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Summary form only given. This paper presents the findings of a study aimed at investigating the influence that some factors, describing the cognitive, social, and management environment during technical problem-solving, have on the generation of new knowledge in small manufacturing firms. In a previous study we have examined the direct impact of these factors upon knowledge generation. Here we examine the mediated impact of factors upon knowledge generation. Using path analysis we examine an a priori theoretical model of influences of some constructs on knowledge generation. Ninety-one cases of technical problem solving that occurred during product innovation within 35 small firms were studied. Two key findings arise from our study, each adding substantially to the understanding of how knowledge is created in small firms during technical problem-solving and to the impact that some management practices and social behaviors adopted in the organization have on the amount and quality of knowledge created. First, the hypothesized model explains the logical process of knowledge creation during innovation in small firms moderately well, supporting what literature says about the generation of knowledge within organizations. Our second key finding is that the hypothesized model puts emphasis on the subtle relationship existing among uncertainty, ambiguity and the adoption of practices and behaviors aimed at reducing them.

This paper presents the findings of a study aimed at investigating the influence that some factors describing the cognitive, social and management environment during technical problem-solving have on the generation of new knowledge in small manufacturing firms. Ninety-one cases of technical problem-solving occurred during product innovation within 35 small firms were studied. From the literature and a multiple case study analysis, the authors identified a set of factors affecting learning which were ranked by order of influence. In that analysis, they considered each factor as affecting learning independently of the others. Here, they remove the simplifying hypothesis that these factors are independent and consider the contingent effect of the learning frame in which technical problem-solving occurs. The learning frame is defined by the factors that more critically influence learning. From, their study it emerges that the learning patterns differ accordingly to different learning frames and some factors that foster learning within a specific frame can inhibit it within a diverse frame.

We assume that technical problem solving is a major learning means and a source of new knowledge during new product development. We propose a conceptual model to describe the learning process that takes place in organizations. A field research was conducted to derive concepts to identify elements to formulate a "grounded theory".

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.