Towards a Differential Perspective on Organizational Learning and Knowledge – ‘fight or Flight’ or ‘flow’?

Mainstream scientific approach to organizational learning (OL) and knowledge (OK) focuses principally on the social aspects of learning and knowledge. Berends & Lammers (2006) explore the dynamics of OL, listing different structured process models that try to captivate the phases of activities that represent organizational learning; The adaptive model The experiential learning circle The social learning circle cycle The organizational learning cycle The 4-I model of organizational learning In their article, organizational learning is defined as enhancing the organizations capabilities to act in relation to future change (Berends & Lammers, 2006). In our opinion, definitions of organizational learning and knowledge (OLK) lack a necessary theoretical coupling between the individual, group and organizational aspects of learning. The fact that any kind of learning has an individual basis seems to be ignored or (at best) is taken for granted in the existing theoretical frameworks related to OLK. The individual is treated as an item – two individuals as two items, and so forth. The intention of this essay is to construct a theoretical base for OLK which includes empirical findings and theoretical constructions on the individual, group and organizational level. Since learning, emotions and feelings are fundamental individual processes – it is also vital to get an understanding of the impact of individual emotions and feelings in organizational learning.