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This paper presents a conceptual model that proposes how organization learning disorders influence organization performance. The model suggests that organization knowledge mediates the relationship between learning disorders and performance. Specific organization learning disorders are identified for each of the four phases of organization learning: discovery, invention, production, and generalization. The effect of learning disorders on organization knowledge is explored, and intervention hypotheses for treating the disorders are presented.

This paper provides a theoreticalframework for the study of occupational stress. The theory is based on a cybernetic model, which the authors feel is consistent with much of the empirical work already engaged in by researchers in the field of occupational stress. This model draws attention to certain information and feedback characteristics frequently neglected in research in this area.

This paper evaluates the internal and external validity of 58 work experiments-e.g., job enrichment, participative management, and autonomous group studies. The experiments are classified according to their independent and dependent variables; then each study's research design is evaluated in terms of various threats to internal and external validity. The results show that the attitudinal and performance improvements reported in the experiments are questionable but not altogether implausible. The findings of the studies appear to be generalizable to a wide range of populations and settings. Several suggestions for the improvement of research in this field are presented in light of the results of this critique.