Apprendimento Organizzativo

Centro di Conoscenza

Che cosa è l'Apprendimento Organizzativo? Definizione

Chris Argyris e Donald Schön (1978) hanno definito l'apprendimento organizzativo (OL) come: “la rilevazione e la correzione dell'errore„. Fiol e Lyles successivamente definirono l'apprendimento come “il processo di migliorare le azioni attraverso una migliore conoscenza e comprensione„ (1985). Dodgson descrive l'Apprendimento Organizzativo come: Il modo in cui le aziende sviluppano, arricchiscono ed organizzano la conoscenza e le procedure nelle loro attività e nelle loro culture ed adattano e sviluppano l'efficienza organizzativa migliorando l'uso delle vaste abilità della loro forza lavoro. (1993). Huber sostiene che l'apprendimento in un'organizzazione avviene “se attraverso l'elaborazione delle informazioni, si cambia la gamma di suoi comportamenti [organizzativi] potenziali „ (1991).

“Un'organizzazione di apprendimento„ è un'azienda che costruisce espressamente strutture e strategie, per aumentare e massimizzare l'Apprendimento Organizzativo (Dodgson, 1993). Il concetto di organizzazione di apprendimento è diventato noto poiché le organizzazioni desiderano essere più flessibili al cambiamento. L'apprendimento è un concetto dinamico e dà risalto alla natura continuamente mutante delle organizzazioni. L'attenzione si sta spostando gradualmente dall'apprendimento individuale all'apprendimento organizzativo. L'apprendimento è essenziale per lo sviluppo degli individui; è ugualmente importante per le organizzazioni. Poichè gli individui formano la massa dell'organizzazione, essi devono stabilire le forme ed i processi necessari per inescare l'apprendimento organizzativo con il fine di facilitare il  cambiamento.

L'OL è maggiore della somma delle parti dell'apprendimento individuale (Dodgson, 1993; Fiol & Lyles, 1985). Un'organizzazione non perde le sue abilità di apprendimento quando i membri lasciano l'organizzazione. L'Apprendimento Organizzativo contribuisce alla memoria organizzativa. Quindi, i sistemi di apprendimento non solo influenzano i membri attuali, ma anche i membri futuri, a causa dell'accumulo di dati storici, esperienze, norme e storie. Creare un'organizzazione di apprendimento è soltanto la metà della risoluzione di un problema competitivo (Prahalad & Hamel, 1994). Ugualmente importante è la creazione di un'organizzazione che non apprende, che essenzialmente significa che l'organizzazione deve dimenticare parte del suo passato. Quindi, l'apprendimento si colloca in mezzo a tali fattori conflittuali (Dodgson, 1993).
 

Tre tipi di apprendimento organizzativo (Argyris e Schön)

1. Apprendimento a ciclo singolo. Qui si rilevano e correggono gli errori e le aziende continuano con le loro politiche ed obiettivi attuali. Secondo Dodgson (1993), l'apprendimento a ciclo singolo può essere uguagliato a quelle attività che si aggiungono alla base di conoscenza o alle competenze o procedure specifiche aziendali senza alterare la natura fondamentale delle attività organizzativa. L'apprendimento a ciclo singolo è noto anche come “Lower-Level Learning„  Fiol e Lyles (1985), “Adaptive Learning„ o “Coping„ Senge (1990) e “Non Strategic Learning„ Mason ('93).
2. Apprendimento a doppio-ciclo. Qui , oltre alla rilevazione e correzione degli errori, l'organizzazione mette in discussione e modifica le sue norme, procedure, politiche ed obiettivi esistenti. L'apprendimento a doppio-ciclo comporta il cambiamento della base di conoscenza o delle competenze o procedure specifiche aziendali dell'organizzazione (Dodgson, 1993). L'apprendimento a doppio-ciclo è chiamato anche “Higher-Level Learning„ Fiol e Lyles (1985), “Generative Learning„ o “Learning to Expand an Organization's Capabilities„  Senge (1990) e “Strategic Learning„ Mason (1993). L'apprendimento strategico è definito come “il processo tramite cui un'organizzazione da significato al suo ambiente in modi che estendono la gamma degli obiettivi perseguibili o la gamma delle risorse e delle azioni disponibil per l'elaborazione dei tali obiettivi.„ (Mason, 1993:843)
3. Apprendimento deuterio. Ciò accade quando le organizzazioni apprendono come effettuare l'apprendimento a ciclo singolo e l'apprendimento a doppio-ciclo. Le prime due forme di apprendimento non accadranno se le organizzazioni non sono consapevoli che l'apprendimento deve accadere. Essere consapevole dell'ignoranza motiva l'apprendimento (Nevis ed altri., 1995). Ciò significa identificare gli orientamenti o gli stili di apprendimento ed i processi e le strutture (i fattori facilitanti) richiesti per promuovere l'apprendimento. Nevis ed altri., (1995) identificano sette stili diversi di apprendimento e dieci fattori facilitanti diversi che influenzano l'apprendimento. Per esempio, uno dei fattori facilitanti è l'identificazione del gap nelle performance fra i risultati designati e le performance reali. Questa consapevolezza fa riconoscere all'organizzazione che si deve apprendere e che si devono essere creare ambienti e processi adatti. Ciò inoltre significa riconoscere il fatto che lunghi periodi di feedback positivi o di buona comunicazione possono ostruire l'apprendimento (Argyris, 1994).

L'apprendimento a doppio-ciclo e l'apprendimento deuterio hanno a che fare con il perchè ed il come cambiare l'organizzazione, mentre l'apprendimento a ciclo singolo consiste nell'accettare il cambiamento senza mettere in discussione i presupposti di fondo e le norme di base. Dodgson sostiene che il tipo di Apprendimento Organizzativo inoltre dipende dal luogo, all'interno dell'organizzazione, in cui avviene. Quindi, l'apprendimento può avvenire in diverse funzioni dell'organizzazione quali ricerca, sviluppo, design, ingegneria, produzione, marketing, amministrazione e vendite.

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