Mixing Methods for Collaborative Development

Transcription

1 Aalto University School of Science Degree Programme in Information Networks Laura Larmi Mixing Methods for Collaborative Development Espoo, May 16, 2013 Supervisor: Instructor: Professor Riitta Smeds Päivi Pöyry-Lassila, Lic.Sc.

2 Aalto University School of Science Degree Programme in Information Networks Author: Laura Larmi Title: Mixing Methods for Collaborative Development Number of pages: 85 Date: Language: English Professorship: Business processes and services in digital networks Code: TU-124 Supervisor: Professor Riitta Smeds, D.Sc.(Tech) Instructor: Päivi Pöyry-Lassila, Lic.Sc.(Tech) Abstract: business environment, but require knowledge integration within a variety of expertise, backgrounds and competence. Many fields of research and practice have recognized this need, and have responded by introducing new methods for collaborative development. However, the methods aimed at supporting co-creation have mostly been studied and developed in their specific contexts of use, and thus not enough is known on how they are purposefully applied and utilized in different contexts and configurations. This thesis studies co-development methodology from the viewpoint of collaborative knowledge creation. The objective is to advance understanding on co-development methods as support for knowledge co-creation, as well as to support versatile and purposeful exploitation of different methods in practice. The thesis aims at exploring the variety of roles that co-development methodology may have in knowledge co-creation processes. As theoretical foundation, this thesis adopts the perspectives of collaborative knowledge creation that stem from both learning and organization sciences. In particular, this thesis examines three methods that are originally developed and utilized in different contexts: future recall and design game. The empirical case study examines a co-development workshop in which these three methods were combined into a new, mixed method. The empirical case data is examined in video analysis that observes the effects of the mixed method in the interactions in the codevelopment workshop. The thesis provides a framework that clarifies the roles of methodology discovered in the theoretical and empirical study, as well as a checklist for the methodological choices of mixed co-development methods. Thus the thesis produces understanding on how to purposefully plan and apply mixed methods for knowledge co-creation. As a theoretical contribution, the thesis aims at increasing understanding on how knowledge co-creation processes are affected and supported with different tools and methods. Keywords: co-development methods, knowledge creation, process simulation, design game, future recall

3 Aalto-yliopisto Perustieteiden korkeakoulu Informaatioverkostojen koulutusohjelma DIPLOMITYÖN TIIVISTELMÄ Tekijä: Laura Larmi Työn nimi: Menetelmien yhdisteleminen yhteiskehittelyssä Sivumäärä: 85 Päiväys: Julkaisukieli: englanti Professuuri: Liiketoiminta- ja palveluprosessit tietoverkoissa Professuurikoodi: TU-124 Työn valvoja: Professori, TkT Riitta Smeds Työn ohjaaja: TkL Päivi Pöyry-Lassila Tiivistelmä: Uuden tiedon luominen on keskeinen osa nykypäivän liiketoimintaa, mutta usein edellyttää yhteistyötä, jossa tuodaan yhteen erilaisia kokemuksia, näkemyksiä ja tietoa. Tähän tarpeeseen on monella alalla vastattu kehittämällä ja hyödyntämällä erilaisia menetelmiä, joiden avulla yhteiskehittämistä voidaan tukea. Jotta yhteiskehittelyn menetelmien laajaa kirjoa voitaisiin hyödyntää kattavasti, tarvitaan tutkimustietoa niiden soveltamisesta ja hyödyntämisestä erilaisissa konteksteissa. Tämä tutkimus perehtyy yhteiskehittelyn menetelmiin yhteisöllisen tiedonluonnin näkökulmasta. Tavoitteena on luoda ymmärrystä siitä, miten yhteiskehittelyn menetelmät voivat tukea tiedonluonnin prosesseja, sekä tukea erilaisien menetelmien monipuolista ja tuloksellista hyödyntämistä käytännössä. Tutkimuksen teoreettinen pohja yhdistelee yhteisöllisen tiedonluonnin teorioita sekä organisaatiotieteiden että oppimistieteiden kirjallisuudesta. Erityisesti paneudutaan kolmeen yhteiskehittelyn menetelmään, jotka on kehitetty yhteiskehittämisen tukemiseen täysin erilaisissa konteksteissa: S uudenmuistelu sekä design-peli. Työn empiirinen osa tarkastelee työpajaa, jossa elementtejä kolmesta edellä mainitusta menetelmästä yhdistellään täysin uudeksi menetelmäksi. Työpajan videoanalyysin avulla pyritään löytämään keinoja, joilla yhteiskehittelyn menetelmät vaikuttavat vuorovaikutukseen ja tiedonluonnin prosesseihin. Kirjallisuuskatsauksen sekä empiirisen analyysin tuloksena luodaan viitekehys, joka havainnollistaa yhteiskehittelyn menetelmien tunnistettuja vaikutuksia tiedonluonnin prosessiin. Tulosten perusteella muodostetaan kokonaiskuva menetelmien keskeisistä vaikutuksista sekä näihin liittyvistä valinnoista. Nämä kootaan tarkastuslistaan, joka pyrkii helpottamaan menetelmien soveltamista mielekkäästi eri tarkoituksiin. Tutkimus myös täydentää tiedonluonnin kirjallisuutta selvittämällä, miten tiedonluontia voidaan tukea yhteiskehittelyn menetelmin. Asiasanat: yhteiskehittelyn menetelmät, tiedonluonti, prosessisimulointi, design-peli, tulevaisuudenmuistelu

4 ACKNOWLEDGEMENTS express my gratitude to those who have helped and supported me along the research process. First and foremost, I would like to thank my instructor Päivi Pöyry-Lassila for the invaluable comments, insights and support she has given me throughout the research process. I also want to thank the supervisor of this thesis, professor Riitta Smeds for guiding and supporting my research, as well as for all the experiences and knowledge I have been able to gather during my years in SimLab. I would like to express my gratitude to all the researchers of VISCI Tools and ATLAS research projects for the fruitful and insightful collaboration. In particular, I would like to thank Svante Suominen for listening in my moments of need, and for all the invaluable words of encouragement. I am deeply grateful to researcher Liina Hongell for the amazing expertise and support she has offered me during my video analysis process. Last but not least, I want to thank Anna Salmi, Otso Hannula and Heidi Tulensalo, who have kindly offered their help during the research process. Espoo, May 16, 2013 Laura Larmi

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7 LIST OF FIGURES FIGURE 1. The structure of the thesis... 7 FIGURE 2. The knowledge creation spiral by Nonaka and Takeuchi (1995)... 9 FIGURE 3. Expansive learning cycle by Engeström (1999) FIGURE 4. Four components of social learning theory (Wenger 2009) FIGURE 5. Framework for managing knowledge across boundaries by Carlile (2004) FIGURE 6. Illustration of the elements of trialogical learning, simplified from Paavola and Hakkarainen (2009) FIGURE 7. Simla meds et al. 2006) FIGURE 8. Different levels of knowledge and experience accessed by different techniques, by Sleeswijk Visser et al. (2005) FIGURE 9. Design game as a tool, a mindset and a structure, modified from Vaajakallio (2012) FIGURE 10. Tentative framework for roles of methodology in knowledge co-creation FIGURE 11. The process of VISCI Tools research project FIGURE 12. Structure of the case workshop FIGURE 13. Game board (challenges blurred) FIGURE 14. Examples of idea cards FIGURE 15. Idea descriptions were written on the cards, and the cards were placed on the game board FIGURE 16. Idea card game overview FIGURE 17. Empty timeline FIGURE 18. Idea cards were placed on the timeline FIGURE 19. Screen capture from idea card game video FIGURE 20. Screen capture from timeline exercise video FIGURE 21. Effects of the mixed method in the case workshop, based on video analysis FIGURE 22. Framework for roles of methodology in knowledge co-creation, based on the findings from the theoretical study and the empirical video analysis... 65

8 LIST OF TABLES TABLE 1. Theoretical background for the dimensions of knowledge co-creation TABLE 2. Simplified comparison of the methods TABLE 3. Content log for idea card game of one group TABLE 4. Content log for timeline video TABLE 5. Example 1 of an intense episode of linking ideas in idea card game TABLE 6. Example 2 of an intense episode of linking ideas in timeline exercise TABLE 7. Example 3 of an intense episode of linking ideas in timeline exercise TABLE 8. Methodological choices of the case workshop TABLE 9. The methodological choices, options and dimensions found in this thesis. 68

9 -& -*!.'/0)!-'*&,& -*!.'/0)!-'*& This thesis studies co-development methodology from the viewpoint of collaborative knowledge creation in business process development. More specifically, this thesis compares three methods that are originally developed and utilized in different contexts, as well as studies a case in which the methods were mixed. There are two core objectives of the thesis. The first is to advance theoretical understanding on co-development methods as support for knowledge co-creation. The second objective is to support versatile and purposeful exploitation of different methods in practice, especially in business process development.,1,& #")35.'0*/&"*/&9'!-D"!-'*& Innovation and constant development are cornerstones in the modern business environment of dynamic markets, quickly changing customer demands and rapid development of technology (Baregheh et al. 2009). Innovativeness of firms has been found to be essential in terms of economic performance, for example growth and high profits (van der Panne et al. 2003). However, the ability to renew and create knowledge is dependent on successful collaboration across knowledge boundaries (Carlile 2002) and integration of previous knowledge within the organization (Nonaka & Takeuchi 1995; Alves et al. 2007). Consequently organizations are increasingly dependent on their ability to manage collaboration and knowledge integration within a variety of expertise, backgrounds and competence. This need has been recognized in a variety of fields, and inspired the development and utilization of collaborative development methods that aim to facilitate knowledge integration and creation. Co-development methods have been exploited in different fields from product development to social services (e.g. Sleeswijk Visser et al. 2005; Kokko 2006). The variety of methods is also organized in different ways from user workshops (e.g. Sanders 2001; Brandt 2006) to different kinds of network meetings (e.g. Arnkil et al. 2000; Smeds et al. 2006). The methods and specified 1

10 objectives vary, but the core idea is the same: bringing diverse knowledge and perspectives together in order to create new solutions and development ideas in a collaborative manner. (Smeds et al. 2010; Sanders 2001) However, these methods have been mostly studied and developed in their specific contexts, and thus there is only little knowledge on how they could be applied and utilized in different contexts. Even though the core objectives are for the most part similar, the methods support collaboration and knowledge creation in various ways. Therefore, combining and applying the variety of methods in diverse contexts and purposes could offer potential value in many cases. This study examines three methods, which all aim for collaborative development within interdisciplinary, inter-organizational, or otherwise diverse participants. One of the methods is established for process development in the context of networked business, second is developed to fulfill the customer-oriented needs of social services, as the third is a methodological framework for engaging users in a design process. These three were chosen because they facilitate collaborative knowledge creation for different purposes and in different ways. Thus, the methods complement each other in creating an understanding of different viewpoints on co-development methodology. In the case studied, the methods were combined in order to benefit from qualities of all the three methods, such as provoking envisioning, structuring visualization or supporting narrative-based communication. The first of the three methods studied is SimLab process simulation method, which aims for collaborative business process development. It is built around a knowledge co-creation event called process simulation event. All actors related to the process are invited to share their experiences and understanding, and to collaborative create new knowledge about the process. The simulation upholds a facilitated discussion about the process, supported with a process model that outlines the discussion and acts as a mediating object within the participants. The core objectives of SimLab process simulation are to share and externalize tacit knowledge, as well as create mutual understanding about the roles and activities in the process among participants. (Smeds et al. 2005) SimLab process simulation method is relatively adaptive, as it frames the process and guidelines, but leaves room for customization 2

11 according to case objectives. It may easily be modified to meet different purposes, and complemented with elements from other co-development methods as well. The second of the three methods is future recall, which is originally developed for the needs of social services (Kokko 2006). However, due to its efficiency it has also been exploited in for example shaping work communities and executing new projects or operational units (Hyvönen 2011). Originally, the method was developed in order to emphasize customer-orientation and collaboration in the Finnish social services (Seikkula & Arnkil 2005). As a solution, the researchers wanted to create a tool for comprehensive and multidisciplinary treatment, in which the customer is highly empowered. This generated a set of tools called network dialogs, in which the most essential purpose is to bring people together and ensure that every participant gets their say and is equally listened to (Seikkula & Arnkil 2005). Future recall was developed as a part of this set of network dialog methods (Arnkil et al. 2000). In particular, future recall emphasizes positive thinking, solution-driven approach and concrete planning of next steps (Kokko 2006). Lastly, the third of the methods studied is design games. Design game is a methodological framework for organizing participatory design (Brandt 2006) and codesign (Vaajakallio 2012). Participatory design and co-design are both concepts used to describe design processes that aim for involving people that are potentially affected by the design but that are not usually a part of the design process (Mattelmäki & Sleeswijk Visser 2011). As the designer is designing for future use, participatory design methodology emphasizes discovering the tacit knowledge and latent needs of the users (Sleeswijk Visser et al. 2005). Design games offer a framework for engaging users and other stakeholders in a design process, particularly by exploiting game-like elements, such as tangible game props, rules of activity and imaginative orientation (Vaajakallio 2012). This thesis studies mixed methodology, i.e. methodology that combines elements from two or more different co-development methods. This is because characteristics of various co-development methods, such as SimLab process simulation, future recall and design games, potentially offer worthwhile expansions to co-development. However, there is still little research on how mixed methodology supports 3

12 knowledge co-creation, and especially how to apply mixed methodology in a purposeful and successful manner. In this thesis, this combination of design game, future recall, and SimLab process simulation, is studied in the context of a SimLab process simulation project. The aim is to explore the characteristics and benefits of the combined methodology in terms of knowledge co-creation, and thereby to support effective exploitation of diverse co-development methods.,12&.%+%".)a&;.'#$%9&"*/&'#e%)!-d%+& The research problem for the study is: How does mixed co-development methodology facilitate knowledge co-creation processes? This problem is divided into supporting sub-questions, which are defined separately first for the literature review and then for the empirical study. The research problem is first studied through a literature review, after which the research questions are refined for the empirical study. The literature review discusses theoretical backgrounds of knowledge co-creation and the three studied methods: future recall, design games and SimLab process simulation. The theoretical background of collaborative knowledge creation adopts the perspectives from both learning and organization sciences in order to understand how knowledge co-creation takes place in human interaction. The research questions for the literature review are: RQ1: How does knowledge co-creation take place? RQ2: What are the central elements and prerequisites for successful knowledge co-creation? RQ3: What kinds of knowledge creation processes co-development methods aim to facilitate? In which practical ways? These three research questions are examined through the literature review, after which the answers are discussed in the theoretical synthesis (6.1). Based on the theoretical findings, the refined research questions for the empirical study are defined and presented in the end of the literature review (6.3). 4

13 The objective of the study is to be able to describe and understand mixed methodology in knowledge creation workshops. The specified theoretical and practical objectives are the following: (1) The theoretical objective is to broaden the understanding on how the use of collaborative development methods affects knowledge creation and collaboration. More specifically, this study aims at identifying how the knowledge creation process is affected by methodological choices. (2) The practical objective of the study is to support successful and meaningful exploitation of collaborative development methods. Thus the thesis aims for increasing the understanding on how to purposefully apply and combine codevelopment methods for different purposes and contexts. This thesis aims primarily at supporting forthcoming process co-development projects in utilization of elements from diverse co-development methodology, particularly SimLab process simulation, future recall, and design games. However, the thesis also aims at offering valuable understanding for anyone interested in codevelopment methodology. Thereby this thesis contributes to a variety of fields of research and practice, such as change management, conflict mediation, as well as product and service development.,18&.%+%".)a&";;.'")a&"*/&+)';%& The research approach of the thesis is qualitative. Qualitative research aims for understanding social or human problems and their meanings for individuals or communities. It realizes the complexity and uniqueness of situations related to human issues, and thus offers a possibility to examine the topic in depth and with open-ended question setting. The analysis of qualitative data is based on researcher s interpretations of it, and consequently is affected by the researcher s individual understandings. (Creswell 2009) The research method is case study, as the aim is to understand a phenomenon within specific settings through a single case (Eisenhardt 1989). In particular, case study serves this thesis objectives best, because it involves actual events in real-life context (Yin 2009). This is important as there is only little previous research on the 5

14 topic, and the aim is to describe and gain understanding on the phenomena rather than to produce generalized conclusions. The particular case is a part of the VISCI Tools research project that aimed for development of technologies and management processes that support collaborative innovation. More specifically, the case data is from a co-development workshop that was organized with a pilot company. This workshop is particularly interesting because the methodology combined elements from future recall, design games and SimLab process simulation. The objective of the co-development workshop was to create a mutual understanding about the desired innovation practices within the organization, as well as the concrete steps in implementing them in the future. The case is described more closely in chapter 7. The case data consists mostly of video recordings from the co-development workshop. Video data provides an opportunity to capture activity as it occurs in real life, as well as recording a variety of aspects, such as speech, gestures and the use of artifacts (Heath et al. 2010). Also other documentation, such as project plans, is used. The video data analysis takes place in an iterative process, in which the data is reviewed and analyzed many times. The analysis process roughly follows the three phases by Heath et al. (2010): (1) The preliminary review, i.e. creating an outlook on the corpus of the data. The objective is to create a log or a generic description that helps in identifying specific phenomena or events. (2) The substantive review, i.e. conducting preliminary findings. This phase aims for classifying the interesting events or phenomena more closely, and also includes selection of the episodes to be analyzed more closely. (3) Analytic review, i.e. defining, analyzing and classifying the specified events or phenomena in detail. The research problem is approached with abductive inference logic. This means that literature and empirical data are analyzed in an iterative process, in which they are constantly compared and combined. (Dubois & Gadde 2002) This is especially 6

15 typical in case studies, as the understanding deepens as the research proceeds (Eisenhardt 1989).,1=& +!.0)!0.%&'(&!A%&+!0/B& This thesis consists of four parts: introduction (I), theoretical background (II), empirical research (III) and discussion (IV). Figure 1 - The structure of the thesis. The first part of the thesis describes the motivations and background of the thesis, as well as the research problem, methods, scope and the structure of the study. The second part is the literature review that discusses the theoretical backgrounds for knowledge co-creation and the three studied methods: SimLab process simulation method, future recall, and design games. The synthesis is constructed by comparing the three methods from the viewpoint of knowledge co-creation. At the end of part II, the research questions are refined for the empirical study. The third part describes the case, data collection and analysis process in more detail, as well as the findings of the study. The fourth part comprises conclusions, both practical and theoretical implications, evaluation of the study and ideas for future research. 7

16 --&!A%'.%!-)"$&#")35.'0*/& This literature review discusses the theoretical background for supporting knowledge co-creation by means of SimLab process simulation, future recall and design games. First, the review describes the knowledge co-creation theories that are used as a basis for the study. Since the research focus is on collaborative development interventions, the theories are selected and discussed from the viewpoint of collaborative and intentional creation of new knowledge. Second, the literature review discusses the theoretical backgrounds and practical characteristics of the three methods. Thirdly, in the synthesis, the methods are re-examined by comparing them to each other and the theoretical foundations of knowledge co-creation. 2& 3*'4$%/5%&)'6).%"!-'*& In the past couple of decades, empirical research on collaborative learning and knowledge creation has challenged the traditional assumption that learning takes place as knowledge acquisition within individual minds (Sfard 1998). The topic has been studied comprehensively in diverse contexts, and the results have generated a pervasive consensus that knowledge creation is embedded in social interaction and dialogue (Tsoukas 2009). This conception emphasizes learning and knowledge creation to occur through participation in communities and transforming knowledge among participants (Sfard 1998). However, there is no consensus and only little research on the actual, micro level realization of the knowledge creation process (Tsoukas 2009). Furthermore, Paavola et al. (2004) argue that instead of dialogue alone, knowledge creation takes place in trialogue, i.e. collaborative development of shared objects of activity. This chapter discusses knowledge co-creation theories from the viewpoint of intentional and collaborative development. First, the following chapter discusses the role of dialogue in knowledge co-creation, focusing on the social knowledge creation processes (2.1) and knowledge 8

17 transformation (2.2). Second, the trialogical nature of knowledge creation is addressed (2.3). Finally, the chapter aims at sorting out the characteristics and prerequisites of knowledge creation (2.4) that are most relevant from the viewpoint of co-development methods. 21,& 3*'4$%/5%&).%"!-'*&"+&+')-"$&;.')%++& Knowledge creation has been studied in the fields of both learning and organization sciences. The two discourses examine knowledge creation from different viewpoints, but both have come to realize knowledge creation as a social process. In the following, some central theories are discussed from both fields of research. Nonaka and Takeuchi (1995) found organizational knowledge creation to be significantly dependent on the ability to share and transform knowledge. Especially they emphasize the role of tacit knowledge, which comprehends for example personal experiences, values and emotions, and consequently is not easily expressed. The conversion and mobilization of tacit knowledge was found to be the key for creating new knowledge. The conversions of tacit and explicit knowledge require a shared context of interaction, a ba. Ba is not necessarily a physical place, but a locationality that includes time and space (Nonaka et al. 2000). These conversions between tacit and explicit knowledge are represented in knowledge creation spiral (Figure 2). (Nonaka & Takeuchi 1995) Figure 2 - The knowledge creation spiral by Nonaka and Takeuchi (1995). Engeström (1987; 1999) studied knowledge creation within work groups, and developed the model of expansive learning (Figure 3). In particular, and in contrast 9

18 to Nonaka and Takeuchi s model, Engeström emphasizes the process of knowledge creation is to be self-triggered, as it builds on questioning and criticizing current practices. Questioning and analyzing constitute the process of collective reconstruction that refers to converting assignments, baselines and instructions into the team s mutual understanding of the subject. (Engeström 2009) New solutions are created based on current practices and issues, and thus the process involves constant reflection on the current (Engeström 1999). Figure 3 - Expansive learning cycle by Engeström (1999). Also Lave and Wenger (1991) describe learning and knowledge creation to be embedded in social dialogue. They suggest leaning to be situated as an integral and inseparable part of social practices in which people participate. Thus, learning does not appear as acquiring knowledge, but as learning how to behave within a community (Brown & Duguid 1991). Lave and Wenger (1991) emphasize that the most effective learning takes place in interaction or peripheral participation with new or distant practices, as it gives an opportunity to reflect the new practices to the familiar ones. Practices are related to communities in which they take place, i.e. communities of practice (Lave & Wenger 1991). A community of practice is a system of activities, in which people participate and share understandings about the community s actions, purpose and influence. Communities of practice are thus informal and usually invisible, even to those participating in them. Nevertheless, they are formed around and maintained by a shared topic of interest. (Wenger 1998) 10

19 Wenger (1998) divides the concept of social learning into four components: practice, community, identity and meaning (Figure 4). Learning about practice refers to learning about the shared resources, frameworks and perspectives that uphold the community activity. Learning about the community takes place in social configurations that determine what we see as competence or worth pursuing. Identity, on the other hand, is developed through the personal history of becoming and thus constructed in relation to communities. Lastly, the ability to experience what is meaningful is individually and collectively developed in the context of communities. (Wenger 1998; 2009) Figure 4 - Four components of social learning theory (Wenger 2009). Bereiter (2002), in contrast, clearly separates knowledge building from learning. He suggests that organizational knowledge is based on artifacts, both material and conceptual. Like material artifacts, conceptual ones can usually be for example described, compared, valued, modified, discussed and improved. Consequently, new knowledge is built by producing, modifying and examining these artifacts. Accordingly, the objective of knowledge building is not individual mental improvement, but object and concept improvement. Therefore its objective is to create general knowledge instead of individual. However, learning may occur incidentally for the people involved. (Bereiter 2002) To summarize, knowledge co-creation may be considered as a social process, in which new knowledge is created from the basis of a variety of existing knowledge. However, there is no consensus on the realization of this process. The theories describe for example different triggers and motives for knowledge creation, diverse 11

20 roles of artifacts and practices, as well as different opinions on the associations with learning. 212& 3*'4$%/5%&!."*+('.9"!-'*& Observing the actual realization of the knowledge creation process, Nonaka and Takeuchi (1995) demonstrate the knowledge conversions to take place in complex interactions. Furthermore, they draw attention to the variety of tools and means that many of these interactions required. They recognized a variety of activities that support knowledge conversions, such as observing, imitating, doing together, experiencing, and learning by doing. In addition, they identified also tools that were used for knowledge conversions, such as metaphors, analogies, concepts, models, hypotheses, documents, manuals and stories. (Nonaka & Takeuchi 1995) More specifically, these tools and means are needed in order to share and integrate knowledge across knowledge boundaries (Carlile 2002). These boundaries appear though for example different terminologies, tools, and levels of experience, but also as different incentives and objectives. As these differences increase, also more effort is required to understand and combine overall expertise across the boundaries. Novelty of circumstances, due to for example new requirements, also increases the difficulties in integrating knowledge. Furthermore, dependence on each other s knowledge increases the significance of knowledge integration. (Carlile 2004) Star (1989) suggests that knowledge integration across these boundaries takes place in the development of boundary objects that mediate understanding. Carlile (2002) studied the use of these objects in product development, and divides the approaches into three: syntactic, semantic and pragmatic (Figure 5). The syntactic approach aims for ensuring precise knowledge transfer through shared syntax. Instead, the semantic approach recognizes the cultural and interpretational aspect, as well as differences in language and terminology. Thus, crossing semantic boundaries requires knowledge translation, which refers to translating existing knowledge by means of standardized forms and methods that follow mutually understood structure and language. (Carlile 2002; 2004) 12

21 Figure 5 - Framework for managing knowledge across boundaries by Carlile (2004). The pragmatic approach, however, emphasizes the motivation to share and adapt new knowledge. People see the consequences and dependencies differently, and therefore coequal collaboration may be difficult. At a pragmatic boundary, there is a need for knowledge transformation, i.e. negotiation and adaptation of existing knowledge. Thus the boundary objects used in pragmatic boundaries should also support transformation of knowledge, instead of only representing information. In order to support the negotiation and adaptation of knowledge, the objects used in knowledge transformation are usually complex, such as prototypes, drawings, process maps and simulations. (Carlile 2002; 2004) 218&!.-"$'5-)"$&";;.'")A&!'&3*'4$%/5%&).%"!-'*& Paavola et al. (2004) contribute to the knowledge creation theory by presenting a concept of innovative knowledge community. This concept is based on three theories that represent innovative learning in knowledge communities: the knowledge building theory (Bereiter 2002), the knowledge creation spiral (Nonaka & Takeuchi 1995) and the expansive learning theory (Engeström 1987; 1999). Based on these three theories, Paavola and Hakkarainen (2005) sorted out the common characteristics of innovative knowledge communities: (1) they intentionally pursue something new, (2) they acknowledge innovative processes to take place in communities, and (3) they acknowledge innovative processes to occur through systematical development of shared objects. The definition of innovative knowledge 13

22 communities is based on these findings. Consequently, Paavola et al. (2004) describe the concept of innovative knowledge communities as communities that create new knowledge through intentional and collaborative development of shared objects, such as artifacts, practices and ideas. (Paavola & Hakkarainen 2005; Paavola et al. 2004) Similarly to the model of communities of practice (Lave & Wenger 1991), innovative knowledge communities are driven by individual initiative that is embedded in communities activities (Paavola et al. 2004). However, the most significant difference is that knowledge creation in communities of practice is usually unrecognized (Wenger 1998). In contrast, innovative knowledge communities actively and intentionally pursue creation of new knowledge and development of shared objects of activity (Paavola & Hakkarainen 2005). Paavola and Hakkarainen (2005) also adapted the theories of innovative knowledge communities into learning theory. Thus, the concept was expanded into a knowledge creation metaphor for learning, also called trialogical learning. The trialogue (Figure 6) is a metaphor that refers to the three elements present in collaborative learning in innovative knowledge communities: individual subjects and initiative, a community, and the use of objects. (Paavola & Hakkarainen 2008; 2009; 2005) Figure 6 - Illustration of the elements of trialogical learning, simplified from Paavola and Hakkarainen (2009). As in Figure 6, the trialogue consists of individuals, a learning community, and the use of objects. The knowledge creation takes place around shared objects of 14

23 development, such as knowledge artifacts, practices and the externalized ideas and presentations of the community. The core idea of trialogical learning is that communities develop these shared objects of activity with the assistance of mediating tools. Thus the shared objects are in a double role, as they mediate understanding, but also are the objects of the creation process. (Paavola & Hakkarainen 2008; 2005) 21=& ;.%.%F0-+-!%+&('.&3*'4$%/5%&)'6).%"!-'*& As it appears, there is no consensus on how the process of knowledge creation takes place. The theories presented describe knowledge co-creation process and its prerequisites in diverse ways. However, there are some core elements and prerequisites that stand out. Based on the theoretical review I suggest that the commonly essential elements of collaborative knowledge creation may be summarized in three: Firstly, new knowledge is created by applying and exploiting a variety of existing knowledge. More specifically this refers to a combination of previous experiences, existing knowledge and individual understanding (e.g. Nonaka & Takeuchi 1995; Lave & Wenger 1991, Paavola et al. 2004). Knowledge co-creation processes bring this various knowledge together in order to create new knowledge. Secondly, the theories suggest that knowledge creation is embedded in social processes of interaction, such as knowledge transformation (Carlile 2004), participation in communities (Lave & Wenger 1991), as well as questioning and developing joint practices (Engeström 1999). Therefore it may be argued that knowledge creation takes place as a social and collaborative process. Thirdly, knowledge co-creation is mediated by tangible and conceptual objects. According to the theories discussed, artifacts mediate knowledge creation in two ways: by facilitating knowledge translation and transformation (Carlile 2002), and by mediating the creation process (Paavola et al. 2004; Bereiter 2002). 15

24 I propose that these three aspects of knowledge co-creation are the also the core elements that are to be supported with co-development methods. Consequently, they may be used as a basis for mixing methodologies to support knowledge co-creation. However, as noted, the theories discussed in the literature review describe knowledge co-creation processes in diverse ways. The most apparent contradiction within the theories seems to be the different ways of observing and making sense of the knowledge creation phenomenon in the first place. Thus, regarding the realization of knowledge creation processes, I recognize two viewpoints: (1) The social interaction embedded in knowledge creation process. This viewpoint studies knowledge creation from the viewpoint of social interactions, such as collaboration across knowledge boundaries (Carlile 2004), social interaction within and between communities (Lave & Wenger 1991), and knowledge transformation within organizations (Nonaka & Takeuchi 1995). What is common to these theories is that they emphasize knowledge creation to take place in crossing boundaries of knowledge, expertise and practice. (2) The creation process embedded in social interaction. This viewpoint studies knowledge creation as a process through which joint practices (Engeström 1999), shared objects of activity (Paavola & Hakkarainen 2005) or material of conceptual artifacts (Bereiter 2002) are developed. These theories emphasize that knowledge creation takes place around shared objects of development. These two viewpoints are not entirely conflicting, but they do imply that both a collaborative approach and a creative process are essential requirements for knowledge creation. Consequently, I suggest that both these viewpoints are essential when supporting knowledge co-creation by means of methodology, and thus those provide the very basis for organizing and applying co-development methods. 16

25 8& +-9$"#:&;.')%++&+-90$"!-'*& SimLab process simulation is a method for process co-development. It aims at creating a shared understanding about a networked process and jointly developing it further. The method is based on modeling and simulating the networked process, and thus developing a mutual understanding about the roles and activities in it (Smeds et al. 2005). Visualizations and facilitated discussion are central elements in the method, as they enable externalization of tacit knowledge and assisting collaborative development of the process. In practice, SimLab process simulation is a carefully prepared workshop, organized as a part of a SimLab process simulation project. The project follows seven step process, which all support the development of the networked process. (Smeds et al. 2006) In this chapter, the context and objectives of the method is first described (3.1). Thereafter the more specific principles and implementation (3.2) of the SimLab process simulation method are discussed. 81,& #")35.'0*/&"*/&'#E%)!-D%+& The theoretical root of the SimLab process simulation method lies in innovation management research. Van de Ven (1986) suggested that in order to create new knowledge and innovations collaboratively, all the critical actors must be identified and brought together. They must comprise an autonomous unit, which is able to make decisions and take actions as they prefer. In these so called hologram structures, Van de Ven (1986) emphasizes requisite variety. That refers to the variety in the participants knowledge that altogether covers all that is required to solve the shared problem. This is the core objective of SimLab process simulation, and thus it aims for gathering together a competent group of people that also meet the requisite variety of knowledge related to the process (Smeds & Alvesalo 2003). Another theoretical anchor of SimLab process simulation method is the concept of ba (Nonaka & Takeuchi 1995), a shared context of interaction. The method aims to create a context that enables collaborative development and supports knowledge conversions. (Smeds & Alvesalo 2003) These knowledge conversions and the joint 17

26 development are supported with a visualized process map that is used as a boundary object (Star 1989) for mediating knowledge transformation (Smeds et al. 2006). The process model, in addition with the discussion, supports creation of shared understanding of the process, as well as the shared goals for future development. Furthermore, shared understanding of common goals also increases commitment and empowerment that support the implementation of the new process developed. (Smeds et al. 2001) To summarize, in SimLab process simulations knowledge co-creation takes place through a collaborative process in which a networked process is jointly developed. A visualized process model or other visualizations are used as mediators for knowledge transformation, and as the shared objects of development. Consequently the simulation may be considered as knowledge co-creation process of an innovative knowledge community. (Smeds & Pöyry-Lassila 2011) 812& +-9$"#:&;.')%++&+-90$"!-'*&-*&;.")!-)%& SimLab process simulation method is applied in a carefully planned SimLab process simulation project that comprises seven phases. The project culminates in a simulation day, in which all the actors related to the process are invited to discuss and develop the process. (Smeds et al. 2006) The SimLab process simulation project is described in Figure 7. Figure 7 - SimLab process simulation project (Smeds et al. 2006) SimLab process simulation project starts with a kick off, in which the development objectives, specified cases, schedules, and resources are discussed. Thereafter, the process modeling begins in a modeling session, in which a small group of central actors clarify the preliminary process outline. The model is complemented with interviews, in which the key actors of the process are asked about the roles and activities in the process. Before the simulation day, the process model is validated with the central actors and the objectives of the day are specified. The project 18

27 culminates in a simulation day, in which the networked process is jointly developed. After the simulation day, the created knowledge, such as the development ideas for the process, is analyzed, reported for the case companies, and exploited in academic research. Depending on the specifics of the project, the results or effects may also be validated with follow-up research. (Smeds et al. 2006) The simulation day usually comprises two parts: the process simulation in the morning and group work session in the afternoon. In practice, the simulation is a facilitated discussion mediated by the visualized process model. (Smeds et al. 2006) The process that is modeled and used as a boundary object in the simulation day varies according to the development objectives. The developed process may be a current formal process, a representation of a case process as it happened, or for example an optimized future process (Smeds et al. 2003). The simulation discussions are facilitated by the researchers who have realized the SimLab process simulation project (Smeds et al. 2006). Compatibly with the idea of process consultation (Schein 1987), the researchers aim for helping the case organization to recognize, understand, and develop the process itself. Thereby the researchers facilitate the participants own process of developing the process instead of giving ready solutions (Schein 1987). They intend to facilitate the interaction between the participants via the help of the boundary object, and thereby support collaborative knowledge creation within the participants (Smeds et al. 2006). In an optimal situation, the facilitator should be an external party that has no own interests regarding the case (Huxham & Cropper 1994). In SimLab process simulations, the researchers are external and do not have personal interests related to the case. However, along with the project they create a wide conception of the process. Consequently they have good perceptions about the overall condition and the most critical issues, but no personal interest in pushing own solutions (Smeds & Alvesalo 2003). In addition, one of the facilitators important tasks is to enable equal involvement and ensure that no participant is too dominate or ignored (Huxham & Cropper 1994). Therefore all discussions throughout the day are led by facilitators that lead the discussion by giving turns and asking questions (Smeds et al. 2006). 19