This thesis presents an investigative analysis of organisational learning and addresses two key gaps evident within the literature:

1. Diversity of thought over what constitutes organisational learning
2. Lack of empirical study that authenticates the 'practice' of organisational learning In examining these two gaps this thesis provides a synthesis of the fragmented literature, resulting in the development of five core tenets that together constitute organisational learning. Until now, this type of synthesis has never been undertaken. The core tenets are then tested to address the question of whether organisational learning is practiced. This involved a Content Analysis of reports made by Senior Management in leading New Zealand organisations. A pragmatic approach was used in analysing this data, allowing for both quantitative and qualitative methods. The chief finding of this study is that four of the five tenets of organisational learning are prevalent, to varying degrees, among the New Zealand organisations studied.