Abstract The literature on organizational learning is dominated by contributions stressing the competitive advantages that organizations can reap from engaging in learning and the rewarding experience employees can expect to enjoy in learning organizations. The tenor of most publications is optimistic, suggesting that learning is a natural, ongoing process or at least that it will progress smoothly through the phases defined by the theories once a learning process has been initiated. In reality, however, organizational learning is neither an effortless nor an automatic process, for the media continues to report regularly on troubled and failing organizations. What, then, are the blockages to organizational learning?
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