Years of research have revealed that learning is a continuous process that is essential for the existence and effective performance of organizations. Unexpected changes may take place in companies, for example, retirements. Some of them may require the organization to alter their goals, policies and products. The remaining members of staff should have the ability to adapt seamlessly.

Proponents of individual learning assert that it is influenced by the assumption that education has social benefits, and can be achieved in three forms thus formal, informal, and incidental. The participants are required to form a relationship between themselves and their environment.

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A good method of determining whether there is progress is proposed by the activity theory. Organizations should engage their employees in group activities, instead of assigning responsibilities to individuals. Any notable changes in employee behavior provide a new concept of education referred to as organizational learning.

Parsons Theory is known to stress the importance of the relationship between individual behavior in a social setting, and their ability to cope to their environment. This provides an option for learners to undertake actions individually or collectively since they have a plethora of options at their disposal. This concept, if properly taken advantage of will establish the most excellent scaffold on which learning interventions can be developed.

The dance supposition has been proposed in a bid to explain another mode of learning. It is widely used, for the fact that it illustrates the process one has to go through during the learning process. It gives prominence to the need of widespread participation by every stakeholder. A person engages his whole being, by involving both his emotional and spiritual self. Dialog in emphasized since an organization is believed to be human a construction.

The theory explains that shared understanding can be achieved among employees, if a course of action that is specifically formulated for the purpose is employed. Although there is no single procedure for attaining this, it lays emphasis on the fact that collective learning calls for engaging of multiple aspects, as opposed to individual ideas.

The learners should have excellent inter personal skills that are mandatory for a harmonious coexistence with their peers. Since it is mandatory for them to possess knowledge of dialog techniques, the above mentioned skills will be complementary. Overall, it is essential to maintain the identity of all participants while getting the best out of their collective effort.

Lastly, the theory can be employed to determine a proper chronology of strategies that can be used in different scenarios. It proposes the use of interventions and other requisite measures to ensure the team works in harmony towards achieving established goals.

Experts have realized the importance of reviewing the role of metaphors, especially in the process of collective learning. Improper use has greatly affected our capacity to rightfully understand the dynamic procedures that take place during such activities. Critics argue that most people define this concept basing on singular results, regardless of whether they are positive or negative.

The proponents in turn deal with people individually as opposed to giving group tasks to be performed. Subsequent evaluation is also done individually, despite having the respondents clustered in groups. They propose that more emphasis should be placed on group tasks and learning systems should be altered accordingly to accommodate these changes.