View article

Organizational learning is depicted most frequently as an intra‐organizational information processing activity, but the role that experience plays in the development of organizational knowledge has recently become a more central focus of learning theories. The two primary perspectives on organizational learning present strikingly different depictions of the relationship between action and learning: systems‐structural models based on positivist epistemological assumptions emphasize internally‐directed information collection and distribution activities aimed at reducing uncertainty; interpretive models utilize an interpretivist epistemology that emphasizes the necessity of taking action in ambiguous circumstances as a means of creating knowledge. Proposes that neither of these alternative views of organizational learning describe how learning outcomes vary as a consequence of different types of action and that …