Learning routines in innovation processes

• Published in: The journal of workplace learning 2006-01, Vol.18 (3), p.171-185
• Main Authors: Hoeve, Aimée, Nieuwenhuis, Loek F.M
• Format: Article
• Language: English
• Subjects: Automation; Bakeries; Bread; Career Education; Departments; Education; Educational Technology; Educational Theories; Food Processing Occupations; Innovation; Innovations; Intellectual Disciplines; Job Skills; Learning; Learning Processes; Learning style; Literature reviews; Netherlands; Organizational learning; Prior Learning; Product development; Quality Assurance; Quality Control; Resistance (Psychology); Sciences; Social Psychology; Sociology; Studies; Supermarkets; Suppliers; The Netherlands; Vocational Education; Workers; Workplace Learning; Workplace training
• ISSN: 1366-5626; 1758-7859
• DOI: 10.1108/13665620610654595

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.