Learning routines in innovation processes

Abstract

Purpose

This paper aims to generate both a theoretical and an empirical basis for a research model that serves in further research as an analytical tool for understanding the complex phenomenon of learning at different levels in a work organisation. The key concept in this model is the routine concept of Nelson and Winter.

Design/methodology/approach

A review of the literature in the academic fields of educational sciences, industrial sciences, economics, social psychology and sociology is used to develop a conceptual model that could serve as an analytical instrument to describe the ongoing dynamics, i.e. learning processes at different levels. The theoretical findings were tested against empirical data of an industrial bakery in order to evaluate if the theoretical concepts help to identify possible mechanisms that account for parallel learning processes at different levels.

Findings

The paper gives an overview of possible key concepts that helps in explaining what happens at the intersection between individual and team, and team and organisation. This paper concludes that the concept of routines is the most sufficient for understanding the coordinating mechanism between the different aggregation levels in an organisation.

Research limitations/implications

As organisations are modelled as a set of interlocking routines, innovation can be understood as the change of routines. The central question in future research is: “How do routines change?”

Originality/value

By taking a multi‐disciplinary approach, economic theories on innovation and educational theories on learning are combined. Such combination seems fruitful to bridge individual and organisational learning.

Citation

Hoeve, A. and Nieuwenhuis, L.F.M. (2006), "Learning routines in innovation processes", Journal of Workplace Learning, Vol. 18 No. 3, pp. 171-185. https://doi.org/10.1108/13665620610654595