Suzanne Verdonschot

Relating learning, knowledge creation and innovation: case studies into knowledge productivity

This study explores which learning processes contribute to the improvement and innovation of an organisations procedures, products and services. It aims to find the variables that promote or inhibit these learning processes. For this purpose, a conceptual framework was developed. This framework helps to better understand learning processes that lead to improvement and innovation and to stimulate knowledge productivity in practice. In this article, we first present the conceptual framework. Next, we present the results of 16 reconstruction studies deployed in various organisations in The Netherlands, China and Indonesia. The results confirm that the elements in our framework play an important role in developing and using new knowledge that is needed for improvement and innovation.

Methods to enhance reflective behaviour in innovation processes

Purpose 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. Methodology, approach 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. Findings 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. Research limitations/implications The current study mainly reviewed research methodologies and no other methods that actively promote reflection. Practical implications The findings offer concrete guidance for practitioners how to encourage reflective behaviour and innovation processes. Originality and value of the paper 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. An earlier version of this article was as a paper presented at the sixth international conference on HRD research and practice across Europe, Leeds.