This paper explores the mechanisms through which organizations develop dynamic capabilities, defined as routinized activities aimed at the development and adaptation of operating routines. It examines the role of three key processes: experience accumulation, knowledge articulation, and knowledge codification. The authors argue that dynamic capabilities are shaped by the coevolution of these learning mechanisms. At any given time, firms adopt a mix of learning behaviors, including semi-automatic experience accumulation and deliberate investments in knowledge articulation and codification. The effectiveness of these mechanisms is contingent on the characteristics of the task, such as its frequency, homogeneity, and degree of causal ambiguity. The paper derives testable hypotheses and highlights counterintuitive implications, such as the superior effectiveness of highly deliberate learning processes like knowledge codification at lower levels of task frequency and homogeneity. The analysis bridges behavioral and cognitive approaches to organizational learning, emphasizing the importance of both tacit and explicit knowledge in the development of dynamic capabilities.This paper explores the mechanisms through which organizations develop dynamic capabilities, defined as routinized activities aimed at the development and adaptation of operating routines. It examines the role of three key processes: experience accumulation, knowledge articulation, and knowledge codification. The authors argue that dynamic capabilities are shaped by the coevolution of these learning mechanisms. At any given time, firms adopt a mix of learning behaviors, including semi-automatic experience accumulation and deliberate investments in knowledge articulation and codification. The effectiveness of these mechanisms is contingent on the characteristics of the task, such as its frequency, homogeneity, and degree of causal ambiguity. The paper derives testable hypotheses and highlights counterintuitive implications, such as the superior effectiveness of highly deliberate learning processes like knowledge codification at lower levels of task frequency and homogeneity. The analysis bridges behavioral and cognitive approaches to organizational learning, emphasizing the importance of both tacit and explicit knowledge in the development of dynamic capabilities.