Validation of a set of design principles to promote knowledge productivity and innovation

This study explores the learning processes that contribute to knowledge productivity: gradual improvement and radical innovation of an organisation’s procedure and products and services, based on the development and application of new knowledge. The research is based on the assumption that innovation is the result of a series of powerful social learning processes. Based on previous case study research we formulated a set of twelve design principles. Those principles reflect key factors relevant to the innovation processes. The study at hand presents the validation of this set of design principles. The method used is a set of circular scales with which people involved in innovation practices analysed their innovation process. From the data it reveals that the design principles do not miss elements that are essential for innovation practices. The two design principles that seem to be ambiguous and need further elaboration are principles 11 and 12. Furthermore it became clear that reflecting upon an innovation practice works best when doing it together instead of doing this individually

The prescriptive quality of 11 design principles for knowledge productivity

This study explores the learning processes that contribute to knowledge productivity: gradual improvement and radical innovation of an organisation’s operating procedures, products, and services, based on the development and application of new knowledge. The research is based on the assumption that innovation is the result of a series of powerful social learning processes. Previous research revealed a set of eleven design principles that reflect factors that really matter in an innovation process. The study at hand presents how these design principles facilitate the design of an innovation practice. Review workshops and design workshops were used to answer the main research question: How do the design principles facilitate the design of an innovation practice? The data reveals that the design principles do not work as prescriptive rules that in a specific combination, applied to a predefined situation, will result in certain effects. Every design principle offers a new perspective on the innovation practice. This new perspective helps to get new ideas for interventions in the innovation practice. After the design of these interventions it is mainly the facilitator who has an important role in making it a success. If he sees opportunities and is capable, then he can use the interventions to create breakthroughs in the innovation practice

Knowledge work in successful supermarkets: Shop assistants as innovators

Managers constantly seek for innovative ideas to improve their organisations. Their staff, sometimes supported by external consultants should then develop these ideas further and implement the results in the organisation. This does not always work out the way intended. In this paper we examined this process of change in the case of a supermarket chain in the Netherlands. The aim was to learn from successful supermarkets how the employees in these shops contribute to the change of their work environment. We also looked for interventions that stimulate the knowledge worker’s contribution to this process. Our research in 17 supermarkets revealed that it is necessary to allow for diversity; that ownership and entrepreneurship contribute more to change than discipline and obedience; and that the specific role and capability of the manager seems to be crucial. Staff needs to develop competencies that match their own ability and interests in order to successfully innovate in the supermarket. In order to become innovative shop employees should be granted the authority to engage in knowledge work. In the supermarkets that we visited during the research, we found various interventions that could support the development of ownership and entrepreneurship of the supermarket staff

Learning to innovate : a series of studies to explore and enable learning in innovation practices

The development of the knowledge economy influences the way in which learning in the context of work takes place. In order to be successful in a knowledge economy learning with the intention of innovating becomes increasingly important. It is this form of learning that is central to this thesis. The first research question aims to trace factors that enhance the learning processes leading to gradual improvements and radical innovations. The second research question examines the extent to which these factors could be deliberately applied to design a work environment that promotes innovation. Central to the research is the study of innovation practices. An innovation practice is a group of people that is motivated to collaboratively find an innovative solution for a difficult problem for which the answer is yet unknown. The method consists of a series of studies that all answer different questions. \ud In the first study a meta-analysis was conducted of 18 reconstruction studies of completed innovation practices. The second study was a parallel study in which we monitored 10 innovation practices. This was combined with a literature review. In the third study an expert consultation was carried out to formatively evaluate the design principles that were found in the previous studies. Then, a design study was conducted in which participants used the design principles in different ways in order to examine their prescriptive quality. \ud In answer to the first main question there is a set of 11 design principles which reflect the factors that enhance learning in innovation practices. In answer to the second research question we conclude that the design principles do not have a prescriptive function. The application of the principles in order to design interventions for innovation practices is influenced by six other factors as depicted in a design model. A combination of a systematic and personal approach seems the most viable for innovation. The design principles present various perspectives that offer the designer starting points for the design of interventions. \u

Werken aan innovatie: combineer een systematische aanpak met een persoonlijke benadering

Er zijn diverse modellen beschikbaar die laten zien hoe innovatie werkt en die verklaren waarom sommige aanpakken wel werken en andere niet. Wat echter vaak ontbreekt, is systematisch onderzoek dat nagaat in hoeverre deze descriptieve modellen ook prescriptieve waarde hebben. Met andere woorden: in hoeverre geven deze modellen mensen in de praktijk ook handvatten om zelf te werken aan innovatie? Dit artikel presenteert de bevindingen van een onderzoek dat als doel had de waarde voor de praktijk vast te stellen van elf ontwerpprincipes voor innovatie. Dit onderzoek laat zien dat de prescriptieve waarde van de principes beperkt is. Daarnaast geeft het onderzoek inzicht in de stappen die nodig zijn in de praktijk om te werken aan innovatie en de factoren die hierop van invloed zijn. Een combinatie van een systematische en een persoonlijke benadering lijkt het meest kansrijk bij het werken aan innovatie

Methods to enhance reflective behaviour in innovation processes

Purpose \ud This study aims to trace methods that help to develop the reflective behaviour that is necessary for identifying and describing learning processes in organisations that focus on improvement and innovation.\ud \ud Methodology, approach \ud An extensive literature review results in the characteristics of reflection when reflection is used to trace learning processes in innovation. This results in five characteristics. Literature on research methodology is reviewed in order to find methods that promote this reflective behaviour. These methods are analysed to find out to what extent they contain the characteristics for reflection in innovation processes. \ud \ud Findings\ud The literature review leads to five elements that characterise reflective behaviour in innovation processes. It offers a description of several methods that can be used to identify learning processes. The main conclusion is that hardly any method contains all five characteristics for adequate reflective behaviour. \ud \ud Research limitations/implications \ud The current study mainly reviewed research methodologies and no other methods that actively promote reflection. \ud \ud Practical implications\ud The findings offer concrete guidance for practitioners how to encourage reflective behaviour and innovation processes. \ud \ud Originality and value of the paper\ud The paper refers to the interest of both research and practice. From the research point of view it presents a variety of methods for analysing learning processes in order to deepen our knowledge with respect to these processes. From the practice point of view, it offers concrete methods that enable participants to develop reflective skills that help them to become more knowledge productive. \ud \ud An earlier version of this article was as a paper presented at the sixth international conference on HRD research and practice across Europe, Leeds