Learning in Innovation Projects : an Approach Based on Complexity Theory

How are learning and innovation linked with each other, and how can a perspective based on complexity theory, contribute towards an understanding of the linkage between learning and innovation? And how may learning and innovation as a consequence be managed differently? These are the topics I will deal with in this paper. Departing from a real-life case of a company that has set learning within and between innovation projects high on the agenda, the main ideas about learning and innovation will be unfolded in the course of this paper. It will be argued that most learning theories rest on a sender-receiver model of knowledge transmission and this affects how people learn within innovation projects. Complexity theory offers another perspective from which one can evaluate and analyze learning. Morin's (1996) thoughts on how complex systems behave and how we can apply these principles in management will form the framework wherein I will develop my ideas further. The most important characteristics of complex adaptive systems are non-linearity, dynamic behavior, emergence and self-organization. The implications of these phenomena for learning in innovation projects will also be explained. The paper f inalizes with the preliminary findings of a simulation model, which explores what the underlying forces are beneath learning in innovation projects. The model will be further developed in the course of this year. 2 1. INTRODUCTION How are learning and innovation linked with each other? According to Gieskes (2001) there are basically two streams of thought about this relationship. The first one looks at product innovation as a natural learning process. The focus lies very much on R&D as the driving force behind innovation, and sees developments in R&D as a learning process. The second stream of thoughts puts the emphasis on the product innovation process. Learning is seen as essential for the improvement and dissemination of new knowledge throughout the rest of the organization. In that process organizations use learning experiences of a failure or success to improve new product developments projects and avoid earlier made mistakes. This is quite a mechanistic view on learning. In addition there are many assumptions underlying these two ways of looking upon learning within innovation projects. These assumptions will be unraveled in the course of this paper and an alternative perspective – complexity theory-brought forward.