Current research suggests that organizational learning (OL) occurs through different processes and describes various types of learning that are used in organizations. What is unclear, though, is what circumstances prompt an organization to engage in one learning process or the other. Equally confusing is the underlying relationship between learning processes and the types of learning. To address these issues, we develop a contingency model of organizational learning and suggest that perception of the environment influences the use of learning processes. We also show that differential emphasis on learning processes results in different types of learning. Our conceptual model connects perceptions of the environment, learning processes, and types of learning. The contingency framework offered in this article provides a more holistic perspective of OL and has implications for future research and management practice.
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