Organizational Learning and New Product Outcomes: Integrating Research Approaches

Abstract

A growing number of empirical findings support positive influence of organizational learning on firm's overall performance (Hurley and Hult 1998, Baker and Sinkula 1999a, Morgan and Turnell 2003). Developing new products is a knowledgeintensive activity, and supporting it by a continuous flow of information about market needs and evolving technologies can reduce development cost and time. Facilitating access to knowledge about past and current development efforts can significantly improve the effectiveness of the process. Recently, researchers in the new product development area have turned to studying the role of informational processes, knowledge, and learning in affecting new product outcomes (Calantone, Cavusgil and Zhao 2002, Brockman and Morgan 2003, Cavusgil, Calantone and Zhao 2003). Although the majority of findings generally support a positive role of learning in facilitating new product positive outcomes (Slater and Narver 1995, Hurley and Hult 1998, Baker and Sinkula 1999a and b, Calantone, Cavusgil and Zhao 2002, Therin 2002), there are some results that are inconclusive, contingent on exogenous variables, and contradictory (Moorman 1995, Gatignon and Xuereb 1997, Moorman and Miner 1998a and b, Brockman and Morgan 2003). The purpose of this paper is to provide a thorough examination of existing research related to the role of organizational learning in new product development outcomes, outline theoretical approaches and empirical results, propose a conceptual framework, and identify areas in need of further study.