Abstract Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their perceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews. Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good. Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from another, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphorical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.

中文翻译：

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项目组织业务中的正式和临时雇员对学习的前提条件有不同的关注

摘要背景和目的：目的是调查正式和临时员工对学习前提条件的看法是否有所不同，以及是否有一些定性方面被认为在这些方面特别重要。设计/方法/方法：该方法包括一个案例研究，该案例基于通过在线调查表和个人访谈收集的定量和定性数据。结果：本文质疑将组织理解为一个单一的或差不多凝聚力的单位。在组织层面上，雇用人员的项目所有者并不关心常规人员和临时人员之间或不同人员组之间的能力转移。在个人层面，与常规人相比，临时工更专注于其特定任务。临时工似乎在维护社区或组织的观点，而临时工则在寻找自己的利益。结论：当组织使用临时人员时，存在一个社会单位与另一个学习单位在学习先决条件上有所不同的风险。因此，本文的科学价值在于使用温度可能会导致组织零散或成为碎片化的结果。调查结果表明，在具有临时工和常规工的项目中均未进行能力转移，并且项目负责人在不同人员组之间的能力转移方面对人力资源计划不承担积极责任。这表明，即使雇用了专门知识，组织的长期效率和合理性也不总是比组织从属关系优先。当这件事发生时，它可能会导致人员分散，而人员则分为思想者/组织者和表演者/行动者。发生这种情况时，重要的实践技能就落在组织之外，从隐喻的意义上讲，这意味着手与大脑是分开的。因此，拥有临时人员的组织需要计划如何实现临时人员和正式人员之间的能力转移。