Social architecture as a prerequisite for organizational learning

Organizational learning is often viewed as an individual cognitive activity. However, in the organizational structure, it is only the conditions to improve individual learning that can be created. In this article, it is argued that organizational learning can better be understood as a social relational and a cognitive activity. Cognitive learning depends on the organizational members who participate in the learning process. The concept of the socio-cognitive conflict is suggested as a form of organizational learning in which the relationships between the participating members cause and determine (the result of) the learning process. Starting with this notion of the socio-cognitive conflict as a vehicle for learning, it is reasoned that the organization has to provide the underlying social networks to foster learning. Social networks should be actively installed. The question of which social network is appropriate for learning depends on the problem situation. Drawing heavily on insights from social networks, different types of networks are identified which foster learning in specific problem situations.