Handbook of Organizational Learning and Knowledge Management, Second Edition

Abstract

Psychological learning theories are assessed along two continua. We start by examining theories which hold that learning is susceptible to control and direction as opposed to unfolding naturally in the workplace. Here, we examine behavioral reinforcement theory as well as cognitive learning theory and extend the discussion by highlighting the organizational-level implications of this perspective. By reference to notions of distributed cognitions as well as social cognitive theory, we examine person/context reciprocity, again drawing out the implications for organizational learning. The polar opposite for this dimension—which suggests that learning evolves naturally—draws on situated learning theory and the logic for ‘learning by doing’ and communities of practice. A second continuum in our framework investigates distinctions where individuals as opposed to groups have been taken as the focal point of inquiry. We conclude by examining an area that has received relatively scant attention: the role of emotion in learning.