Social innovation in public sector strategies addressing endangered children Approaching the basis for social innovation with an organizational learn- ing theory

This paper explores organizational learning as a foundation for social innovation, defined as “change in the public sector focusing on improvements of social benefits”. Inertia in the general public sector has been found specifically in relation to socially endangered children. As Drucker (1985, 1998) points to, this inertia may come from a lack of well-defined goals, incentives, and product orientation, or perhaps the form of entrepreneurship that large social innovations have been managed by over the years (ibid.)? Empirical justification for Drucker’s suggestions is evident, but the study of a specific intervention shows that in a time of great complexity further questions must be asked: how does the inertia manifest itself, and what can be done to break with it? The paper concludes that the public sector faces increasing external demands, new working conditions including management styles, and political objectives which may explain the inertia found in public sector innovation. The findings may also guide future research and spur academics, politicians, and practicians to consider/plan if better opportunities for social innovation could be developed in the public sector.