Author： Itabashi-Campbell Rachel Gluesing Julia Perelli Sheri
Publisher： Emerald Group Publishing Ltd
ISSN： 0265-671X
Source： International Journal of Quality & Reliability Management, Vol.29, Iss.6, 2012-06, pp. : 642-665
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Abstract
Purpose ‐ The purpose of this paper is to provide empirical evidence of engineering knowledge creation in the context of product failure management, thereby extending knowledge about organizational learning and mindfulness to a largely unexplored context. The study addresses a gap in the literature by illustrating "engineering epistemology" as a critical knowledge asset that gives rise to superior problem solving ‐ and potentially ‐ superior business performance. Design/methodology/approach ‐ The authors conducted qualitative research based on phenomenological interviews with product engineers to generate a grounded theory about organizational knowledge creation. Rigorous analysis of narratives detailing the "lived lives" of problem solvers relied on a research protocol recommended by Corbin and Strauss. Findings ‐ The findings show that engineers' real-world problem-solving practices mirror Nonaka and Takeuchi's five phases of knowledge creation and the three stages of sensemaking in enactment theory, the genesis of Weick's notion of mindfulness. A synthesized model illustrates how a five-step problem-solving process facilitated by environmental conditions resulting in organizational learning is influenced by an "engineering epistemology". Research limitations/implications ‐ The sample was limited to engineers based primarily in the US Midwest. While the authors' methodology (grounded theory) was appropriate for theory generation, the results invite quantitative testing involving a larger and more diversified sample of engineers. Practical implications ‐ The paper highlights the social aspects of engineering problem solving that firms can optimize for effective problem investigation and higher organizational learning. Originality/value ‐ The paper conceptualizes problem-solving teamwork as epistemic collaboration, with the often un-optimized potential of generating organizational learning. It is, to the authors' knowledge, the first research to concentrate on modeling the dynamics of knowledge creation in an engineering problem-solving context.
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