Browsing by Author "Koners, Ursula"

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    Capturing tacit knowledge in New Product Development : a study of post-project reviews
    (2008-01-01T00:00:00Z) Goffin, Keith; Koners, Ursula
    An important way to capture the knowledge generated by new product development teams is to conduct post-project reviews. This paper describes a detailed study of the role that such reviews play in generating and disseminating tacit knowledge within an R&D environment. Tacit knowledge is generally acknowledged to be a challenging topic to research and so case studies were conducted using multiple sources of data. The research identifies the main factors that influence the generation of tacit knowledge at post-project reviews, such as the atmosphere and the discussion methods chosen. Although the study is exploratory and further research is needed, the results have implications for managers who want to positively influence the generation and dissemination of knowledge in R&D departments.
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    Learning from New Product Development Projects : An Exploratory Study
    (Blackwell Publishing Ltd, 2005-12-01T00:00:00Z) Koners, Ursula; Goffin, Keith
    Knowledge generation is a cornerstone of new product development and post- projectreviews (PPRs) are widely recognized as a facilitator of project-to- project learning.Empirical research on PPRs is sparse and so this paper describes four in-depthexploratory case studies which look at how PPRs are conducted and the learning thatcan result. The results indicate appropriately managed PPRs can make a significantcontribution to knowledge generation and exchange. In addition, the study indicates theurgent need for more research into this important area.
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    Learning from Post-project Reviews : A Cross-Case Analysis
    (Blackwell Publishing Ltd, 2007-05-01T00:00:00Z) Koners, Ursula; Goffin, Keith
    Every new product development (NPD) project should not only deliver a successful new product but also should generate learning for the organization. Postproject reviews (PPRs) are recognized by both practitioners and academics as an appropriate mechanism to stimulate and capture learning in NPD teams. However, relatively few companies use PPRs, and those that do use them often fail to do so effectively. Although they are widely perceived to be a useful tool, empirical research on how PPRs are typically organized and the learning that results is limited. The present article addresses this gap in the extant knowledge and describes five in-depth case studies, which were conducted at leading companies in Germany. A detailed investigation was made of how PPRs are conducted and of the type of learning that can result. Three main sources of data were used for each case: company documentation, in-depth interviews with managers responsible for NPD, and observation of an actual PPR. The different data sources enabled extensive triangulation of data to be conducted and a high degree of reliability and validity to be achieved. The analysis enabled a number of key characteristics of the way PPRs are managed to be identified. Various characteristics of PPRs influence their utility, such as the time at which they take place and the way discussions are moderated. In addition, the data show that participants in the discussions at PPRs often use metaphors and stories, which indicates that PPRs have the potential to generate tacit knowledge. Interestingly, the data also show that there are various different ways in which metaphors and stories appear to stimulate discussions on NPD projects. Based on the cross-case analysis, a wide range of implications are identified. Researchers need to investigate PPRs further to identify how they can generate tacit and explicit knowledge and support project-to-project learning. The generation of tacit knowledge in NPD is a topic that particularly needs further investigation. The research also led to a range of recommendations for practitioners. Companies need to strongly communicate the purpose and value of PPRs, to run them effectively to stimulate the maximum possible learning, and to disseminate the findings widely. PPRs have the potential to create and transfer knowledge amongst NPD professionals, but, as they are seldom currently used, many companies are missing an important opportunity.
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    Learning from research and development projects / the role of post-project reviews
    (Cranfield University, 2005-10) Koners, Ursula; Goffin, Keith
    Successful innovation depends to a high degree on an organization’s ability to develop an effective Research & Development (R&D) process and during the last decades many companies have adopted Stage-Gate® or similar methodologies. Although such methodologies are credited with significantly improving R&D results at many companies, there is still potential for improvement, if organizations can learn from projects. Each and every R&D project should not only result in a successful new product but also generate learning for the organization, because this has a high importance for the competitive advantage of an organization. Post-project reviews (PPRs) are recognized by both practitioners and academics as an appropriate mechanism to stimulate project-to-project learning in R&D project teams. However, PPRs are used by relatively few companies, and those that do utilize them often fail to do so adequately. Surprisingly, although PPRs are widely perceived to be a useful tool, empirical research on how they can best be used and how they support learning within a project team is very limited. This thesis addresses this gap in the extant knowledge and describes five in-depth exploratory case studies, which investigated how PPRs are conducted, how they are perceived by R&D managers and the project-to-project learning that can result from PPRs. Based on a complex research design which combines qualitative and quantitative data from documents, interviews and the observation of PPR meetings, the results show that current PPR practices vary much across different organizations. Furthermore, R&D managers perceive PPRs as important for learning in R&D project teams but difficult to manage effectively. An important result was also that tacit knowledge and experiences play an important role when analysing project-to-project learning. Although the operationalization of tacit knowledge is difficult, the detailed analysis of lessons learnt and metaphors used allowed to gather conclusions on the supporting role of PPRs for the creation and transfer of both explicit and tacit knowledge.
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    Managers' Perceptions of Learning in New Product Development
    (Emerald Group Publishing Limited, 2007-01-01T00:00:00Z) Koners, Ursula; Goffin, Keith
    Companies need to ensure that each and every new product development (NPD) project results in not only a successful new product but also generates learning for the organization. Post-project reviews (PPRs) are widely recommended as an appropriate mechanism to stimulate project-toproject learning in NPD teams. Surprisingly, empirical research on their potential to support learning in NPD is limited. This paper describes an investigation of how NPD personnel perceive the utility of PPRs and of their potential to create tacit knowledge. It is part of an intensive exploratory study of five companies, using a multi-facetted case study methodology. The results indicate that NPD personnel perceive PPRs to be a useful mechanism and also that social interactions and tacit knowledge seem to play key roles in NPD learning. For operations management researchers interested in product development, the study furthers our understanding of learning in NPD, indicates topics that need further investigation, and suggests suitable methodologies. For practitioners, the results indicate the potential for more effective team learning in NPD.
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    Tacit knowledge and situated practice in NPD : an in-depth case study
    (2010-06-13T00:00:00Z) Baxter, David; Goffin, Keith; Szwejczewski, Marek; Koners, Ursula
    This paper describes a study of knowledge and learning in NPD. For the empirical data collection, one organization took part in an in-depth case study. Multiple sources of data were used, including interviews, repertory grids, and company documentation. In addition, we participated in a post-project review. As a result of our analysis, some key themes are identified, each of which has a significant impact on knowledge flow at the task level. Our analysis of a project shows that the top lessons learnt are complex; they relate to several key themes. This detailed investigation of situated practice highlights important implications for managing tacit knowledge and improving knowledge flow in NPD.