'The introduction chapter by Mark Easterby-Smith and Luis Araujo introduces the reader to the unresolved issues with which the field is still grappling today...All in all, this is an interesting and useful book for both researcher and manager alike. First, and perhaps most importantly, the book incorporates multiple perspectives on learning - the psychological, sociological and the philosophical...Second, the book is neither purely theory driven, nor purely empirically driven. Theoretical contributions are complemented by empirical studies which help to illustrate the application of the theoretical constructs. I suspect that this would be of immense value to the practicing manager. Finally, the book provides a critical commentary on the state of the field in a nice compact way which should enhance its value to scholars in this area...a book which is both useful and interesting' - Organisational Studies. '[M]ost importantly, the book incorporates multiple perspectives on learning - the psychological, sociological and the philosophical...provides a critical commentary on the state of the field in a nice, compact way which should enhance its value to scholars' - Organization Studies. 'A valuable resource for academics and practitioners in management and corporate strategy, as well as those involved in management training and development' - European Foundation for Management Development. 'This is a particularly interesting and useful work because it combines some chapters which deal primarily in concepts or indeed theories, and others which describe the experiences of trying to carry out the practices involved in creating both/either organisational learning and/or the learning organisation' - Industrial and Commercial Training. 'The editors' overall assessment is that there has been insufficient dialogue between the two camps of action research and theorizing...As a contribution to mapping this divided house, the text is an apt illustration of these problems. The editor's overview is of interest' - Stephen Gibb, University of Strathclyde, MCB University Press. The debates surrounding concepts of 'organizational learning' and the 'learning organization' receive a welcome synthesis in this book. International experts explore the links between the two fields of enquiry, which hitherto, despite their intersecting concerns, have represented separate constituencies, literatures and perspectives. The book provides a much-needed integrated framework of concepts and theories which draws on current insights from management cognition, theories of knowledge and learning, management practice and work psychology.