The Social Construction of Organizational Learning: Conceptual and Practical Issues in the Field
提出一个更广泛的组织学习概念，将其视为社会建构过程，把获取的认知转化为可解释的抽象知识，并讨论对管理实践和组织研究的意义。
The field of organizational learning (OL) has been characterized by a wide diversity of opinions, definitions, and conceptualizations. After discussing difficulties associated with previous conceptualizations of organizational learning, this paper suggests a broader conceptualization which is consistent with and integrates diverse perspectives in the field of OL. To the extent that organizations continuously act and enact their environments, cognitive processes associated with learning continually take place whether the organization recognizes it or not. OL cannot be understood without taking into account the continuous ongoing change of organizational cognitive structures. However, learning is only recognized when an observer identifies and contextualizes those changes. Thus, organizational learning can be interpreted as a social construction which transforms acquired cognition into accountable abstract knowledge. The paper concludes by discussing the implications of this conceptualization of learning on management practice and organizational research.