Organizational Learning & Learning OrganizationVillardi and Leitão (2012) explained the fact that the term Learning Organization cannot be understood without considering the prevailing paradigm of business and learning organizational that requires managerial thinking. It is concluded that the concept of Learning Organization can definitely provide a potential to transform changes in a company to reconceptualize the business organization. Guţă (2012) discussed that organizational learning is a way to gain competitive advantage since it results in increasing the intellectual capital of the organization. It was concluded that in the context of the knowledge society organizations must develop learning processes at the organizational level or become learning organizations themselves. Managers are required to undertake a series of changes to this end. Torlak (2011) focuses on developing a comprehensive understanding of the learning organization and provides an evaluation of past history data in order to develop some propositions for future research. agenda. It is found that a learning organization is like a system that not only provides a strategy, plan or structure, but also one that pays attention to the different ways of thinking existing in the organization in order to find suitable strategies to deal with them. Huysman (2009) attempted to bridge the conceptual gap found between the literature on Learning Organization and that on Organizational Learning. The two streams work completely independently of each other. The concept of Learning Organization links learning to improvement while Organizational Learning does not pay much attention to outcome or performance technology and organizational effectiveness. It was found that there are limited empirical studies on the effects of training and performance support technologies on organizational effectiveness and therefore new measures may be needed to address the effectiveness of learning organizations. Huber (1991) provided a broader and more evaluative form of the literatures relating organizational learning to organizational effectiveness. It has been defined that it is not always true that learning in an organization will always lead to organizational effectiveness. Among many conclusions, it was concluded that corrective action is needed in the context of the fact that research-based guidelines for increasing organizational effectiveness can never be achieved solely on the basis of work on organizational learning.