Under the background of knowledge economy, enterprises, as the direct creators and beneficiaries of knowledge products, want to cope with the increasingly fierce market competition and changing living environment. The only way is to attach importance to knowledge and learn knowledge, so that the organization can be improved through continuous learning. This paper analyzes all kinds of relationships in learning from three levels: individual, team and organization, and obtains the relationships among organizational learning, team learning and individual learning.
Keywords: personal learning; Team learning; organizational learning
First, introduction.
In psychology, learning refers to the process that individuals transcend the boundaries of existing knowledge and abilities and acquire new knowledge and abilities. In an organization, individuals can be individuals, teams or organizations, so organizational learning can occur at three levels: individuals, teams and organizations, or between these three levels. Crosan believes that organizational learning is a dynamic strategic renewal process, and it occurs at three levels: individuals, groups and organizations.
Second, the relationship between individuals, teams and organizational learning
1. Personal study.
Generally speaking, individual learning refers to the process that members of an organization acquire knowledge and skills through education, experience accumulation and exchange or experiments, that is, individuals acquire knowledge and skills. The knowledge and skills here include two meanings, one is technical and operational skills, which refers to the ability to implement certain behaviors; The second is understanding ability, which refers to the ability to describe the conceptual understanding of various experiences. Simply put, the former is a kind of behavior ability, and the latter is a kind of thinking ability. For another example, kolb said: "Learning refers to the process of generating knowledge through experience changes." Two parts of the learning process are very important: what people have learned and how people understand and use objective knowledge. Therefore, personal learning includes two levels, namely, application level learning and concept level learning.
Through learning, individuals gradually establish a cognitive map about a certain field. These cognitive maps can be regarded as the stock of individual learning, representing individual knowledge and ability. A specific organization is an organism composed of individual members of the organization, including the ability to acquire knowledge, the ability to play their own skills, the degree of individual creativity, the initiative of work, and the comprehensive ability to discover, track and imitate technology. Therefore, individual learning ability is the ability, talent and motivation of an individual to engage in a certain job.
Kolb believes that personal experiential learning begins with personal experience, then reflects and conceptualizes one's own experience, and then tests the formed concepts to complete a learning cycle. When it goes through a new process, a new learning cycle begins again. Simon believes that learning first occurs in the individual's mind, but if it is to affect the organization, the individual's knowledge must be spread to a higher level, including teams and organizations. Because of this, many scholars in the field of organizational learning especially emphasize the individual learning of organizational members, and believe that organizational learning is possible only if individuals keep learning. The learning of any organization is ultimately learned through each of its members. Organizational learning depends on the individual learning of its members. Without individual learning of organizational members, organizational learning will not happen. Individual learning is the necessity and premise of organizational learning, and individual learning theory is the cornerstone of organizational learning theory.
2. Team learning.
Peter. In his Fifth Discipline, Shengji pointed out that team learning refers to a dialogue tool and skill for in-depth discussion and discussion in groups, and it is a process of developing the overall collocation of members and achieving the same goal.
Team learning is between individual learning and organizational learning. It is a bridge between individual learning and organizational learning, and it is also a way for enterprises to realize organizational learning. Shengji believes that team learning is the most basic form of organizational practice and the main way to improve organizational learning ability. The main feature of team learning different from individual learning is its interaction. This feature is conducive to the enjoyment of knowledge. In addition, the output of the team as a learning achievement is a kind of * * * same output. The results of learning are obtained by the team and can also promote the creation of knowledge. The importance of team learning lies in the combination of individual mental model and mental model, and the simple linear single-cycle learning model is transformed into interactive double-cycle learning model. Only when the individual mental model becomes a part of the organization through the same mental model, and further affects the organizational behavior, the double-loop learning of the organization will occur. Dual-cycle learning helps to discover hidden assumptions and norms in the organization and provides opportunities for continuous improvement. Watkins and Marschik believe that "in modern organizations, it is the team, not the individual, that becomes the basic learning unit", so team learning becomes indispensable, that is, if the team can't learn, the organization can't learn.
3. Organize learning.
Organizational learning is not only the sum of individual learning or team learning. Fiol and Lyles believe that organizational learning refers to the systematic and historical value norms passed on to new members of the organization. Hedberg, another learning theorist, said: Although organizational learning comes from individual learning, it is incorrect to assert that organizational learning is the sum of individual learning achievements. Tissue has no brain, but it has cognitive system and memory. In the process of cultivating personality, habits and beliefs, organizations are also cultivating their own world outlook and ideological system. When the members of an organization change, the leaders and supervisors will also change, and some behaviors, concepts, norms and values will remain in the memory of the organization. Herberger compared the information processing systems of human brain and organization, and thought that the process and mode of information processing were different. The information processing of individuals is carried out in the brain, while the information processing of organizations depends not only on the brains of members, but also on their own cognitive system. An organization has its own behavior, mental model, operating rules and values, which can be deeply rooted in the structure, system, procedures and culture of the organization independently of its members, become the code of conduct for the organization to handle daily affairs, and constitute the cognitive system of the organization.
Third, the conclusion.
The author thinks that although many theories of organizational learning are based on individual learning theory, organizational learning and individual learning have many similarities, it is difficult to grasp the fundamental characteristics of organizational learning and establish a perfect organizational learning model if individual learning and organizational learning cannot be correctly distinguished. Organizational learning and individual learning are interdependent, but organizational learning is not a simple addition of individual learning, but the enjoyment of knowledge and ability by organizational members. Ignoring individual behavior in an organization will hinder learning in organizational implementation. Taking organization as a simple extension of individual learning and ignoring the interaction between individual learning and organizational learning, it will be difficult for us to successfully carry out organizational learning.
Therefore, organizational learning is not only influenced by the individual learning of its members, but also restricted by the organization's own cognitive system. The cognitive system of an organization can transform the personal knowledge of its members into unique knowledge for all members to enjoy. Although individuals can be independent learning subjects, organizational members must be regarded as part of the organizational learning system in order to realize the exchange and transfer of personal knowledge and achieve the purpose of organizational learning.
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