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In western economies with aging populations, organizations are increasingly challenged to understand and manage employees' retirement expectations. At the same time, employees' relationships to retirement decisions and the age at which they expect to retire are likely to change as their careers unfold. This article seeks to inform the careers and management literatures on factors contributing to retirement intentions at different career stages. Using a sample of mid-and late career professionals with MBAs, we find that mid-career professionals expect to retire three years earlier than those in late career (age 62 versus age 65.) Work centrality is associated with intentions to retire later, while positive retirement attitudes and higher income are associated with intentions to retire earlier. Furthermore, the expected retirement age is more sensitive to income at mid-career (than at late career) and is more sensitive to work centrality at

Organizational learning is depicted most frequently as an intra‐organizational information processing activity, but the role that experience plays in the development of organizational knowledge has recently become a more central focus of learning theories. The two primary perspectives on organizational learning present strikingly different depictions of the relationship between action and learning: systems‐structural models based on positivist epistemological assumptions emphasize internally‐directed information collection and distribution activities aimed at reducing uncertainty; interpretive models utilize an interpretivist epistemology that emphasizes the necessity of taking action in ambiguous circumstances as a means of creating knowledge. Proposes that neither of these alternative views of organizational learning describe how learning outcomes vary as a consequence of different types of action and that, specifically, previous models of organizational learning have not emphasized the critical role that creative actions play in the development of organizational knowledge. Delineates assumptions which serve to legitimize creative action taking within organizational contexts, and describes the learning outcomes which result from creative and routine actions. Extends previous models of organizational learning which emphasize cognition and communication processes by distinguishing the varied influences that different actions have on the production of knowledge.