LearningRes

Learning

Purpose of Research: To explore the adult learning process in both individual and organizational settings to empower people to reach the fullness of their potential.

Learning is a dynamic process that manifests itself in the continually changing nature of people and organizations, as exemplified by innovation, collaboration, culture shifts and high morale, especially during times of uncertainty and external challenge. The relationship between Learning and Knowledge was the focus of early research.

Learning in the Knowledge World (PDF, 30 pages)

Learning is essential for the growth of individuals. Individual learning is the act or process of acquiring data, information, skill or knowledge. It is sometimes interpreted as the modification of behavior through practice, training, reflection or experience. Growth is the process individuals undergo as they develop into more mature, well-rounded, knowledgeable and complex human beings. As people grow they develop from simpler to more complex individuals able to deal with ambiguity, complex problems and morally and ethically challenging situations. Growth comes from learning through experience, reflection, comprehension and corrective action from feedback. Thus, learning is essential for the growth of individuals just as organizational learning is necessary for the growth of organizations.

To explore selected findings in neuroscience that can enhance adult learning, the recent field of neuroscience (over the past two decades) was scanned for findings related to adult learning. The experiential learning process was then viewed from the conceptual framework of (a) consilience (linking facts and theories across disciplines), (b) information and knowledge, (c) constructivism, and (d) complex adaptive systems. Models were developed to show the relationship between 13 neuroscience areas and experiential learning, with a new model of adult experiential learning emerging. The research methodology, results and discussion of results are available for download. Major Research Study

The term organizational learning may refer to individual learning within the organization, the entire organization learning as a collective body, or anywhere in between these extremes. However, much organizational learning centers around the team and organizational levels. From a knowledge management perspective, all levels of learning are important and all must be nurtured and made a natural part of the structure and culture, although to date, most of the knowledge management emphasis has been put on team and organizational learning and knowledge. For this reason, organizational learning refers to the capacity of the organization to acquire and apply the knowledge necessary to survive and compete in its environment.

Organizational learning is significantly different from individual learning in that it requires a sharing of language, meaning, knowledge, objectives and standards. As the organization learns, it generates a social synergy that creates and shares knowledge, adding value to its knowledge workers as well as to its overall performance. For this reason, knowledge management and organizational learning have a symbiotic relationship to each other, providing that leadership and managers give each area the needed resources, respect and backing. For example, the creation, storing and sharing of knowledge, a universal goal of knowledge management, greatly enhances the ability of an organization to learn. See the papers in the Learning area of the Publications section.

If there is any part of this collection of thoughts that you do not understand or would like to discuss, please call 304-799-7267 and ask for David or Alex. If we are not available please leave your name and phone number and we will return your call as soon as possible. You may email Alex at alex@mountainquestinstitute.com