The fit between problem solving style and perceived problem complexity as a major determinant of knowledge generation during product innovation: empirical evidence and implications for a theory of learning

This paper presents the findings of an empirical study aimed at investigating the influence that some factors describing the context pattern perceived by individuals and some other factors shaping the problem solving style have on the generation of new knowledge during technical problem-solving in small manufacturing firms. In a previous study, these factors were identified. Here the effect that the fit between the first and the second group of factors has on the amount and type of knowledge generated during technical problem-solving is explored. Two relevant findings emerge from the statistical analysis of data: (1) different context patterns are more conducive than others to learning (in the study learning and the generation of knowledge are used as synonymous); (2) there exists some fit between context pattern and problem-solving style, as some practices and behaviors adopted during technical problem-solving are more effective than others in some context patterns. Ninety-one cases of technical problem-solving occurred during product innovation within 35 small firms which were studied.