This article explores the need for further research on the linkages between individual and organizational learning and proposes that an in-depth examination of how learning occurs at the executive level may yield some important clues about the micro-level dynamics underlying organizational learning. It is argued that a major obstacle to research in this domain is the dominance of the idea that learning is an individualistic form of activity and that knowledge is embedded in the invisible cognitive world of individual players. It supports an alternative view that learning is a social practice and that knowledge grows out of the interplay between interpersonal relationships and everyday `sensemaking' activities in the workplace context. Four theoretical frameworks are reviewed with the suggestion that they might form a useful platform for more precise and practical organizational learning research.
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