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題名：組織學習動態過程模式與成人學習理論整合之探討
作者：黃月春 引用關係
作者(外文)：Yueh-Chuen Huang
校院名稱：國立雲林科技大學
系所名稱：管理研究所博士班
指導教授：林尚平
學位類別：博士
出版日期：2013
主題關鍵詞：外顯知識；雙環學習；單環學習；內隱知識；成人學習理論；學習型組織；Double-Loop Learning；Single-Loop Learning；Adult Learning Theory；Learning Organization；Tacit Knowledge；Explicit Knowledge
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本研究以A公司為個案，採用定性與定量相結合的調查方法來探討個案公司實踐新型變革活動而成為學習型組織的過程與效果，並建立一組新的模式。起初，A公司借助傳統方法和概念（結構化的正式訓練和教育）以建構學習型組織，但由於該公司的員工不願進行學習和改變而導致變革無法成功。正如Argyris描述，這是學習型組織面臨的一個普遍問題。為解決此問題，A公司開始採用一種新型且更加人性化、靈活的方法，透過在既有的組織學習理論中，加入成人學習理論來發展學習型組織，包括：單環學習，雙環學習及4I模型（即直覺，解釋，整合和制度），藉以促進知識分享，並減少學習型組織負面情況的發生的機率。本研究結果顯示，在既有的組織學習理論基礎上，引入一種新型且更適配的觀點是一項成功的實踐，不僅更瞭解從內隱知識到外顯知識、直覺到體制（即4I模型）、個人層級到組織層級的整合與轉化過程，以及單環及雙環學習的實踐操作，也解決了專家和高層管理人員反對學習的問題。
This is a case study paper. The case in this article, Firm A, had continuously tried to transform itself into a learning organization. The first time, it used the traditional method and concept (formal and structured training and education) to build its learning organization and was unsuccessful. People in the company resisted learning and change, which is, as depicted by Argyris, a common issue for learning organizations. To conquer this problem, Firm A started to use a new, more humane and flexible method to guide the development of its learning organization by integrating the concept of adult learning theory into existing organizational learning theories, which included single- and double-loop and the 4I model. The role of adult learning theory served as a motivator for knowledge sharing. Therefore, the major research goals of this study are to extend the existing theories of learning organization put forth in the 4I model by adding more complicated ideas to it. One minor goal of this research is to show that the first stage of organizational learning, “intuiting,” is the hardest to implement when starting a learning organization. Particular attention should be paid to this step, and with the addition of adult learning theory, the possibility of facing a negative situation should be reduced. A second less important goal is to explain how to assess organizational learning, and how the flow of single- and double-loop learning takes place within a learning organization. This paper brings a new and more adaptive perspective for building a learning organization upon existing organizational learning theories. Through this case study, the integration and transformation from tacit knowledge to explicit knowledge, intuition to institution, and individual level to organizational level are illustrated. The practices of single- and double-loop learning are also well depicted by this study.
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