Beyond the Learning Process and Toward the Knowledge Creation Process: Linking Learning and Knowledge in the Supportive Learning Culture Seung Won Yoon, PhD, Ji Hoon Song, PhD, and Doo Hun Lim, PhD H ow does effective learning for employees occur within an organization? And how can organiza- tions become more adaptive, responsive, and intelligent as a result of learning? These questions are frequently the subject of research in human resource development and performance technology. For effective learning, instructional and program design factors en- hancing work transfer have been the main research focus (Lim, 2000). Apart from this direction, learning has also been studied at the organizational level by researchers of organizational learning (Argyris & Scho ¨n, 1996; Marsick & Watkins, 1999; Senge, 1990). These researchers ac- knowledge that organizational learning originates from employees’ active and collaborative learning. In this line of research, factors other than learning, such as culture, leadership, system alignments, empowerment, team- work, and collaboration, have been established as primary factors facilitating learning (Yang, Watkins, & Marsick, 2004). Despite common practices of applying theories of individual learning to employee development (Noe, 2004) and recognizing learning theories as the main pillar of organizational and human resource development (Swanson & Holton, 2001), few attempts have been made to synthesize views of individual learning with organizational learning. Problem Statement and Research Significance The scope of learning and performance technology professionals’ work over the past decades has continuously expanded from the earlier focus on 49 PERFORMANCEIMPROVEMENTQUARTERLY,22(3)PP.49–69 & 2009 International Society for Performance Improvement Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/piq.20060 This integrative literature review synthesizes the concepts and process of organizational knowledge creation with theories of individual learning. The knowledge conversion concept (Non- aka & Takeuchi, 1995; Nonaka, Toyama, & Byosie ` re, 2001) is used as the basis of the organizational knowledge creation process, while major learning theories relevant to working adult learners are newly synthesized into four types of individual learning processes: adaptive, generative, transformative, and reflec- tive. The results suggest an integrative conceptual flow map of individual and organizational learning facilitated by culture and management system en- ablers. Implications for using this con- ceptual framework for practicing performance technology solutions are also discussed.