本文试图阐明知识、组织形式以及社会体制是怎样交互作用而形成各家公司的学习和创新能力的。文章的重点是教育和培训制度以及不同类型的劳动力市场 ,把它们视为形成公司劳动组织和学习基础的社会体制。本文申论 :默契的知识 (tacitknowledge)构成知识经济中学习和可持续竞争优势的一个最为重要的源头 ,而默契的知识若无社会交流和劳动力流动便难以创造和传授。如果体制能够操作默契的知识 ,把它用做学习的源头 ,便很有可能产生强大的创新能力。文章通过分析提示 ,培养竞争能力有两种利于学习和创新的模型 ,这就是“机构群体”模型和“行业群体”模型。文中考察了日本的、美国和英国高技术群的以及丹麦的案例 ,申论各个社会的不同体制安排将会继续发展不同的组织形式和学习战略 ,从而在某些部门具有优势而在另一些部门则受到限制。学习和创新模式中那些体制化的差异于是再生产出互不相同的地区性或国家性的技术专长模式 This article attempts to clarify how knowledge, organizational forms and social institutions interact to form the learning and innovation capabilities of companies. The article focuses on education and training systems and different types of labor markets, viewing them as social institutions that form the basis of the company’s labor organization and learning. This article states that tacit knowledge constitutes one of the most important sources of learning and sustainable competitive advantage in a knowledge-based economy, and tacit knowledge can hardly be created and taught without social interaction and mobility. If the system can operate tacit knowledge, use it as the source of learning, it is likely to have a strong ability to innovate. Through analyzing and prompting, the article has two models that are conducive to learning and innovation in cultivating competitiveness. These are the “community” model and the “industry group” model. The article examines the case of Japan, the United States and the United Kingdom high-tech cluster and Denmark, to apply different institutional arrangements in various societies will continue to develop different organizational forms and learning strategies, which in some departments have an advantage while in others restricted. The institutionalized differences in the learning and innovation paradigm then reproduce regional and national technical expertise that differ from each other