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The purpose of this research is to get a clear view on how can we judge groups in relation to the characteristics of a community of practice (CoP), and the presence of collective learning in these groups.

A review of literature on collective learning and CoPs led to the development of a conceptual model, which was tested through case study research against empirical data from three groups in organizations.

The groups differed concerning group characteristics, but also concerning the collective learning processes and learning outcomes present. The group that can be characterized as a CoP learns a lot, but the (learning) processes in the group are not always in favour of the organizational learning process.

The conceptual framework was helpful to evaluate the characteristics of CoPs in relation to collective learning. These findings suggest that it will be interesting to expand the model, for example with consideration to the way CoPs experience the need to change.

The developed framework might help managers to judge if groups in an organization have characteristics of a CoP, if they are in balance and what might be needed to develop towards an ideal CoP with a great learning potential.

A first attempt is made to build a framework for judging CoPs for several aspects of their functioning. The research also shows that CoPs are not always stimulating forces for organizational learning.

This paper aims to generate both a theoretical and an empirical basis for a research model that serves in further research as an analytical tool for understanding the complex phenomenon of learning at different levels in a work organisation. The key concept in this model is the routine concept of Nelson and Winter.

A review of the literature in the academic fields of educational sciences, industrial sciences, economics, social psychology and sociology is used to develop a conceptual model that could serve as an analytical instrument to describe the ongoing dynamics, i.e. learning processes at different levels. The theoretical findings were tested against empirical data of an industrial bakery in order to evaluate if the theoretical concepts help to identify possible mechanisms that account for parallel learning processes at different levels.

The paper gives an overview of possible key concepts that helps in explaining what happens at the intersection between individual and team, and team and organisation. This paper concludes that the concept of routines is the most sufficient for understanding the coordinating mechanism between the different aggregation levels in an organisation.

As organisations are modelled as a set of interlocking routines, innovation can be understood as the change of routines. The central question in future research is: “How do routines change?”

By taking a multi‐disciplinary approach, economic theories on innovation and educational theories on learning are combined. Such combination seems fruitful to bridge individual and organisational learning.