The role of organizational learning
The field of organizational learning has become very extensive in the last two decades, and this reflects a growing interest in learning processes as key drivers of organizational and economic development. In this section, however, we do not seek to review this literature as a whole. Instead, we focus on identifying a few concepts that are relevant to our inquiry into dynamic capabilities, and to explain in what ways these concepts are likely to contribute to the relevant literature.
As with dynamic capabilities, there has been much debate about how to define and delineate the field of organizational learning. In recent years this has settled down into acceptance of three major perspectives: cognitive,behavioural, and socio-political views. The
cognitive perspective is influenced by psychological views of learning, which concentrate on the acquisition, dissemination, and interpretation of knowledge, which assumes that organizational learning is based on some compilations of individual learning. Representative examples are to be found in the work of Huber (1998), March (1990), and Argote and Darr (2001). The behavioural perspective is less concerned with the knowledge that people in the organization possess, concentrating more on the actions of individuals
