Purpose: To critique individual learning experiences in organization, explore the role people play in inhibiting learning in organization and explore theories of individual learning as "theories in use", drawing on a metaphor of steps and dance. Design/methodology/approach: Based on a subjective qualitative approach engaging in semi-structured interviews with individual participants and narrative data analysis. A metaphor of "steps" and "dance" is used to analyse narrative data and theories "in use"; the "steps" imply a fixed form which constrains the individual within the confines of the job role, while the "dance" relates to a fluidity and flexibility which enables individuals to express movement and therefore learning. Findings: Empirical data reveal a level of "not learning" in practice and raise the significance of both upward and downward feedback and questioning in learning levels. Results highlight the management-employee relationship and the crucial role of managers in unlocking or inhibiting individual learning. In "Scriptorg" individuals are trapped in a cycle of "ot learning" or at best single loop learning; new steps are inhibited by the management approach and there is no evidence of "dancing" in learning terms. Originality/value: The paper examines theoretical insights in practice through case study exploration to highlight the significance of managers in inhibiting individual learning in organization and reinforces that practitioners should focus on interventions that unlock managerial learning, addressing the psychological and behavioural characteristics of managers, consequently enabling individuals to dance.