The Organizational Learning Process: Keys to Innovate and Adapt[Le Processus d'Apprentissage Organisationnel : Clés pour innover et s'adapter]

This article aims to fill the lack of definitions and the diversity of approaches that have addressed the notion of organizational learning. By looking closely at the different approaches, we will try to cite the authors who have addressed this subject. This work constitutes a literature review of the different writings developed which allowed us to identify the different approaches to organizational learning and also the process of this phenomenon within organizations. In this context, it is impossible not to mention the behaviorist approach of splitting by several authors such as WATSON and SKINNER. For NEWLLET and SIMON and in the context of the cognitive approach; It is essential to give great importance to the subject of learning, to this end the explanation of human behavior through mental states and representations. We also talked about the different levels of learning. Simple loop learning, which consists of adapting theories in use within the organization, its main advantage improving the stability of the organization, however, it is criticized by the fact that it presents little opportunities for creativity. Double-loop learning focuses on changing beliefs, norms, and theories in action. In addition, it focuses on defining new rules based on new strategies. Triple-loop learning is considered mega-learning, since it aims to analyze previous learning and by studying the errors and problems encountered. The subject of learning, whether as an individual or even as an organization, represents the key success factor for all learning. Whereas for individualists who conceive learning through the cognitive activity of individuals in the organization. The point of view of "holists" on their part conceives organizational learning via systems, practices, procedures, routines or organizational memory