Social Architecture as a Prerequisite for Organizational Learning
认为组织学习不仅是个人认知活动，更是社会关系与认知的结合，提出社会认知冲突作为学习机制，并强调组织需主动构建社会网络来促进学习，不同问题情境需要不同类型网络。
Organizational learning is often viewed as an individual cognitive activity. However, in the organizational structure, it is only the conditions to improve individual learning that can be created. In this article, it is argued that organizational learning can better be understood as a social-relational and a cognitive activity. Cognitive learning depends on the organizational members who participate in the learning process. The concept of the socio-cognitive conflict is suggested as a form of organizational learning in which the relationships between the participating members cause and determine (the result of) the learning process. Starting with this notion of the socio-cognitive conflict as a vehicle for learning it is reasoned that the organization has to provide the underlying social networks to foster learning. Social networks should be actively installed. The question of which social network is appropriate for learning depends on the problem situation. Drawing heavily on insights from social networks, different types of networks are identified which foster learning in specific problem situations.