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Leadership in innovation projects: an illustration of the reflective practitioner and the relation to organizational learning

Author

Listed:
  • Peter R. A. Oeij

    (TNO, Netherlands Organisation for Applied Scientific Research
    Open University of the Netherlands)

  • Jeff B. R. Gaspersz

    (Nyenrode Business University)

  • Tinka van Vuuren

    (Open University of the Netherlands
    Open University of the Netherlands)

  • Steven Dhondt

    (TNO, Netherlands Organisation for Applied Scientific Research
    TNO, Netherlands Organisation for Applied Scientific Research and KU Leuven / Catholic University of Leuven)

Abstract

The purpose of this conceptual article is to demonstrate that Donald Schön’s Reflective Practitioner actually outlines an explicit model of the steps that project leaders in practice apply largely unaware. This reflective research model furthermore can be meaningfully combined with Argyris and Schön’s model of organizational learning. The combined research and learning model can support project team members and leaders to enhance their reflectiveness and improve their project success. Eighteen project leaders of innovation teams were studied by means of in-depth interviews aimed at assessing how project leaders act when dealing with critical incidents during their projects. Based on a selection of three project leaders, an empirical illustration of Schön’s model is provided: they recognized there was a problem, researched the problem, developed alternative solutions, tested different solutions and alternatives on validity, tried out and experimented with solutions, selected and applied a particular solution, and evaluated the process completed. The authors’ suggestion for practitioners is applying the combined model of the reflective practitioner and organizational learning, as this can help innovation leadership in practice at both the individual and the team level. The scientific value of this contribution lies in the conversion of Schön’s latent (tacit) model into a manifest (explicit) model, and by relating it to the model of organizational learning, a result emerges that is both applicable to future research and practice.

Suggested Citation

  • Peter R. A. Oeij & Jeff B. R. Gaspersz & Tinka van Vuuren & Steven Dhondt, 2017. "Leadership in innovation projects: an illustration of the reflective practitioner and the relation to organizational learning," Journal of Innovation and Entrepreneurship, Springer, vol. 6(1), pages 1-20, December.
    • Handle: RePEc:spr:joiaen:v:6:y:2017:i:1:d:10.1186_s13731-017-0062-3
    DOI: 10.1186/s13731-017-0062-3
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    Citations

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    Cited by:

    1. Robson Mekonnin Shiferaw & Zerihun Ayenew Birbirsa & Shimels Zewdie Werke, 2023. "Entrepreneurial leadership, learning organization and organizational culture relationship: a systematic literature review," Journal of Innovation and Entrepreneurship, Springer, vol. 12(1), pages 1-20, December.
    2. Anna Tenhunen-Lunkka & Riitta Honkanen, 2024. "Project coordination success factors in European Union-funded research, development and innovation projects under the Horizon 2020 and Horizon Europe programmes," Journal of Innovation and Entrepreneurship, Springer, vol. 13(1), pages 1-26, December.
    3. Seyed Hossein Razavi Hajiagha & Hannan Amoozad Mahdiraji & Maryam Behnam & Boshra Nekoughadirli & Rohit Joshi, 2022. "A scenario-based robust time–cost tradeoff model to handle the effect of COVID-19 on supply chains project management," Operations Management Research, Springer, vol. 15(1), pages 357-377, June.

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