Crear conocimiento colectivamente: Aprendizaje organizacional y grupal

• Autores: Carlos María Alcover de la Hera, Francisco Gil Rodríguez
• Localización: Revista de psicología del trabajo y de las organizaciones = Journal of work and organizational psychology, ISSN 1576-5962, Vol. 18, Nº 2-3, 2002 (Ejemplar dedicado a: Gestión del conocimiento), págs. 259-302
• Idioma: español
• Títulos paralelos:
  • Creating knowledge jointly: Organization and group learning
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 24 Citas
• Resumen
  • español

    El objetivo de este trabajo es analizar el aprendizaje colectivo, en qué consiste, en quéniveles se produce, qué condiciones requiere y qué resultados aporta. Se analiza en primerlugar el aprendizaje organizacional, abordando cuestiones conceptuales previas (como la distinción entre aprendizaje organizacionaly organizaciones que aprenden); a continuación serevisan las contribuciones de distintas disciplinas, los niveles de aprendizaje, sus tipos ociclos y los modelos explicativos, su desarrollo, y las condiciones, prácticas y técnicas parasu aplicación; se concluye esta parte con un balance histórico y las perspectivas futuras. Acontinuación se analiza el aprendizaje grupal o de equipo, abordando inicialmente su definición y tipos, entre los que se distingue el aprendizaje cooperativo, el colaborativo y el transformativo; posteriormente se revisan las condiciones necesarias para llevar a cabo el aprendizaje grupal, los procesos implicados y los resultados. Como conclusión general se detecta, tanto en el aprendizaje organizacional como en el grupal, la ausencia de modelos integradores que contemplen conjuntamente los múltiples factores implicados en ambos.

  • English

    The aim of this paper is to analyse joint learning: what it is about, its levels, required conditions and results. First, organizational learning is examined by addressing conceptual is suessuch as the distinction between organizational learning and learning organizatioins. Then,contributions of different disciplines are revised, together with learning levels, types and cycles, and explanatory models, their development, conditions, practices and implementation techniques. This section ends with a historical balance and some future perspectives. Next, group or team learning is addressed: its definition and types such as cooperative, collaborative and transformational learning, conditions required to achieve group learning, processes involved and results. To conclude, a lack of integrative models both at the organization and group levels is detected.

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