Source
This exercise can be found on page 35 in “Toolbox 2.0 for Strategic Leadership of Innovative Networks”. You can download a PDF version of the toolbox here.
Exercise
Exercise 1: Map the knowledge present in the network
- Obtain résumés of the participants participating on behalf of the businesses
- Prepare a business profile for participants in the network, containing both experience-based and documented knowledge
Exercise 2: Classify the actors by the kind of knowledge they may contribute with: scientific, technical, trade/artisanal, general and project-specific knowledge. You may also define your own categories.
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| Member | Scientific | Analytical | Technical | Trade/artisanal | General knowledge | Project-specific knowledge |
|---|---|---|---|---|---|---|
| Member 1 | X | X | X | |||
| X | X | X |
Exercise 3: Discuss the network’s ability to search for and integrate knowledge. Discuss whether the network is open or closed to the influence of new knowledge. Discuss how the network can improve its ability to take in new influenes.
Exercise 4: Identify possible knowledge holes in the network. Assess whether other kinds of knowledge are needed in the network and look for actors who may supply this knowledge (see relational resources)
Exercise 5: Consider the following: Could the network strengthen its access to knowledge by engaging with higher education organizations?
- Keep your eyes open to presenting research questions that may be appropriate for bachelor, master and doctoral theses. Keeping in contact with students in higher education (within and outside the county) may facilitate knowledge exchange both ways, and by doing their thesis work, the students may bring important competencies.
- Facilitate training/education for employees through vocational education and training, certificates of apprenticeships, trade school, or anything that will elevate the competencies in businesses.
- Schools and education: Youth enterprises (high school), management training, development of creative abilities, contact with the business sector (providing role models). These are measures that may increase entrepreneurship among young people (girls in particular)
- Be present as role models for youth enterprises. This is important in order to develop entrepreneurship among young people (both genders, but especially important to increase the number of girls). Such contacts between businesses and schools are also important in order to help young people imagine future careers in the county’s business community. Young, recently qualified people contribute with new knowledge.
Developing knowledge and creating knowledge flow plays a crucial role in building institutional capacity for handling external forces of change. This implies a close connection to several other tools, such as “building networks” and “mobilizing”. This tool is also central when it comes to the tool “What should we pursue”, which, among others, looks at what competencies are present in the network. It is also important with regards to “external benefit”, which, among others, includes the fact that the knowledge flow may exceed the network’s boundaries.Other tools will help to assess commercial aspects, such as the handbook from Innovation Norway, Weberg Kåsa & Brustad (2009), where one can find and extensive description of market assessments. Norwegian experiences with innovation can be found in “Innovasjon i praksis, veien til den andre siden” (Practical Innovation, the Path to the Other Side) (Dagestad, 2014).
