How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

A prevalent and pervasive view of designing is that it can be modeled using variables and decisions made about what values should be taken by these variables. The activity of designing is carried out with the expectation that the designed artifact will operate in the natural world and the social world. These worlds impose constraints on the variables and their values; so, design could be described as a goal-oriented, constrained, decision- making activity. However, design distinguish- es itself from other similarly described activities not only by its domain but also by additional necessary features. Designing involves exploration, exploring what variables might be appropriate. The process of explo- ration involves both goal variables and deci- sion variables. In addition, designing involves learning: Part of the exploration activity is learning about emerging features as a design proceeds. Finally, design activity occurs within two contexts: the context within which the designer operates and the context produced by the developing design itself. The designer’s perception of what the context is affects the implication of the context on the design. The context shifts as the designer’s perceptions change. Design activity can be now characterized as a goal-oriented, con- strained, decision-making, exploration, and learning activity that operates within a con- text that depends on the designer’s percep- tion of the context.

Design Prototypes: A Knowledge Representation Schema for Design

Creativity: Flow and the Psychology of Discovery and Invention

Passion-based Co-creation

Beyond engineering skills, today’s graduates are expected to have a number of professional skills by the time they enter the working world. Increasingly, innovation is one of the arenas where professional engineers should be adept at operating. However, in order to educate our students for contributing to innovation activities in their organizations, we need a better understanding of the knowledge, skills and attitudes that are relevant for early-career engineers in their development efforts. As a starting point to add to this understanding, we start by asking: what does meaningful engineering work look like in the eyes of early career engineers? We then go on to consider engineering work that is not only meaningful but also innovative, asking: What does innovative work look like in the eyes of early career engineers? Finally, we consider: How do innovative work and engineering work more generally compare? Based on qualitative in-depth semi-structured interviews, this paper analyzes the work experiences of 13 young engineers in their first years of work after graduating from universities in the United States. Interviewee-reported critical incidents of top and bottom moments, as well as experiences in creating, advancing and implementing new ideas in work, were coded into different dimensions of learning experiences according to Mezirow’s [1] transformative learning theory in order to understand better what these experiences comprise. Many positively experienced innovation efforts were related to implementing new features or components to products or process improvements, and collaboration and feedback played an important role in these efforts. Negatively experienced innovation efforts, in contrast, were related to a lack in implementation, solutions and resources. Top and bottom moments were strongly tied to the social dimension of work: top moments were typically related to camaraderie with peers or recognition coming from managers, and bottom experiences with an absence of social connections in addition to falling short of one’s own expectations. The results suggest that managers should be cognizant of the importance of social connections and feedback cycles with their young engineers who are looking for guidance and validation of their efforts. For educators, the results highlight the importance of equipping our graduates with skills suited to navigate this active, social landscape of engineering practice. There are more challenges to tackle in today’s educational settings to prepare students for the collaboration, people-coordination, presentation, and community-building skills they will need in their professional lives.

/pdf/early-career-engineers-at-the-workplace-meaningful-highs-1okmjxjpyz.pdf

Early-career engineers at the workplace: meaningful highs, lows and innovative work efforts

Design thinking is described as a combination of thinking and acting that leads to new solution possibilities for design problems. Though traditionally linked to the design of objects and services, it can be applied to organizational processes as well. This paper examines design thinking in developing a new business, focusing on the business concept and strategy formation in the start-up phase of the company. How and what elements of design thinking are manifested in the process of designing a business concept and forming a strategy? What is the importance of these elements in this process? The results reveal the experimental and iterative nature of developing the business concept and strategy. In addition, these organizational processes were strongly influenced by the product offering, stakeholders, and environment that the company operated in. While the results highlighted the importance of emergence, they also illustrated a need for structure and planning, thus reminding of the need of balancing between the two. Overall, the results suggest that many of the fundamental elements of design thinking are found in the development process of a company.

/pdf/the-central-role-of-exploration-in-designing-business-29lp31byux.pdf

The central role of exploration in designing business concepts and strategy

This paper investigates the management activities of the project managers of six new product development projects based on a longitudinal, interview-based study The study compared how the managerial activities of managers with a technical background differed from those with a non-technical background, and how these activities evolved throughout the different innovation process phases The results illustrate clear differences between the two types of managers related to decision-making, participation in the hands-on execution of the project, and role allocation In addition, project managers with non-technical backgrounds had to tolerate more uncertainty due to limited ability to predict and solve development problems They also had to redefine their roles as the project proceeded to later development phases, unlike the technical managers who had a strong involvement in technical execution throughout the project On the other hand, many activities common to all managers, related to for example creating an open and trustful atmosphere and coordinating the whole, differed between the front-end, early development and late development phases

/pdf/the-influence-of-technical-expertise-on-managerial-1tdaaqefky.pdf

The influence of technical expertise on managerial activities throughout the innovation process

The shift to knowledge economies and the boom of knowledge-intensive organizations with their expert employees pose new challenges for leadership and management of development work. What is the appropriate amount and form of managerial control that is needed in knowledge-intensive development work? This paper focuses on illuminating the kind of leadership and management efforts that either support or hinder advancing development projects. The results highlight the paradoxical role of power and control, and reveal that employees need freedom and yet strong guidance and managerial commitment to develop work in order to stay motivated. Implications for leading knowledge-intensive development are discussed.

/pdf/the-impact-of-leadership-management-and-power-in-an-v16qq36nz4.pdf

Tua Björklund

Papers

Passion-based Co-creation

Early-career engineers at the workplace: meaningful highs, lows and innovative work efforts

The central role of exploration in designing business concepts and strategy

The influence of technical expertise on managerial activities throughout the innovation process

The impact of leadership, management and power in an international knowledge-intensive organization