Abstract: Under the background of the era of knowledge economy, enterprises as the direct creators and beneficiaries of knowledge products want to cope with the increasingly fierce competition in the market and the ever-changing environment, the only way is to pay attention to the knowledge, learning knowledge, so that the organization can be improved in the continuous learning. This paper analyzes the various relationships that exist in learning from the individual, team and organizational levels, and draws the relationship between organizational learning and team learning and individual learning.
Keywords: individual learning; team learning; organizational learning
I. Introduction.
In psychology, learning refers to the process by which an individual transcends the boundaries of existing knowledge and abilities and acquires new ones. In organizations, the individual can be either a person, a team or an organization, so organizational learning can occur at three levels: individual, team, and organization, or it can also occur between these three levels.Crossan believes that organizational learning is a dynamic process of strategic renewal, and organizational learning occurs at three levels: individual, group, and organization.
Two, the relationship between individual, team and organizational learning
1. Individual learning.
Generally speaking, individual learning refers to the process by which members of an organization acquire knowledge and skills through education, experience accumulation and communication or experimentation, that is, the process of acquiring knowledge and skills by individuals. Here the knowledge and skills include two meanings, one is the technical and operational skills, refers to the ability to perform a certain behavior; the second is the ability to understand, refers to the ability to describe the conceptual understanding of various experiences. Simply put, the former is a behavioral skill and the latter is a thinking skill. Again, as Kolb says, "Learning refers to the process of going through experiential changes to produce knowledge." Both parts of the learning process are important: what people learn and how a person understands and applies objectively existing knowledge. Thus, personal learning consists of two levels, learning at the applied level and learning at the conceptual level.
Through learning, individuals gradually build cognitive maps about a particular domain. These cognitive maps can be considered as the stock of individual learning, and this stock of learning represents the individual's knowledge and competence, and the specific organization is an organism consisting of individual members of the organization including the ability to acquire knowledge, the ability to use their own skills, the degree to which the individual exerts creativity, the degree to which they take the initiative in their work, and the comprehensive ability to discover, track, and imitate the technology, and so on. Thus individual learning ability is the ability, aptitude and motivation of an individual to perform a particular job.
Kolb believes that an individual's experiential learning begins with the individual's personal experience, then reflecting on and conceptualizing his or her experience, followed by experimentation with the concepts formed, completing a cycle of learning. A new cycle of learning begins again when he or she experiences the process of something new.Simon argues that learning occurs first in the mind of the individual, but that individual knowledge must be disseminated to higher levels, including the team and the organization, if it is to affect the organization. Because of this, many scholars in the field of organizational learning place special emphasis on the individual learning of organizational members, arguing that organizational learning is only possible in organizations where individuals continue to learn. Learning in any organization ultimately occurs through each of its members. Organizational learning relies on the personal learning of its members, and without the personal learning of organizational members, organizational learning will not occur, personal learning is a necessary and prerequisite for organizational learning, and the theory of personal learning is the cornerstone of organizational learning theory.
2. Team learning.
Peter? Shengji pointed out in his fifth practice: team learning refers to the group of a depth of conversation and discussion of dialogue tools and techniques, is a development of members of the whole with the realization of the ability to achieve the same goal **** process.
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 companies to achieve organizational learning. Sage believes that team learning is the most basic form of organizational training, but also the main way to improve organizational learning ability. The main characteristic of team learning different from individual learning is its interaction. This characteristic is conducive to the *** enjoyment of knowledge. In addition, the output of the team as a result of learning is a ****same output. The outcome of learning is obtained by the team **** together, which likewise facilitates the creation of knowledge. The importance of team learning lies in combining the individual mind model and the ****sharing mind model, shifting from a simple linear single-loop learning model to an interactive double-loop learning model. Two-loop learning in an organization occurs only when the individual mind model becomes part of the organization through the ****same mind model and further influences organizational behavior. Double-loop learning helps in finding the latent assumptions and norms in the organization and provides an opportunity for continuous improvement. According to Watkins and Marschik, "in modern organizations, it is the team, not the individual, that is the basic unit of learning", therefore, team learning becomes indispensable, i.e., if the team cannot learn, the organization cannot learn.
3. Organizational learning.
Organizational learning is not just the sum of the results of individual learning or team learning. two scholars, Fiol and Lyles, organizational learning refers to the systematic and historical value norms that are communicated to new members of the organization. Another learning theorist, Hedberg, says that although organizational learning emerges from individual learning, it is incorrect to assert that organizational learning is the sum of individual learning outcomes. Organizations do not have brains, but they do have cognitive systems and memories. As individuals develop their personalities, habits, and beliefs, organizations develop their worldviews and thought systems. Organizations change their members, their leaders and supervisors change, and certain behaviors, ideas, norms, and values remain in the organization's memory. Herberg compares the human brain to the organization's information-processing system, and argues that the process and manner of information processing are different in the two. While an individual's information processing takes place in his or her brain, an organization's information processing relies on its own cognitive system in addition to the brains of its individual members. Organizations have their own behaviors, mental models, operating procedures, and values, which can be independent of the organization's members but are y rooted in the organization's structure, systems, procedures, and culture, and become the behavioral norms for the organization to deal with daily affairs and constitute the organization's cognitive system.
III. Conclusion.
The author believes that although many theories of organizational learning are built on the basis of personal learning theory, and organizational learning and personal learning have a lot of the same, similar, but if you can't make the right difference between personal learning and organizational learning, you can't grasp the fundamental characteristics of organizational learning, it's very difficult to establish a sound model of organizational learning. Organizational learning is interdependent with individual learning, but organizational learning is not a simple sum of individual learning, but the knowledge and ability of organizational members **** enjoy. Ignoring individual behavior in the organization will hinder learning in organizational implementation, and treating the organization as a simple extension of individual learning ignores the interplay between individual and organizational learning, and we will have a hard time succeeding in organizational learning.
Organizational learning, therefore, is not only influenced by the individual learning of its members, but also by the cognitive system of the organization itself. An organization's cognitive system can transform the individual knowledge of its members into organization-specific knowledge that is available to all organizational members***. Although individuals can be independent learning entities, organizational members must be viewed as part of the organizational learning system in order for the exchange and transfer of individual knowledge to occur for the purpose of organizational learning.
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