Introduction In the face of escalating global competition, convergence of technology, and an exponential explosion of knowledge, organizations endeavoring to sustain their competitive advantage in the marketplace must strengthen their capacity to position and exploit their tangible and intangible assets to the fullest (Yeung et al, 2010). Increasingly, the capability of an organization to achieve and maintain a competitive edge inarguably depends on its commitment and success in managing such intangible resources as manpower skills, organizational adaptability, flexibility, propensity to experiment, knowledge bases, and many other strengths that are unique to the organization, and which other competitors cannot provide (Argyris, 2004). Many business analysts and other theorists are firm on the assertion that in the knowledge-based economy witnessed in the 21 st century, organizational learning, ability to adapt to change, and innovation are the most fundamental intangible assets that any organization needs to obtain and exploit to attain maximum organizational performance, effectiveness, and growth (Chiva & Alegre, 2009). By critically comparing and contrasting the concepts of organizational learning and learning organizations, this essay aims to bring out the strong points in each concept that can effectively be used by organizations to achieve their goals. Defining ‘Organizational Learning’ and ‘Learning Organizations’ It is imperative to look at what the process of learning actually entails before attempting to define the concepts. According to Wilhelm (2009), learning is basically the acquisition of knowledge, behaviors, value systems and skills through an active process of synthesizing diverse types of information. As such, organizational learning is an increasingly popular area of knowledge within organizational theory that concerns itself with studying and evaluating different models and theoretical perspectives about the way an organization learns and adapts to change (Wilhelm, 2010). In organizational development, learning is incorporated as a distinguishing feature of an adaptive organization in terms of creating an enabling environment for the organization to sense changes in indicators from internal as well as external environment and adapt accordingly. Organizational learning can be defined from either the technical or social perspective. According to Marshall & Smith (2009), “…the technical view assumes that organizational learning is about the effective processing, interpretation of, and response to, information both inside and outside the organization” (para. 7). However, the social view on organizational learning takes a deep interest on how individuals make sense of their daily experiences at work. These experiences, according to the author, often derive from unambiguous sources or from implicit sources. On the other hand, learning organization as a concept of organizational development employs theoretical and conceptual findings of organizational learning and other objective sources of information in order to stipulate concrete and tailor-made recommendations about how to come up with organizations that have the capacity to effectively and efficiently learn (Kline & Saunders, 1997). As such, a learning organization is the expression given to an organization t