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The individual collective dialectic in the learning organization
Citation
Lee, Y. J., & Roth, W.-M. (2007). The individual collective dialectic in the learning organization. The Learning Organization, 14(2), 92-107. https://doi.org/10.1108/09696470710726970
Abstract
Purpose – The purpose of this paper is to answer two interrelated questions: “Who learns and how in the learning organization?”. By implication, many theories of the learning organization are adressed that are based on a static and erroneous separation of individual and collective.
Design/methodology/approach – Four episodes from a larger case study exemplify the theoretical arguments. These were based on a longitudinal ethnographic study of a salmon hatchery and the public‐sector organization to which the former was accountable. Conceptual framework is strongly dialectical: in their actions individuals concretely reproduce the organization and, when actions vary, realize it in novel forms; organizations therefore presuppose individuals that concretely produce them. However, without an organization, there would be no aim or orientation to individual actions to speak of in the first instance.
Findings – The paper finds that individuals learn, through the production of socio‐material resources, notions of organizations which are not abstract. These resources increase action possibilities for the collective, whether realized concretely or not. Expansive learning in individuals is co‐constitutive of learning in organizations and decreasing interest in individual learning constitutes decreased levels of action possibilities for the collective.
Research limitations/implications – The paper shows that using this framework, it becomes problematic to separate individual and collective learning.
Originality/value – The paper shows that access to participation by all members is a key component as are affordances given by the organization for the development of individuals.
Design/methodology/approach – Four episodes from a larger case study exemplify the theoretical arguments. These were based on a longitudinal ethnographic study of a salmon hatchery and the public‐sector organization to which the former was accountable. Conceptual framework is strongly dialectical: in their actions individuals concretely reproduce the organization and, when actions vary, realize it in novel forms; organizations therefore presuppose individuals that concretely produce them. However, without an organization, there would be no aim or orientation to individual actions to speak of in the first instance.
Findings – The paper finds that individuals learn, through the production of socio‐material resources, notions of organizations which are not abstract. These resources increase action possibilities for the collective, whether realized concretely or not. Expansive learning in individuals is co‐constitutive of learning in organizations and decreasing interest in individual learning constitutes decreased levels of action possibilities for the collective.
Research limitations/implications – The paper shows that using this framework, it becomes problematic to separate individual and collective learning.
Originality/value – The paper shows that access to participation by all members is a key component as are affordances given by the organization for the development of individuals.
Date Issued
2007
Publisher
Emerald
Journal
The Learning Organization