Sikm

The Relationship of Learning, Knowledge and Sustaining Innovation Dr. Richard B. Wallace

Agenda
Why is this research important
Research Gap
Research Originality and methodology
Propositions for managing ideas
Propositions for managing “part whole” process
Emergent theory
Q&A

Importance of the Research
There are learning aspects of knowledge management and there are knowledge aspects of learning (Vera, 2004, Crossan,1999). Both disciplines have a relationship to innovation (Nonaka, 1995, Amidon, 2003). Understanding how learning and knowledge relate to each other and how those relationships relate to innovation provides a different, useable perspective on the problems related to embedding innovation in an organization.

Research Gap
Organizational learning, knowledge
management and innovation research have all
focused on their own disciplines
Organizational learning and knowledge
management research has focused on the
efficiency and effectiveness versus the
relationship

Research Gap Example INTEGRATION DISTRIBUTION CREATION

Van de Venn’s 4 Problems
Strategic leadership
Managing ideas
Managing part whole relationships
Managing organizational attention

Problems with Previous Approaches
Organizational learning approaches focused on the learning aspects of the process
Knowledge management approaches focused on the knowledge aspects of the KM process
Innovation studies focused on functional or technical aspects of innovation.
“The research is all about the importance of innovation . . . What we need is an approach on how to actually do innovation.” Comment at the Spring 2007 meeting of the Association of Managers of Innovation, Greensboro NC

Research Framework - Grounded Theory Approach
Reflexive Approach
Surfacing and making explicit the influences and inductive processes of the researcher
Generation of emergent theory from empirical data
Theory based on patterns found in empirical data – not inferences, prejudices or association of ideas
Constant comparison between emergent theory (codes and constructs) and new data
Glaser 1978,1992
Strauss and Corbin, 1998

Grounded Theory Process Gasson, 2003

Research framework Why is Grounded Theory Appropriate for this Study?
Learning, knowledge management and innovation are all
people centric processes
heavily influenced by organizational dynamics
influenced by individual perspective and culture
interrelated in such a way to make it difficult to assess outside
of the environment within which they are being practiced

Initial Open Coding Amidon, 2003 Use Trust Strategic Intent Relationships Rationalization Problem Solving Packaging Internalization Integration Exploitation Experience Distribution Creation Context Collaboration Change Management Capture Application Acquisition Code KNOWLEDGE MANAGEMENT Plessis, 2007 Thomas, 2001 Argote, 2003 Thomas, 2001 Strategic Intent Bou-Llusar, 2006 Stata, 1989 Sense making McElroy, 2003 Friedman, 2001 Risk Taking Thomas, 2001 Argote, 2003 Relationships Nonaka and Takeuchi, 1995 Cook and Brown, 1999 Questioning Grant, 1996 Shani, 2003 Learning Cycle Swan, 2000 Thomas, 2001 Identification Davenport and Prusak, 1998 Friedman,2001 Experimentation Davenport and Prusak, 1998 Agryis, 1978 Double Loop Learning Von Krough, 2000 Brooks, 1994 Diffusion Plessis, 2007 Davenport and Prusak, 1998 Data Collection Plessis, 2007 Von Krough, 2004 Cross Functional Teams Carroll, 2004 Agyris, 1978 Cognitive Learning Lynn, 1999 Carroll, 2004 Change Management Albers, 2003 Carroll, 2004 Capture Davenport and Prusak, 1998 Martensen, 1999 Action Rationale Rationale Code ORGANIZATIONAL LEARNING

Open Coding Initial Distillation Axial Coding and Synthesis
To effectively manage ideas, the organizational fit of those ideas need to be understood. (Organizational fit includes strategic intent and sense-making);
Propositions Developed in order to manage ideas across an organization the organization needs to have an idea of what it is searching for and why , a means to distribute that new idea or concept to leverage the collective wisdom of the organization and a way of reinforcing new behaviors in order to take advantage of what has been discovered. Theory Emerges

Example of Interview Indicators

Network Diagram

Propositions for Managing Ideas
The propositions for managing ideas are:
To effectively manage ideas, the organizational fit of those ideas need to be understood. (Organizational fit includes strategic intent and sense-making);
To effectively manage ideas, there must be some form of idea propagation within the organization (Idea propagation includes diffusion, distribution and organizational structure); and
To effectively manage ides, behaviors must also be managed. (Managing desired behaviors includes change management).

Organizational Fit Of Ideas
Enabling Core Strategy
Real possibilities
What are you trying to do
Enabling great ideas, persistence of promotion
Alignment of people, removing barriers, common point of departure
Transparency, solving the right problem, enabling a core strategy
Using organizational resources, tools needed to be successful, leveraging existing knowledge
Context of strategic plan, what is important to the organization and it’s people
Understanding who is the customer, understanding what the organization wants
(Strategic Intent) (Sense Making) (Strategic Intent) ORGANIZATIONAL LEARNING KNOWLEDGE MANAGEMENT ORGANIZATIONAL LEARNING

Organizational Fit of Ideas
Using organizational resources, tools needed to be successful, leveraging existing knowledge
Context of strategic plan, what is important to the organization and it’s people
Understanding who is the customer, understanding what the organization wants
KNOWLEDGE MANAGEMENT (Strategic Intent)
Enabling great ideas, persistence of promotion
Alignment of people, removing barriers, common point of departure
Transparency, solving the right problem, enabling a core strategy
ORGANIZATIONAL LEARNING (Sense Making)
Enabling a core strategy, part of a business plan, solving the right problem, what is important to the organization
What are you trying to do
Real possibilities
ORGANIZATIONAL LEARNING (Strategic Intent) ORGANIZATIONAL FIT Indicators Function Proposition

Idea Propagation
Mechanism to support ideas and their discussion, sustaining architecture, process and teams, DNA to accept new ideas
Internal purpose, chart of capabilities
Separation of “church” (corporate) and “state” (people), common culture, approach and set of tools
KNOWLEDGE MANAGEMENT (Organizational Structure)
Alignment of people around ideas, connecting ideas and people
People interaction, idea collection, idea discussion
Campaign of ideas, new ideas from employees, uncover and unleash ideas
Going across organizational boundaries
KNOWLEDEGE MANAGEMENT (Distribution)
Connecting people and ideas, sharing along the way, people involved solving problems with unique knowledge
People interaction, idea collection, idea discussion
Sharing information with employees, campaign of ideas, horizontal communication
ORGANIZATIONAL LEARNING (Diffusion) IDEA PROPAGATION Indicators Function Proposition

Desired Behaviors
Specific organization to manage function
Impact of quality and what we know
Ownership of ideas, sharing of ideas
Defining the way we work
KNOWLEDEGE MANAGEMENT (Change management)
Fearful of change
Scared of innovation
Changing the culture is hardest piece, changing the organizational DNA to accept new ideas
ORGANIZATIONAL LEARNING (Change management) DESIRED BEHAVIORS Indicators Function Proposition

Propositions for Part Whole
The propositions for the part whole relationship are:
To effectively manage the part whole relationship, there must be a diversity of viewpoint and trust. (Diversity of viewpoint and trust includes relationships, cross-functional teams and problem solving);
To effectively manage the part whole relationship, there must be concept understanding and fit of ideas. (Concept understanding and fit includes questioning, context and double loop learning); and
To effectively manage the part whole relationship, new ideas must be generated. (New idea generation includes learning cycle, acquisition, and cognitive learning).

DIVERSITY OF VIEWPOINT AND TRUST
Across boundaries
Informal interactions
Dialogue between functions
Job rotations
(Relationships)
Multifunctional perspectives, different perspectives
Alignment within the team on process and perspective
Different perspective on solutions
Connections across boundaries
(Cross functional teams)
Across organizational boundaries
Mechanisms for teams to work together
Collaborative work
Personal connections
(Relationships)
Distribution of ideas for feedback, codifying ideas and assumptions
Alignment of people
Combination of process and behaviors
Knowing where to look and who to ask
(Problem solving) ORGANIZATIONAL LEARNING ORGANIZATIONAL LEARNING KNOWLEDGE MANAGEMENT KNOWLEDGE MANAGEMENT

Diversity of Viewpoint and Trust
Distribution of ideas for feedback, codifying ideas and assumptions
Alignment of people
Knowing where to look and who to ask
KNOWLEDGE MANAGEMENT (Problem solving)
Across organizational boundaries
Mechanisms for teams to work together
Collaborative work
Personal connections
KNOWLEDGE MANAGEMENT (Relationships)
Multifunctional perspectives, different perspectives
Alignment within the team on process and perspective
Different perspective on solutions
Connections across boundaries
ORGANIZATIONAL LEARNING (Cross functional teams)
Across boundaries
Informal interactions
Dialogue between functions
Job rotations
ORGANIZATIONAL LEARNING (Relationships) DIVERSITY OF VIEWPOINT AND TRUST Indicators Function Proposition

Concept Understanding and Fit
Increasing knowledge around research, implications of research
Learning the perspective of users
Understanding what the organization wants, understands and supports
Socializing ideas
Story around where we are, where we want to go and how we are going to get there
KNOWLEDGE MANAGEMENT (Context)
Looking at things differently, getting feedback and reprocess and repurpose
Codifying assumptions in order to question
Open minded thinkers
Taking the view of the customer or end user
Embracing contradictions
Suspending judgment
ORGANIZATIONAL LEARNING (Double loop learning)
Looking at things differently
Asking the obvious , yet unasked, questions
Embracing contradictions
Filter of the business plans
ORGANIZATIONAL LEARNING (Questioning) CONCEPT UNDERSTANDING AND FIT Indicators Function Proposition

Generation of New Ideas
Codify knowledge and make it accessible
Enable the great ideas that already exist
Assume the perspective of the customer or user
Codify experience and understanding
Learning form failure
KNOWLEDGE MANAGEMENT (Acquisition)
Dialogue and questioning process
feedback from stakeholders
Advertise and demonstrate success
Change process to accommodate the participants
Fail smart and fail quickly
ORGANIZATIONAL LEARNING (Cognitive learning)
Codify and distribute for feedback
Open minded thinkers
Asking the obvious unasked questions
Make ideas tangible and expose to the real world
Meet, discuss, hitchhike ides, take out and test
Share mistakes and successes, know why ideas fail
ORGANIZATIONAL LEARNING (Learning cycle) IDEA GENERATION Indicators Function Proposition

The Integrated Grounded Theory
Van de Venn (1986) identified four problems with innovation approaches: organizational leadership, managing attention to new ideas, managing ideas so they get implemented and managing the part whole relationship so ideas become doable and useable. Two of these - managing ideas and managing the part whole relationship are the focus of this study.
The first part of the emergent theory is that in order to manage ideas across an organization the organization needs to have an idea of what it is searching for and why, a means to distribute that new idea or concept to leverage the collective wisdom of the organization and a way of reinforcing new behaviors in order to take advantage of what has been discovered.
The second part of the emergent theory is that in order to make the most of diversity there has to be context for the ideas or concepts and there has to be a continual flow to keep the process fresh.

Adding to the Body of Knowledge
This study addresses the relationship between organizational learning, knowledge management and innovation in practice and thus provides a practical methodology for embedding innovation in an organization.

Questions?

CAPTURE reflect, distill and capture insights CONVERSATIONS speculating on the future by reflecting on the past A QUESTION what do we need to learn about? A NEW QUESTION what do we really need to learn about? 1 2 3 4 Questioning Loop

Ensuring trustworthiness of qualitative research

1985 1990 1995 2000 2005 Absorptive capacity Cohen 4 common innovation problems Van de Ven INNOVATION ORGANIZATIONAL LEARNING KNOWLEDGE MANAGEMENT The Knowledge Creating Company Nonaka The Knowledge Creating Company Nonaka Theory of Action Agryis, Schoen Ambidextrous Org Tushman TODAY Accelerating adaptive processes Isenhardt Sustaining Innovation Christenson Team learning Lynn Understanding strategic learning Thomas Key to Mgt innovation Stata Learning strategy Martensen Environment for innovation Friedman Framework for org learning and knowledge management Vera Mgt and Org Learning Schein Org learning and knowledge Bierly Learning and Knowledge Connection Carroll Knowledge integration and innovation Hislop
ORGANIZATIOAL LEARNING
PROCESS ACTIVITIES
“ PART WHOLE”
MANAGING IDEAS
KNOWLEDGE MANAGEMENT
PROCESS ACTIVITIES
“ PART WHOLE”
MANAGING IDEAS
INNOVATION
PROCESS ACTIVITIES
“ PART WHOLE”
MANAGING IDEAS
INTERRELATIONSHIPS What’s Been Done So Far?

Research Design and Methodology – Process for Building Theory Validate the understanding of the theory Discuss application of theory with practitioners 9. Test Theory with Practitioners Improve construct definitions Compare and contrast existing frameworks 8. Compare Theory with Literature End process where there is only marginal benefit Reach theoretical saturation 7. Reach Closure Integrate categories to build theory Combine categories into propositions 6. Synthesize Data Deeper analysis, develop connections, make comparisons Determine relationships, combine concepts in categories, refine categories as necessary 5. Perform Horizontal Coding Initial analysis, establish basis for further inquiry Define concept headings, organize data 4. Perform Open Coding Triangulate evidence Identify and record 3. Collect Data Define data cases Sample with intent 2. Select Cases Focus effort, define scope, initial identification of potential codes Define research questions, note existing constructs 1. Review literature Rationale Task(s) Step

Use of Research ware

Sikm

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