Information technology and organizational learning: a review and assessment of research

This paper reviews and assesses the emerging research literature on information technology and organizational learning. After discussing issues of meaning and measurement, we identify and assess two main streams of research: studies that apply organizational learning concepts to the process of implementing and using information technology in organizations; and studies concerned with the design of information technology applications to support organizational learning. From the former stream of research, we conclude that experience plays an important, yet indeterminate role in implementation success; learning is accomplished through both formal training and participation in practice; organizational knowledge barriers may be overcome by learning from other organizations; and that learning new technologies is a dynamic process characterized by relatively narrow windows of opportunity. From the latter stream, we conclude that conceptual designs for organizational memory information systems are a valuable contribution to artifact development; learning is enhanced through systems that support communication and discourse; and that information technologies have the potential to both enable and disable organizational learning. Currently, these two streams flow independently of each other, despite their close conceptual and practical links. We advise that future research on information technology and organizational learning proceeds in a more integrated fashion, recognizes the situated nature of organizational learning, focuses on distributed organizational memory, demonstrates the effectiveness of artifacts in practice, and looks for relevant research findings in related fields.