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Organizational Learning: Diverging Communities of Practice?
Mark Easterby-Smith
Lancaster University, m.easterby-smith{at}lancaster.ac.uk
Robin Snell
City University of Hong Kong, bmsnell{at}cityu.edu.hk
Silvia Gherardi
Università degli Studi de Trento, sgherardi{at}riscl.gelso.unitn.it
This article provides an overview of current debates in the field of organizational learning through the device of examining key `divergencies' within the literature. Clear divergencies are noted in two areas: first, between the practitioner literature which is primarily engaged in creating learning organizations and the academic literature which is engaged in the study of learning processes in organizations; and, second, in the views of both academics and practitioners about the nature and essence of organizational learning. In addition, but with somewhat less significance, divergencies are noted in the preferred ways of investigating and researching into organizational learning, and ways of improving the ability of organizations to learn. The article then identifies power as an issue that has received limited attention in the literature, but which appears to underlie many of the above divergencies.
Management Learning, Vol. 29, No. 3,
259-272 (1998)
DOI: 10.1177/1350507698293001
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