Learning as cognition: a developmental process for organizational learning

Abstract

Purpose The aim of this article is to present a viewpoint from learning as individual and group cognition for the benefit of organization learning scholarship. Design/methodology/approach Conceptual viewpoint of the author. Findings The results demonstrate that perspective of intentionality is important for understanding how learning as cognition develops into organizational learning. Practical implications Organizations that recognize perspective as the agency by which learning as cognition develops organizational learning have a better opportunity to remain competitive. Originality/value This paper provides a basis to advance understanding on how perspective influences learning as cognition as a developmental process for organizational learning.