The objective of this article is to map the manyfacets of organizational learning into an integrative and parsimonious conceptual framework that can help researchers and practicioners identify, NA. The article addresses the gap between theoryand practice of organizational learning byproviding a working definition of “productive organizational learning” and then describing the conditions under which organizations are likelyto learn. The model presented draws on scholarly organizational learning literature, practicioner accounts, and our own experiences as researchers and practitioners. It argues that learning by organization, as distinct from learning in organizations, requires the existence of organizational learning mechanisms. These mechanisms, which represent the “structural facet, ” are necessarybut not sufficient for generating productive organizational learning. The qualityof organizational learning depends on additional facets of organizational learning (cultural, psychological, policy, and contextual), which facilitate or inhibit learning and are also explored in this article.
ASJC Scopus subject areas
- Applied Psychology