Organizational learning can be labeled “[. . .] as a field toward to the study of cognitive and social processes of knowledge in organizations that are imbricated in organizational and work practices” (Boff & Antonello, 2011, p. 184). In this perspective, knowledge is seen as content and learning the process by which knowledge is acquired (Easterby-Smith & Lyles, 2003). ForChiva and Alegre (2005) organizational knowledge ismainly in the field of strategic management, and makes use of economic language, whereas organizational learning is dominated by academics in the area of human resources. Organizational learning has been implemented as a field of study among researchers from the 1990s (Bapuji & Crossan, 2004),suggesting the need for maximizing the use of knowledge in organizations efficiently (Chiva & Alegre, 2005; EasterbySmith & Lyles, 2003). A generic definition for organizational learning isthe way in which the organizationslearn. It is characterized as an essential component in organizations that operate in turbulent environments, in which knowledge acts as a key resource (Jiménez-Jiménez & Cegarra-Navarro, 2007). Organizations that emphasize the learning in this type of environment are able to optimize the competitive experience (McGill & Slocum, 1993). With regard to these definitions, organizational learning helps organizations create, transfer and integrate knowledge and experience, as well as to learn continuously. The ability of organizational learning are the organizational and management characteristics that facilitate organizational learning process (Tohidi, Seyedaliakbar, & Mandegari, 2012). The ability of organizational learning is defined as all organizational and managerial practices that facilitate the learning process (Chiva, Alegre, & Lapiedra, 2007). In the same line of thought, Mbengue and Sané (۲۰۱۳) argue that it is the set of management practices that facilitate the learning process, or, as a set of mechanisms that increase the ability of an organization to maintain and improve its performance. Innovation is related to the ability of organizational learning. Authors like Calantone, Cavusgil, and Zhao (2002) and Alegre and Chiva (2008) point out that organizational learning is described as one of the factors that precede the innovation. Jiménez-Jiménez and Sanz-Valle (2011) emphasize that organizational learning, innovation and performance are interrelated factors. Innovation implies novelty and use (Alegre & Chiva, 2008) and may trigger direct results in organizational performance or work with the innovative performance, i.e., in the results arising from innovation (Alegre, Lapiedra, & Chiva, 2006).