learning in organisations and companies

New work? New learning!

Remote working, flat hierarchies, a four-day week: just 15 years ago, this was unthinkable for most companies. However, digitalisation, social change and, most recently, the coronavirus pandemic have accelerated the revolution in working and learning in the western world. In addition to ‘new working’, the modern knowledge society is focussing on ‘new learning’. But what does that actually mean?

Lifelong learning this is the prerequisite for the long-term success of institutions and companies. Because only curious and agile employees can contribute to new processes and ideas and lead them to success.

Fun instead of stress: for a new learning culture

In a world full of change, lifelong learning is a necessary part of working - for companies and employees alike. When organisations consciously develop and cultivate their learning culture, something positive happens all round: stress is reduced and employees develop their personal and professional potential. They enjoy a change from tiring routines, experience self-efficacy - and experience co-operation instead of competition in teamwork.

A holistic learning culture places the individual at the centre and takes individual learning styles and needs into account. It is not aimed at cramming facts, but promotes initiative and critical thinking, develops problem-solving skills and enables inspiring teamwork. In doing so, it favours innovative methods, self-directed learning, collaborative work and digital tools. This enriches the work culture and makes work more stimulating and meaningful.

Do we need to relearn how to learn?

We have an innate desire to learn. But learning needs an incentive. And active engagement with new things. That's why we specialise in encouraging curiosity through inspiring spaces and intelligent concepts. For over 125 years.

Develop skills instead of reproducing knowledge

Studies show that a focus on learning culture is the most effective way for companies to deal with the consequences of digital transformation. Strengthening from within against change from outside: That is the plan.

However, it will only work if employees internalise learning as part of their job. This in turn presupposes that learning is fun and that training is not seen as a compulsory event. The philosophy behind it: Voluntary learning, personal responsibility and a sense of social belonging lead to motivation and the realisation of personal potential. Incidentally, this has long been scientifically confirmed by Csikszentmilhalyi's flow concept and Deci and Ryan's self-determination theory.

Where is the right place for smart ideas?

Spaces have an effect. Loris Malaguzzi, who coined the term ‘space as the third pedagogue’, already knew this. But spaces are also learning enhancers and facilitators. That's why we like to talk about growth spaces that we design for our clients.

Implementing what research has long known

Much of what is discussed in HR departments under the heading of lifelong learning is old hat from an educational science perspective. Back at the beginning of the 20th century, Maria Montessori gave out the famous formula: ‘Help me to do it myself’. Her specially developed wooden learning materials, which she had manufactured and distributed by VS in Germany, were designed to encourage independent learning by creating a ‘prepared environment’.

But there is no need to take a long look back to the reform pedagogy of the turn of the century. Buzzwords of the current debate such as ‘personal responsibility’ or ‘competence-orientation’ have been used in school curricula for decades. What is new about New Learning is therefore above all the awareness of all stakeholders that they finally have to implement what scientific findings have long demanded.

When was the last time you took the time to learn something new?

Perhaps it's not so much the time as the environment that prevents us from learning. After all, it is often the rooms - and the people we meet there - that inspire us to learn.

Learning spaces as growth spaces

However, new learning requires openness to change. And in addition to didactic and technical solutions, it also requires new spaces. After all, good learning spaces are workshops that can be used flexibly thanks to their mobile equipment and enable bar camps as well as discussion rounds and concentrated work in small groups. The new language of spaces stimulates creative processes instead of disciplining them. It enables movement and brings together physical and mental needs. Well-being is not a luxury, but a natural prerequisite for the free play of ideas.

In terms of space, this change has less to do with square metres than many people think. New learning also works in old buildings, as long as the rooms are actually designed and there is a concept behind them. If didactics, architecture and equipment are combined in a meaningful way, a learning culture can emerge that is up to the new requirements.

Our learning and growth spaces

Open, friendly, with a feel-good atmosphere - the welcoming culture can be felt from the very first steps into the company's training rooms. This changes the attitude of both learners and teachers: Everyone feels accepted and taken seriously.

Input is useful for learning - as long as it doesn't just sound one way.
Impulse arenas are therefore designed to support information and presentation by every trick in the book. At the same time, they have the potential to switch between different methods and social forms of learning - input becomes impetus.

Hands on! In these workshop-like learning spaces, theoretical knowledge can be directly tried out and further developed. Integrating machines and models? No problem!

Exchanging ideas, thinking ahead together, focussing on a question and presenting the results straight away - all this is also possible in parallel if the learning space is open and varied.

Here there is space for undisturbed meetings and dialogue - with spacious meeting tables, media equipment and storage space for learning and workshop materials.

Lecturers, speakers and teachers need time and space after their arrival and in between. They will find all of this here - including workstations, technology and communication areas.

Processing impressions in peace and quiet and letting them sink in - this is also part of learning. Retreats are therefore a necessary part of any learning environment.

Taking a breather now and again and letting your brain clear is also part of learning. part of learning. The same applies here as in sport: no development without recovery, no success without regular breaks. Even a few minutes every few hours can make a difference - ideally in a green space or combined with exercise.

Energy replenishment - that's definitely needed on a day full of input and dialogue. Because food keeps body and soul together. An important prerequisite for learning well, even as an adult.

Portrait of the Managing Director of VS, Philipp Müller

‘Education is a lifelong endeavour we can reflect this like no other company.’
Managing Director VS

New learning needs new spaces

In over 125 years, we have observed that rooms and their furnishings have an effect and how - and how this effect can be specifically designed. We have long been applying our expertise from the world of school learning to the world of office learning: in the offices of SMEs, DAX-listed companies, banks and savings banks or ministries.

What guides us here: We want to ensure that people communicate well with each other, that they can develop their creativity in the best possible way and that they feel good in body and mind. Because where we spend many hours of the day and perform at our best, we should be in good hands.

We not only contribute imaginative furniture for work, conference and lounge zones. We also look at how learning fundamentally works, which new forms of learning and working are effective, how people are motivated to learn, where and why they meet, how rooms sound and which shapes and colours contribute to well-being.

All this knowledge is incorporated when we develop concepts for learning environments in the office learning and working environment. We are guided by the idea ‘Thought for thinking, made for learning’.

Do you find spatial concepts for new learning exciting?

Then let's get together!

Contact request KAM

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