The fit between problem solving style and perceived problem complexity as a major determinant of knowledge generation during product innovation: empirical evidence and implications for a theory of learning

The empirical study which is reported in this paper investigates 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. These factors cover cognitive, social and management aspects of problem-solving. 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. The idea is to explain the performance of the learning process during technical problem solving, measured by the type and amount of knowledge generated, as a product of the fit between perceived context (i.e. problem complexity) and approach to problem solving (problem solving style)