Most training and educational professionals have focused their efforts on inculcating learning within individuals rather than within organizations. This is understandable, writes Forman, because so much needs to be accomplished to improve the efficacy of schools and corporate training programs. The notion of organizational learning has been ambiguous, difficult to comprehend and unfamiliar. But the competitive strength of companies and countries is not tied not to physical resources but to the knowledge and skills of people. These people do not work in isolation: they work in teams and informal groups, and in multiple roles. Teams regularly span offices, divisions and continents. In this changed environment, there needs to be a way to discuss cumulative learning among individuals in teams, communities and organizations. Forman discusses the need for a practical framework to facilitate communication about organizational learning that has it roots in both instructional design and organizational development practices. The proposed framework includes two levels. The first, the contribution level, refers to what individuals, teams and groups do to develop new knowledge processes, approaches and products. The contribution level represents the collective performance improvement of the organization, and includes the capabilities of learning, collaboration, leverage and innovation. What Forman calls the multiplier level expands and magnifies contributions throughout the organization via mentoring, networking and inspiration. By creating an environment in which knowledge is meaningful to both the individual and the organization, both will grow. (Article contains 4 figures.)