In the book "The Fifth Discipline", Peter Senge put forward five skills to create a learning organization-self-transcendence, improving mental model, establishing a common vision, team learning and systematic thinking. The "five disciplines" are called "Shengji model" by management scholars to establish a learning organization. According to Peter Senge's theory, learning is not only a technical means for people to achieve the goal of pursuing the best performance, but more importantly, learning can ultimately help people gain the value of life and enjoy the meaning of life. It can even be said that the achievement of work performance is only a by-product in the process of enjoying the meaning of life. Learning organization theory is an attempt to make people realize the value of life through the creative process of self-transcendence in their work through learning and encouragement. Peter Shengji believes that the establishment of a learning organization can be achieved not only by increasing the learning time and content, or by carrying out several learning activities, but only by the inner beliefs and understanding of life of the members of the organization.
Peter Senge model is the most popular view at present, and it is also the most profound and fruitful theory to study this problem so far. In the process of studying organizations, Peter Shengji found that "in many groups, the IQ of each member is above 120, while the overall IQ is 62". This is because "the organization's mental retardation hinders the organization's learning and growth, so that the organization is eroded or even swallowed up by an invisible great force." How to make these organizations become learning organizations and gain lasting competitive advantages, Peter Shengji believes that five disciplines must be carried out. Among the five disciplines, Peter Shengji regards systematic thinking as his core competence. He believes that if an organization can work hard on these five disciplines, it can guide people to devote themselves to learning at all levels of the organization, so that the organization will eventually become a learning organization.
In addition to the above five disciplines, Peter Shengji and others put forward the concept of "learning organization framework" in the book "The Fifth Discipline and Practice" published in 1994. Shengji believes that building a learning organization is like building a house. First of all, the materials needed to build a house must be ready. Secondly, there should be appropriate tools so that architects can design drawings and craftsmen can carry out their work; Then, you have to be "independent". What kind of house should you build? How to realize your vision? Wait a minute. Finally, the house should be built by everyone. All this is inseparable from the work of designers. Therefore, as the "shell" of practical work, "frame" plays a decisive role. In the same way, the actual work of establishing a learning organization must first have a clear and definite "framework"-including "guiding concept", "infrastructure innovation" and "theory, methods and tools".
At the same time, Shengji pointed out that excellent teams have a deep learning cycle: in which team members learn new skills and abilities, and with the growth of their abilities, their consciousness and emotions also change; Slowly, people will see and feel the world in different ways, and new beliefs and assumptions will begin to form, enabling people to further develop new skills and abilities.
This framework put forward by Peter Senge provides an important guiding role for people's practical operation. In fact, it can be combined with deep team learning cycle. The framework represents most of the actual work, while the learning cycle represents the intangible learning practice. Therefore, people can put their main work in the triangle, but don't forget that the core of change lies in intangible learning and practice. The two interact and influence each other, and * * * pushes the organization towards a learning organization.
(2) John Barry's "fourth mode"
John Barry analyzed various modes of organizational learning and the basic characteristics of learning enterprises from the perspective of strategic planning theory, and put forward a learning organization theory called "the fourth mode". It has four basic characteristics, namely "continuous preparation-continuous planning-improvisation-action learning". To put it simply, John Barry's fixed model holds that the operation of any enterprise includes three stages: preparation, planning and implementation, and learning enterprises should not learn before implementing preparation, planning and implementation. Study and work are inseparable. Learning organization emphasizes learning through action, preparation, planning and implementation in learning. Learning runs through every stage of preparation, planning and implementation, which is "whole process learning", that is, learning must run through the whole process of organizational system operation.
John Barry believes that the future viability of an organization depends on whether it can achieve rapid changes in the system. According to the different operating mechanisms of implementing the reform, he proposed three reform modes: the first one emphasized "planning". In this model, the planning ability of top managers is very important, which is consistent with the traditional command-control management model. The second is the mode of emphasizing "execution plan". The operation mechanism under this mode is "plan-execution plan", that is, communication with middle managers is emphasized in the planning stage to ensure the smooth implementation of the change plan. The third mode emphasizes a series of "preparation" work before the reform, and the operating mechanism is "preparation-planning-implementation". The model focuses on a series of preparatory work before the change, and the basic premise is whether the preparatory work is sufficient or not, which determines the success or failure of organizational change. On the basis of three reform modes, John Barry clearly put forward the "fourth mode", namely "learning organization". It has four basic points:
① Continuous preparation: the organization is always in the stage of continuous preparation. It does not focus on a specific change project, but pays extensive attention to the coordination between the organization and the environment, constantly questions business behavior, and always prepares for change, so that the organization can cope with various challenges at any time in a changing environment.
② Sustainable planning: In a learning organization, planning is open and flexible. This means that the plan is constantly revised and the strategic direction is flexible and open. At the same time, the plan was formulated by extensively soliciting the opinions of front-line employees involved in the implementation of the plan.
③ Improvisation: In the process of implementing the change plan, the learning organization does not require employees to step by step, but adopts the principle of "improvisation" to encourage employees to give full play to their potential and creatively implement the change plan.
④ Action learning: The learning organization does not measure the success or failure of change through the annual evaluation system, but tests the change action at any time through various channels and makes a timely response, so as to adjust the organization's action strategy, improve the benefit of change and accelerate the speed of change. Action learning runs through every stage of change preparation, planning and implementation.
Through constant preparation, continuous planning and improvisation, learning organizations have completed changes again and again, and are also preparing for the next change. This is how the learning organization obtains continuous innovation and development, which is also the vitality of the learning organization in John Barry's eyes.
(3) Bauer Werner's "five-stage" model.
Bauer Werner deeply observed and analyzed the education and training activities of many enterprises through empirical research, and put forward a "five-stage" model for establishing a learning organization. He believes that the development of enterprise learning activities generally goes through five stages.
The first stage is the unconscious learning stage. At this stage, the organization itself is still in the primary development stage, and the learning activities within the organization are generally spontaneous and informal, and the organization has not yet arranged the awareness of learning projects.
The second stage is the consumption learning stage. With the development of the enterprise itself and the intensification of competition, on the one hand, there are still informal learning activities within the organization, on the other hand, some employees are sent to the education department outside the enterprise for further study at the expense of the organization.
In the third stage, the organization began to consciously develop learning projects suitable for its specific needs, and established corresponding learning bases to promote the education and training of its members. However, there is still a lack of clear connection between learning activities at this stage and the long-term development strategy of enterprises.
In the fourth stage, the organization has incorporated learning into its daily work, and the design and development of training courses tend to be mature. Courses developed internally by the organization and designed by external experts are more creative and based on meeting the specific needs of the organization. At the same time, the organization has also established a series of corresponding standards as indicators to measure the skill level of its members.
At this stage, organizational learning begins to enter an advanced stage, which is closely integrated with the development strategy and business objectives of enterprise organizations. Nevertheless, the phenomenon that organizational learning is out of touch with daily work still occurs from time to time. Learning is more the responsibility of the training department than the responsibility of the department head, which also limits the learning ability of the organization to some extent.
The fifth stage is the complete integration of study and work. First of all, learning has completely penetrated into the organizational management system and has become the equal responsibility of supervisors, work teams, employees and human resources development departments at all levels; Second, work and study are inseparable. Learning is a new form of work, and learning has become something people are willing to do instead of having to do. Third, the organization has established a performance feedback mechanism, which has become an important pillar of organizational learning. All levels in the organization, including individuals, work teams and the whole organization, can correct or improve organizational behavior in time according to various information; Fourth, the management mode of the work team is mainly autonomy. Team members learn from each other, work together and constantly improve their work. In this management mode, the supervisor's role is no longer to control and solve problems, but to encourage and promote employees to solve problems themselves and achieve satisfactory results.
(4) MichaelMarquardt's "learning organization system" model.
After studying more than 65,438+000 top learning organizations around the world and analyzing countless articles and books related to learning organizations, Dr. MichaelMarquardt, a professor of human resources at George Washington University in the United States, put forward a model of "learning organization system". The model includes five subsystems, namely, learning, organization, personnel, knowledge and technology subsystems. These subsystems are interrelated, supported and connected with each other, which promotes the occurrence and development of organizational learning. These include:
Learning subsystem includes learning levels, types and skills. As far as learning levels are concerned, it includes three different but interrelated levels: individual learning, team learning and organizational learning. As far as learning types are concerned, it includes adaptive learning, predictive learning and behavioral learning. Learning skills include systematic thinking, mental model, self-transcendence, autonomous learning and dialogue.
Organizational subsystem includes company vision, culture, strategy and organizational structure. In a learning organization, the organizational structure is streamlined, borderless and flat, which is conducive to promoting the internal and external relations of the organization to the maximum extent, awakening the sense of responsibility of each member and realizing coordinated operations.
The personnel subsystem regards the stakeholders in the whole business chain, including leaders, employees, customers, partners, suppliers and communities, as important roles that can not be ignored in learning organizations, and promotes the learning of all groups.
The knowledge subsystem manages the knowledge acquired and produced by the organization, including six elements: knowledge acquisition, creation, storage, analysis, transmission, application and confirmation. These elements are continuous and interrelated.
The technology subsystem shows how technology can improve the speed and effect of learning and knowledge management. It consists of supporting technical networks and information tools that support learning and information acquisition and exchange, including advanced means such as knowledge and skills, electronic tools, simulation technology and network meetings.
According to this model, organizations not only need to support employees' learning economically, but also must find ways to systematically combine learning with all aspects of organizational life. Among them, the learning subsystem is the core subsystem, covering three levels: individual, team and organization, including systematic thinking, mental model, self-transcendence and autonomous learning dialogue skills. The other four subsystems are also necessary to strengthen and improve the quality and efficiency of organizational learning. These subsystems * * * together build a solid framework to ensure the learning and success of the organization.
(5) Qiu's "organizational learning fish" model.
Qiu, a Chinese scholar, put forward the model of "organizational learning fish" according to China's national conditions on the basis of investigating various models of establishing learning organizations by scholars at home and abroad. Qiu believes that the establishment of "learning organization" is a systematic project, which consists of four parts, namely, concept, organizational learning mechanism, organizational learning promotion and guarantee mechanism and action. These four parts * * * form an organic whole, shaped like a fish, so it is called "organizational learning fish". Qiu believes that as long as all parts can be coordinated, all kinds of learning obstacles can be successfully overcome, and enterprises can successfully move towards learning organizations.