LEARNING ROUTINES IN ORGANIZATIONAL CHANGE AND INNOVATION: AN EXPLANTORY CASE STUDY ON GLOBAL WIND POWER
Author
Hernandez, Alvin
Term
4. term
Publication year
2011
Submitted on
2011-05-30
Pages
114
Abstract
Specialet undersøger, hvordan læringsrutiner—gentagne måder at arbejde og lære på—påvirker innovation i processer og i produkter/ydelser hos Global Wind Power, en dansk udvikler af vindmølleparker. Studiet anvender tre perspektiver. For det første bruges en ramme med flere definitioner til at præcisere, hvad “rutine” betyder i hver del af analysen og dermed reducere begrebsforvirring. For det andet ses innovation som et sæt organisatoriske rutiner, der styrer, hvordan virksomheden søger efter idéer, udvælger dem, implementerer løsninger og indfanger gevinster samtidig med at risici håndteres. For det tredje skelnes der mellem to læringsmåder: STI, som bygger på videnskabelig eller videnskabslignende forståelse, og DUI, som bygger på erfaring (“læring ved at gøre, bruge og interagere”). Med et forklarende casestudie, der sigter mod analytisk generalisering, tester specialet litteraturbaserede antagelser om, hvorfor kombinationen af STI og DUI kan understøtte innovation, og udvikler nye antagelser til fremtidig forskning. Afslutningsvis gives praktiske forslag til, hvordan Global Wind Power kan styrke sine innovationskompetencer ved at fokusere på de identificerede læringsrutiner.
This thesis explores how learning routines—repeated ways of working and learning—affect innovation in processes and in products/services at Global Wind Power, a Danish wind farm developer. The study uses three lenses. First, a framework with multiple definitions clarifies what is meant by “routine” in each part of the analysis, reducing confusion. Second, innovation is viewed as a set of organizational routines that guide how the company searches for ideas, selects among them, implements solutions, and captures benefits while addressing risks. Third, two modes of learning are distinguished: STI, based on scientific or science-like understanding, and DUI, based on experience (“learning by doing, using, and interacting”). Using an explanatory case study aimed at analytical generalization, the thesis both tests propositions from the literature about why combining STI and DUI can support innovation and generates new propositions for future research. Finally, it offers practical suggestions for Global Wind Power on how to strengthen its innovative capabilities by focusing on specific learning routines identified in the case.
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