Learning In New Product Development Research Articles

Development and implementation of a new product development course combining experiential learning, simulation, and a flipped classroom in remote learning

New product development (NPD) learning is considered essential for business students. Recent research emphasizes the need to design NPD courses that meet practical demands. Our study aims at creating a bridge between NPD learning and practice. We developed a new learning approach for teaching NPD courses, which combines remote learning, traditional and flipped classrooms, collaboration with startups, teamwork, and simulation-based training. This new approach was implemented in two classes of international business school students from universities that are members of the Global Network for Advanced Management (GNAM). The study found that the new learning approach helped business students understand NPD methodologies, tools, and techniques discussed during the course. This research also found that the collaboration helped some startups in their initial development phase. The results of this study shed light on how experiential learning and university-industry collaboration contributes to NPD courses and startups.

Social interdependencies as facilitators of cooperative learning in new product development: The moderating effect of technological novelty

As automobile manufacturing firms often outsource third-party designers to produce key innovative components, the suppliers of these third-party designers must be capable of collaborative innovation through cooperative learning in today's changing technology and customers’ demands. However, research has rarely investigated how suppliers’ relationships - specifically, the mutual dependence among suppliers - can be leveraged to enhance cooperative learning and thus the final product quality. This research draws on social interdependence theory to examine the associations between two main types of interdependence (task and resources) and cooperative learning under different levels of technology novelty conditions. Based on data collected from automobile parts suppliers in China, the results indicate that resource and task interdependence were positively associated with cooperative learning. However, high task interdependence is unfavorable under high technological novelty; whereas, resource interdependence is a key driver of inter-organizational learning under higher levels of technological novelty. The results of this study have significant theoretical and implications for researchers and designers to nurture suppliers’ cooperative learning capabilities under diverse technology novelty conditions.

When change is all around: How dynamic network capability and generative NPD learning shape a firm’s capacity for major innovation

AbstractHow can firms shape their capacity to engage in major innovation when change is all around? Drawing on dynamic capability theory, we argue that a firm needs to be able to sense, seize, and transform network relationships for new product development (NPD). Referred to here as a “dynamic network capability,” this facilitates generative NPD learning, whereby the firm both (1) unlearns and (2) engages in exploratory new learning. In turn, we argue that generative NPD learning is strongly associated with a firm's capacity for major innovation. Our theorizing is supported by a study of 184 small‐ and medium‐sized, U.S. manufacturing firms. A moderated mediation analysis suggests that when external dynamism is high, generative NPD learning mediates the relationship between dynamic network capability and major innovation capacity. This indicates that the firm's ability to “relearn” is critical. This mediating effect is further strengthened when internal dynamism is also high. Our results provide empirical evidence that the higher‐order concept of a dynamic capability influences the reconfiguration of resources such as NPD knowledge. The findings also signal the combined influence of external (environmental) and internal (organizational) dynamism on this relationship.

Performance implications of cross-functional coopetition in new product development: the mediating role of organizational learning

Cross-functional coopetition, the simultaneous occurrence of cooperation and competition across firm functions, has been shown to be vital for firm performance. However, the literature has lacked insight into how competitive advantage emerges under such conditions, and which contingencies affect the coopetition-performance relationship. In the context of new product development, this study (a) assesses whether organizational learning translates coopetition among functional units into firm performance, and (b) investigates the moderating role of power sharing. Based on survey data from 331 German companies in various industries, our findings confirm that organizational learning mediates the association between cross-functional coopetition and firm performance. In addition, the results show that power sharing moderates the relationship between cross-functional coopetition and organizational learning. This study extends the limited literature on cross-functional coopetition, and contributes to the current debate on whether intra-firm competition constrains or promotes learning in new product development.

The Function of MCS to Improve Organizational Learning in New Product Development

The Function of MCS to Improve Organizational Learning in New Product Development

The Function of Management Control System Promoting Organizational Learning in New Product Development

The Function of Management Control System Promoting Organizational Learning in New Product Development

Explicit Knowledge Transfers in New Product Development

The literature on learning in new product development (NPD) documents the processes globally but is short on specifics. Knowledge levels are not clearly conceptualized, nor are there clear devices for documenting knowledge transfers in terms of knowledge levels. This paper presents the methods of a qualitative research approach for measuring knowledge transfer directly in terms of knowledge. The paper specifically addresses the commonly avoided dimension of knowledge, depth. The methods are derived from a real-life comparative case study exploring knowledge sharing in product development. Our focused interview approach has been refined to avoid unproductive digressions by the subjects and certain forms of bias, yet still obtain rich accounts of project events. Evidence of transfer obtained by the interviews is analysed in terms of three knowledge dimensions: scope, depth and action. Methods for aggregating and interpreting data are discussed and an operational flowchart for knowledge transfer coding is proposed.

Population Ecology and Vicarious Learning in New Product Development

We use vicarious learning theory and population ecology to examine how the nature and context of R&D project population growth affects organisational performance. Results show that related and unre...

Top management's social capital and learning in new product development and its interaction with external uncertainties

This paper examines the effect of the elements of top management's social capital on exploratory and exploitative learning and on the outcomes of new product development (NPD), as well as the interaction effects of these elements with external uncertainties. In so doing, the study follows prior research that calls for a fine-grained analysis of how top management's social capital can positively affect NPD outcomes. Large-scale survey data (675 firms) from the United States, Germany, and Australia are used to develop and empirically validate a theoretical framework. As hypothesized, elements of top management's social capital have positive, but not identical, effects on exploitative and exploratory learning. In addition, the effects of structural social capital on learning, as well as the effects of learning on NPD outcomes, are significantly moderated by the interplay of technology uncertainty and demand uncertainty. The research concludes with implications for theory and practice.

The joint effect of project‐level exploratory and exploitative learning in new product development

Purpose – The purpose of this paper is to further understand the joint effect of project‐level exploratory and exploitative learning in new product development. It aims to examine the complicated relationships among exploratory learning, exploitative learning and new product performance at a single project level. In addition, it seeks to shed light on the contextual effects of a firm's market orientation on the relationship between joint occurrence of both learning activities and new product development performance.Design/methodology/approach – The paper is based on a questionnaire survey/analysis of a sample of 298 projects from high‐tech firms in Taiwan.Findings – The findings suggest that the joint occurrence of both learning activities has a positive effect on new product performance and depends upon a high level of one learning activity coupled with a small dose of the other. Drawing on cultural and behavioral perspectives of market orientation, the results also indicate that market orientation may e...

Knowledge-oriented human resource configurations, the new product development learning process, and perceived new product performance

We propose a set of organizational efforts that can help companies accumulate and learn knowledge related to new product development (NPD) activities. We call it the NPD learning process and argue that a set of coherent human resource management (HRM) practices, termed knowledge-oriented human resource (HR) configuration, can facilitate the NPD learning process. Collecting survey data from Taiwan, we find that the knowledge-oriented HR configuration is positively related to the NPD learning process and that the NPD learning process is positively related to managers' perceived new product performance. This study contributes to the literature of strategic HRM and innovation management.

Tacit Knowledge, Lessons Learnt, and New Product Development

New product development (NPD) is a complex activity that is dependent on knowledge and learning. Much of the knowledge generated in NPD is tacit; it is difficult to express, connected with problem solving, and dependent on the interactions within teams. Post‐project reviews (PPRs) are recognized as a highly effective mechanism for stimulating learning in NPD teams but, surprisingly, neither the typical “lessons learnt” that emerge from PPRs nor the role of tacit knowledge in NPD learning have previously been studied. To address this gap, five in‐depth case studies were conducted at leading German companies. Three main sources of data were used: interviews with experienced NPD personnel using repertory grid technique, inspection of company process and project documentation, and observations of PPR discussions. Systematic coding of the qualitative data was conducted by two researchers working in parallel and verified through checks involving independent researchers. The coding process identified the lessons learnt and also the usage of metaphors and stories (which signifies tacit knowledge generation).The lessons that NPD personnel perceive to be the most important were identified from the repertory grid data. These included: knowing how to deal with project budgets, solving technical problems, meeting schedules, resource management, and managing organizational complexity. Four lessons learnt appear to be particularly closely linked to tacit knowledge: dealing with project budgets, problem solving, coping with time schedules, and coping with changes in product specifications. Data triangulation showed that the five companies did not capture many lessons in their reports on PPRs. In addition, it appears that the learning that was related to tacit knowledge was not captured for dissemination.Although the results from our exploratory sample cannot be generalized, there are some important implications. The results indicate that R&D managers should capitalize on the tacit knowledge within their organizations through mentoring (to transfer the lessons that are most closely linked to tacit knowledge), and encouraging the use of metaphors and stories to transfer key NPD knowledge. Future research needs to verify the results using a larger sample, focus on how NPD professionals learn, and identify the mechanisms that facilitate the transfer of tacit knowledge and project‐to‐project learning.Tacit knowledge is a popular management concept but one that is poorly understood, as empirical evidence to demonstrate the validity of the theoretical concepts is sadly lacking. This provides a unique opportunity for NPD scholars—they have the ideal arena in which a deeper understanding of tacit knowledge can be generated.

Exploratory and Exploitative Market Learning in Discontinuous New Product Development

This research presents the results of an inductive comparative case study of how exploratory and exploitative market learning is balanced during the development of eight discontinuous new product development projects in six different business units of different multinationals in the chemical industry. For these projects, all recently introduced into the market, we find market knowledge to be a multi-dimensional construct consisting of segment, product, application, and customer knowledge. We illustrate how a project’s exploratory and exploitative market learning is balanced across market knowledge dimensions and over time. More specifically, we find three generic market learning patterns that can be distinguished based on their trade-off between exploratory and exploitative market learning. Our data also allow us to identify several organizational arrangements, such as the organizational position of the projects’ core marketing function and senior management’s decision roles, which seem important in shaping different market learning patterns. Overall this research contributes to the emerging literature on exploratory market learning in new product development.

Exploratory and Exploitative Learning in New Product Development: A Social Capital Perspective on New Technology Ventures in China

The authors examine the differential effects of the structural, relational, and cognitive dimensions of social capital on exploratory and exploitative learning in new product development in new ventures in China. In addition to investigating the potential nonlinear relationships between exploratory and exploitative learning and new product performance, the authors examine the relationship between the interaction of the two types of learning and new product performance. The findings suggest that different dimensions of social capital are indeed significantly related to the level of exploratory and exploitative learning. The results also support the argument that firms need a balance of exploratory and exploitative learning to enhance performance. The findings draw the attention of managers from multinational firms operating in China to the important role of social capital in enhancing new product performance.

Managers' perceptions of learning in new product development

PurposePost‐project reviews (PPRs) are widely recommended as an appropriate mechanism to stimulate project‐to‐project learning in new product development (NPD) teams. However, empirical research on their potential is limited and so this study aims to answer two questions: how do NPD professionals perceive PPRs? and is tacit knowledge created during PPRs?Design/methodology/approachFive in‐depth case studies were conducted in German companies. The main sources of data were: company documentation; in‐depth interviews with managers; and observation of PPRs. The different data sources enabled extensive data triangulation and a high degree of reliability and validity to be achieved.FindingsThe results indicate that NPD personnel perceive PPRs to be a very useful mechanism. They also show that social interactions and tacit knowledge play key roles in NPD learning.Research limitations/implicationsTacit knowledge was investigated using a proxy measure – the usage of metaphors and stories in NPD discussions and documents. More robust ways of studying the generation and transfer of tacit knowledge are needed. The whole area of knowledge and learning in NPD requires significant further study.Practical implicationsManagement needs to drive the dissemination of the results of PPRs more effectively, in order to make more use of the tacit knowledge generated.Originality/valueThe main contributions of this study are the insights it provides on how PPRs are perceived and the exploratory investigation it makes of tacit knowledge – a complex topic that has previously only been discussed at a theoretical level.

Small firm‐large firm experiences in managing NPD projects

PurposeThe purpose of this research paper is to present a modified framework for the waves of change of new product development of McGrath.Design/methodology/approachA qualitative study of new product development (NPD) in four electronic firms (two small indigenous/two large multinational) was conducted. In‐depth interviews were held with employees, including the founding entrepreneur in each of the small firms.FindingsAnalysis of strategic, organisational and development factors shows that firms face different challenges during their NPD process – some related to size. Also, as firms grow, NPD learning may be lost.Research limitations/implicationsThe research findings are stated as a result of four cases studies – two in large firms and two in small firms. Further research will establish the generalisability of these findings.Practical implicationsThe electronics industry is renowned for its aggressive competitive environment where successful entrepreneurs continuously innovate product and process development. The framework presented will be of use to entrepreneurs who focus on NPD.Originality/vlaueA modified version of McGrath's framework, showing separate categories for small and large firms, is presented. These modifications recognise that there are differences between NPD in small and NPD in large firms.

AN EVALUATION OF ORGANISATIONAL GROUNDWORK AND LEARNING OBJECTIVES FOR NEW PRODUCT DEVELOPMENT

This paper discusses New Product Development (NPD) Process and the perception required for effective NPD Learning (NPDL). A model of learning for NPD organisations is presented and the necessity to assess progression towards learning objectives at the individual, job and organisation level is shown. Three aspects of organisational groundwork are identified and discussed. These include developing the NPD process, implementing the NPD strategy and allocating resources for NPD and NPDL. Ten sets of learning objectives are identified and discussed. These are organisational analysis, barrier demolition, team working, flexible problem solving, use of advanced support tools, facilitating communication, maintaining communication, decision making, assessment of the NPD process and NPDL, and NPD risk analysis. It is proposed that adopting both an organisational needs analysis and individual needs analyses can support the development of NPD organisations. These analyses will identify the groundwork that should be undertaken by the organisation and the initial learning objectives for the individuals. The progression of NPD through the NPD process can then be assessed and implemented sufficiently.

Innovation‐driven learning in new product development: a conceptual model

This paper develops a conceptual framework that incorporates three innovation strategies and three learning activities through the mechanism of four conversion processes in new product development. Also included is the impact of the three learning activities on performance. The framework can provide a tool for systematically examining the effectiveness of product innovation efforts.

Multi‐dimensionality of learning in new product development teams

New product development team learning is important in today’s turbulent and uncertain markets and technologies. However, the literature treats team learning as a single construct, ignoring its multi‐dimensionality. In this study, we develop a multi‐dimensional team learning framework based on socio‐cognitive constructs. By studying 124 new product development projects, we show empirically that learning in new product development is best conceived as a multi‐dimensional structure with nine correlated but distinct constructs including: information acquisition, information implementation, information dissemination, unlearning, thinking, improvisation, memory, intelligence and sensemaking. Further, we demonstrate that a model based on the multi‐dimensionality of team learning provides a more robust explanation of new product success than does a unidimensional team learning model.

Internal vs. external learning in new product development: effects on speed, costs and competitive advantage

The purpose of this study was to investigate how different technology sourcing strategies throughout the new product development process influenced innovation speed, development costs, and competitive advantage. We studied 75 new product development projects from ten large, U.S.‐based companies in several industries. Results indicated that: (1) more external sourcing during the early (i.e., idea generation) stage was related with lower competitive success; (2) more external sourcing during the later (i.e., technological development stage was related with slower innovation speed; and (3) development costs tended to rise with greater reliance on external sources of technology, but this result was not statistically significant.