ABSTRACT Rapid changes in working life have raised awareness of the need for lifelong learning among personnel, and there is increasing concern regarding the sustainability of such learning, especially in growth companies, where learning can be seen as a prerequisite for many work practices. Hence, the aim of this study is to understand the sustainability of learning situations from the perspectives of individual wellbeing, widespread use of previous knowledge and rapid application of new knowledge. We broaden the understanding of workplace learning from the perspective of sustainability by identifying different workplace learning situations and outlining the sustainability of these situations. Two Finnish growth companies participated in the study, representing the technology and industrial field. The data consist of 68 interviews, and a qualitative thematic analysis was utilised. The study found three thematic categories of learning situations: technological development, structural changes within the organisation and formal learning situations. Sustainability perspectives manifested in these situations, but both negative and positive aspects of learning were observed. The findings can be utilised in organisations to enable more sustainability in learning. The research reveals a new and critical understanding of the sustainability of workplace learning.

中文翻译：

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一次性知识、有用的技能还是幸福的来源？概述工作场所学习情况的可持续性

摘要 工作生活的快速变化提高了员工对终身学习必要性的认识，人们越来越关注这种学习的可持续性，尤其是在成长型公司，学习可以被视为许多工作实践的先决条件。因此，本研究的目的是从个人福祉、先前知识的广泛使用和新知识的快速应用的角度了解学习情境的可持续性。我们通过识别不同的工作场所学习情况并概述这些情况的可持续性，从可持续性的角度拓宽对工作场所学习的理解。代表技术和工业领域的两家芬兰成长型公司参与了这项研究。数据包括 68 次访谈，并使用了定性主题分析。该研究发现了学习情境的三个主题类别：技术发展、组织内的结构变化和正式学习情境。可持续性观点在这些情况下表现出来，但学习的消极和积极方面都被观察到。研究结果可用于组织，以提高学习的可持续性。该研究揭示了对工作场所学习可持续性的新的批判性理解。研究结果可用于组织，以提高学习的可持续性。该研究揭示了对工作场所学习可持续性的新的批判性理解。研究结果可用于组织，以提高学习的可持续性。该研究揭示了对工作场所学习可持续性的新的批判性理解。