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It is clear that organisations depend on individual learning but that there are other considerations also to take account of. From this point of view then we can consider Dixon's (1994) argument that organisational learning is improved through increasing the accessibility of individual meanings and the attendant processes of creation associated with these meanings.
Another important development arising out of cognitive theory is theories related to experiential learning. The implication of experiential learning theory is especially vital in considering organisational learning and knowledge management processes. The vital concepts here rely arguments put forward which contend that learning is goal directed in that the process has a tendency to be applied in such a way as to solve problems (Cunliffe & Easterby-Smith, 2004). Because of the uncertainty and unique characteristics within any given organisation researchers have developed experience-based approaches to manage knowledge and learning within the specific contextual circumstances of these organisations. The two main forms are reflective of an individual's own experience and reflective towards the experience created by the leaders of the teams in which they operate in.
In practical terms this approach directs attention towards the utilising of team building exercises and management in order to encourage the reflection of team members which will result in increased information and knowledge flows evolving out of experiential feedback. For example at group level managers are able to learn through sharing their experiences with others and to identify team members' individual behaviours which have exacerbated or helped solve organisational problems. It is argued that the key to an effective experiential learning approach is the ability to reflect upon actions performed (Weinstein, 2002). Similarly Malone and Crowton's (1994) study on coordination learning theory provides further support to the linkage between team working tools, managing shared knowledge and organisational learning (Neilson, 1997).
While important work has been done on how individuals within organisations learn by sharing knowledge and a shared understanding about the for example technological implementations or standard operational routines Henriksson (1999) argues that in large organisations there are conflicts during the interpretation phase of these processes. The tendency to break whole organisation down to several subunits based on technology or markets requires different groups to develop their own knowledge structures. Nevertheless, the ongoing globalisation of business and a growing systematic network or business structures raises further problems for group learning among individuals from different backgrounds and cultural backgrounds.