Beliefs about organising learning: A conceptual and empirical analysis of managers and workers learning action theories

This article describes research on the action theories that managers and workers hold toward organising learning. It begins with a conceptual analysis of learning action theories, then the empirical research is reported. The aim was to deter-mine the dimensions in people's perceptions of the learning system and whether these form more or less stable profiles. These perception profiles are interpreted as representing the respondents' learning action theories