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Abstract

Our paper seeks to contribute to the understanding of organizational learning by (a) integrating existing models of organizational learning into a single model and (b) expanding the model to include inter-organizational learning, adding key contingencies suggested by the growing literature on neuroleadership, and incorporating a process dimension to reflect the fact that organizational learning is continuous and dynamic. The resulting expanded model of organizational learning encompasses four levels on which learning can occur: individual, team, organizational, and inter-organizational. The overall validity of the model is illustrated by applying it to two knowledge-intensive Slovenian firms. Implications for theory and practice are discussed.

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