with the aim of promoting continual learning and adaptation in response to experience over time 26.
Other important uncertainties are related to learning effects on costs and technological performance. Costs and technological performance,
and constructing new capacity for a technology Parametric Varying between 1 and 5 years for different technologies Progress ratios Ratio for determining cost reduction due to learning curve Parametric Varying
driven by mechanisms such as total energy demand, investment costs and the effect of learning curves on costs.
Res. 128 (2001) 282 289.25 J. Dewey, The Public and its Problems, Holt and Company, New york, 1927.26 G. J. Busenberg, Learning in organizations and public policy, J
Change 76 (2009) 462 470.29 L. K. Mytelka, K. Smith, Policy learning and innovation theory: an interactive and co-evolving process, Res.
learning from experience and better articulating our underlying theoretical premises. The outcomes of this inquiry are presented in Section 4 including also implications for practitioners by elaborating elements of good practices and areas of improvement.
but rather as a nonlinear process of learning 36. An innovation system is never static; it evolves with alterations in the content of technologies and products as well as in the relationships among various other innovation systems.
and promote social learning 78. This complexity challenges the capacity of innovation systems to acknowledge the social dimension of innovation
Learning of participants is not always an objective as such, but the process of exchanging knowledge is recognized to overcome some limits of conventional research,
insights from the FORLEARN mutual learning process, Tech. Anal. Strateg. Manag. 20 (2008) 369 387.6 P. D. Andersen, M. Borup, K. Borch, J. Kaivo-oja, A. Eerola, T. Finnfjörnsson, E. Øverland
Towards a Theory of innovation and Interactive learning, Pinter, London, 1992.35 R. Nelson, S. Winter, In search of a useful theory of innovation, Res.
Policy 6 (1977) 36 76.36 L. K. Mytelka, K. Smith, Policy learning and innovation theory: an interactive and co-evolving process, Res.
anticipatory learning for the adaptive co-management of community forests, Landsc. Urban Plan. 47 (2000) 65 77.52 P. J. H. Schoemaker, Scenario planning:
The whole variety of these processes were used to initiate collective learning and vision building which impact the complex interplay of factors governing innovation trajectories 27.1 http://www. iso. org/iso/iso technical committee. html?
insights from the FORLEARN mutual learning process, Tech. Anal. Strateg. Manag. 20 (2008) 369 387.60 U. Felt, M. Fochler, Machineries for making publics:
new principles organising resource flows, different notions of learning, newworking patterns and differentmodes of democratic governance.
insights from the FORLEARN mutual learning process, Tech. Anal. Strateg. Manag. 20 (3)( 2008) 369 387.2 R. Miller, Futures literacy:
Innovation and competitiveness Denmark's competitiveness Innovation The public sector of the future Knowledge and education Education, learning and competence development What works?
and that interaction with stakeholders generates learning. Thus, indirectly a creativity dimension is included in the process.
, The Images of Organisation, Sage, UK, 1986.16 C. Agyris, D. A. Scho n, Organisational Learning:
, interpreting policy and strategy development as a continuous reflexive learning process) and embedding participation in policy-making, were mentioned less frequently.
all motives have to do with learning about the future, at an individual and group level 13,14. 3. 3. How are used the results in the strategic policy process, in which phase?
The use of foresight studies stimulated mutual learning processes, allowing participants to learn from each other's perspectives on the future and providing them with a common foundation for future policies.
There is evidence of learning-by-doing, as people explore and discover how to use the insights of foresight studies in strategic policy processes.
Accelerating Organizational Learning with Scenarios, Wiley, New york, 2002.6 EEA, Looking back on looking forward: a review of evaluative scenario literature, in:
The Art of Looking Forward), Lannoo Campus, Leuven, 2010.13 P. P. Sabatier, H. Jenkins-Smith, Policy change and Learning:
insights from the FORLEARN mutual learning process, Technology analysis & Strategic management 20 (2008) 369 387.26 J. Schoonenboom, Toekomstscenario's en beleid,(Scenarios and policies), Beleid en Maatschappij
and encourages learning and creative problem solving. The third principle is capacity to reconfigure international networks This principle is about taking advantage of existing organisational structures
In other words, mutual learning. At the same time, the process must be designed to cope with shifting objectives and stakeholders'expectations during the implementation phase (i e. the so-called responsiveness of the process) 13.
as well as mutual learning so that the process could adapt to needs along the way. In this way the approach proposed would link the strategic goals of the Commission with the operational aspects of the process.
According to the partners the interaction in such smaller events better enables mutual learning and is more effective than collecting information from industry representatives by other means.
Workshops with industry representatives were shaped in a way that spaces for mutual learning rather than the simple exchange of information would take place.
including roadmapping group Formal Interviews, mutual learning workshops, online surveys, wiki platform, website, dissemination activities Personal contacts and Internet Informal Online surveys, wiki platform, website
Insights from the FORLEARN mutual learning process, Technology analysis and Strategic management 20 (3)( 2008) 1 232.24 T. Ko nno la, Innovation roadmap:
and learning Another very important theme addressed by the FTA 2006 International Seminar relates to FTA evaluation, impact and learning.
and FTA as a collective learning mechanism through the sequential interplay between codified and tacit knowledge could be examined
Amongst the projects she was leading there were targeted activities supporting mutual learning on Foresight among practitioners
and enable mutual learning, the IF process calls for future-oriented, continuous interaction with current/anticipated users and a better integration of methods and approaches from different fields, including Foresight, user/market research and human-centred product design.
mutual learning and collective visioning 4. New (systemic) policy instruments have been/are being developed to facilitate such interaction between relevant stakeholders 5
In spite of the terminological differences, a common, explicit focus is put on dialogue, co-production, societal learning, joint agenda-building, etc.
not only for mutual learning or joint agenda setting, but also for legitimation purposes and for increasing the possibilities of success, especially within the early stages 17.
learning from science and technology studies, in: C. Cagnin, M. Keenan, R. Johnston, F. Scapolo, R. Barre'(Eds.
These include the notion of stakeholder involvement in decision processes of mutual appreciation and a shared understanding of stakeholders'views as well as of joint experimentation and mutual learning.
and learning and growth 10. These perspectives have outlined their objectives in measures, targets, and initiatives through cause
and strategic learning with the aim of transforming strategy into a continuous process. Despite its advantages the BSC is still not capable to align convincingly strategy design and implementation,
organisational learning, critical analysis of strategic processes, alignment between strategy and its implementation in the value chain, participation in decision making,
Such analysis is key to define the strategic objectives of the firm departing from the value perspectives of the BSC (i e. financial, customer, internal processes, learning and growth.
This step aims at generating a learning process by which experience and (tacit and explicit knowledge is embedded in a business set of routines. 3 6. Strategic budget:
in order to efficiently respond to such changes. 4 The fourth phase (strategic learning) is based on the model proposed by Kaplan and Norton 12,
This phase identifies mechanisms to systematise the firm's strategic learning process. It entails the need for organisations to hold strategic meetings in two loops:
the first a monitoring and control circuit (single loop) and the second a learning circuit (double loop.
Such learning meetings are held to obtain feedback on the progress of the strategy's implementation.
These are paramount to enable learning to take place across the system (i e. value chain. The relationship between the four phases of the proposal is dynamic
therefore, organisational learning to take place; the latter being responsible for describing the capability of a firm's knowledge system to solve problems using organisational learning. 4 In the proposed system the method of perpetual budget 38 offers such characteristics as it supports the analysis of cause
the mutual learning process between State and citizens'representatives enabled the development of shared decisions, which resulted in the design of more robust and consistent policies that were aligned with local needs.
To sum up, the implementation of the proposed system did not enable an effective space for mutual learning
the proposed system allowed mutual learning to take place. On the other hand, the learning process enabled the identification of the problem itself,
which was a strategic misalignment. Thus, the system fostered the possibility to reshape the organization's strategy. 3. 2. 3. Positive results The construction of strategic maps through system dynamics (step 2 phase 3) enabled an in depth understanding
Also, in combining robust measures with learning and knowledge while monitoring the system and enabling it to become operational.
Hence, it is not possible to link learning and strategy to a long-term vision of where the organisation wants to position itself within possible alternative futures;
i) stakeholder involvement,(ii) mutual experimentation and learning (instead of organisational learning based on individual/tacit knowledge), and (iii) a common vision to be pursued across the system based upon the mutual positioning of value chain actors in relation to the future.
or networked learning (facilitated through FTA). They affirm that networked learning enables a process of innovation and institutional adaptation that is participatory, interactive and in
which social relations and the communication of insights and knowledge 44 are critical for successful outcomes.
In turn, these would lead to further mutual experimentation and learning. At the same time FTA supports one to deal with complexity 47 to process
Also, to link learning and strategy to a long-term common vision of where the organisation wants to position itself within possible alternative futures.
The link between learning and strategy around a common vision in the value chain enables trust to be developed across the system through participatory instruments.
(thus supporting phases 3 and 4). Enabling spaces like this through foresight embedded within the proposed system to formalise this collective process of mutual learning and experimentation would enable increased communication across the value chain.
as well as further experimentation and learning. Fig. 2 outlines the proposed‘‘renewed''system including the FTA aspects here outlined.
STRATEGIC LEARNING PHASE 4 FTA provid es a sha red unde rstandin g of stakehold ers'vie ws as well as of risks, opportun itie s, system capab
as well as mutual learning and experimentation. Ultimately, this process shall lead to increased legitimacy, ownership and transparency of decisions across the value chain.
The application of the proposed system in practice shows that the notion of stakeholder involvement, mutual experimentation and learning,
as well as mutual experimentation and learning. However, in order to validate and refine such a renewed system the authors propose its application in practice as an avenue for future research.
Management Decision 44 (2006) 1441 1460.2 M. Beer, R. A. Eisenstat, The silent killers of strategy implementation and learning, MIT Sloan Management Review
P. Schwartz, Plotting Your Scenarios, Global Business Network (GBN), San francisco, 2004.28 C. W. Choo, Environmental scanning as information seeking and organizational learning, Information Research 7
The Scorecard for Measuring and Managing Business Success, Prentice hall, New jersey, 2002.34 C. Argyris, D. A. Scho n, Organizational Learning:
Research 11 (2000) 65 88.61 B. Richmond, A New Language for Levaraging Scorecard-Driven Learning, Balanced Scorecard Report, HBS Publishing, 2001.62 D
a new perspective on learning and innovation, Administrative Science Quarterly 35 (1990) 128 152.27 S. A. Zahra, G. George, Absorptive capacity:
and the learning process that can be possible. Stay connected to leadership. This can be done tacitly
2006), also due to more general problems around the interaction of scientific advice, government and society (De Wit, 2005) it is clear that horizon scanning is seen as a valued but also vulnerable learning process (DEFRA,
the identification and significaanc of faint or weak signals and wild cards, how to deal with complexity, the learning function of horizon scanning, stakeholder participation and how to increeas impact.
Evaluation, Impact and Learning, Anchor paper Theme 2. Paper presented at Second joint horizon scanning Science and Public policy February 2010 18 International Seville Seminar on Future-oriented technology analysis:
adaptive in terms of stressing the need to adapt to changing contextual developmeent (as opposed to stressing the ability to shape the future), in terms of assigning iterative monitoring and learning a central role in foresight,
e g. debates, inclusiveness, actor alignment etc. and foresiigh impact in terms of learning effects, and strateeg formulation for action by system actors.
learning about how complex systems can be adapted, so as to gain agility and strengthen preparedness Learning effects impacts Supports system actors to create their own futures Creates a shared vision amongst diverse actors Gain insights into complex interactions
and emerging drivers of change Builds trust and shared basis of experience between system actors Detect
and their changes to system actors Development of significant new ways of thinking about challenges and opportunities Promote collective learning through open exchanges of information
Evaluation, impact and learning. Paper presented at the Second International Seville Seminar on Future-oriented technology analysis, held 28 29 september 2006, Seville, Spain.
to provide platforms for learning and experimeenting facilitate the management of interfacces foster new alignment of elements
machines on mobile Study choice guide Restaurant order and payment Medication prescriptions and schedules Mobile learning CV on mobile Public transport schedules Mobile terminal Accident
Presentattio at the Northern Dimension Learning Forum on User-Driven innovation. Available at<http://www. foranet. dk/upload/user-driven innovation 22 03 2006. pdf,
and learning by providing safe spaces for new ideas to emerge and existing knowledge to be combined in novel ways.
The process of sharing experiences, collective learning and understanding, creation of shared commitmeen to the main decisions to be made
and build a convergent reasoning process based on best practiice in organizational learning. In most cases, the intangibles being generated are not clear to all the participants,
Collective learning..Better and deeper collective understanding..A better reasoning process to support decision-making and strategy formulation.
3. The value of out-of-the-box thinking in a foresight exercise The concept of out-of-the-box thinking adopted in this paper is related to learning organization theory (Tosey 2005.
a case study in learning from the future',paper presented at International Conference Probing the Future:
Tosey, P. 2005)‘ The hunting of the learning organization: A paradoxical journey',Management Learning, 36: 335 52.
Vecchiato, R. and Roveda, C. 2010)‘ Foresight in corporate organizations',Technology analysis & Strategic management, 22:99 112.
In particular, they point to the need to strengthen‘learning-based economic development'and‘interactive learning'.'4. Priority setting:
and the working of institutioons and their dynamic functions of experimentation and learning, knowledge development, knowledge diffusion,
a culture of learning by doing, ways and intensity of interacttin within and beyond the sector,
cooperation and interactive learning are central to the process of innovation. Such interactions involve not only firms (though these are more common),
since cycles of learning and innovation are less likely to become established when system connectivity is poor.
Facilitate experimentation and learning: safeguarding‘variety'in the innovation system is key given the uncertainties that follow from new combinations of knowledge, applications and markets.
and applications that allows many forms of social learning to take place..Nurture knowledge development: this is considered to be the most basic function of innovation systems without
there is a need for additional policies that are related to networks, community building, visions, experiments and learning.
The informing role of FTA most closely relates to the innovation system functions of facilitating experimentatiio and learning, knowledge development,
and learning Solutions to grand challenges will require, in many instances, radical socio-technical innovations. Experimentation and learning needs to be strengthened,
with greater amounts of probing and experimenttatio in areas that are potentially relevant to grand challenges.
and learning'above) but also for the demand side to be developed. This can be done through a mix of regulation
FTA could be useful in facilitating experimentation and learning, since providing experimental spaces for new ideas to emerge
and learning between diverse and often disparate actors to take place, which ultimately supports the achievement of the inclusiveness claimed to be needed in dealing with grand challenges.
and learning FTA can provide‘safe spaces'for new ideas to emerge and for existing knowledge to be combined in novel ways.
and in setting strategic research agendas among different actors Capacity building role of FTA supports collective learning and knowledge creation Guide direction of search and selection FTA tends to lead to articulation
FTA can foster experimentation and learning, and allow decisions to be shaped within wider settings through new inclusive and participatory governance approaches.
With very few exceptions9 the design of or decisions around such programmes neither foster the creation of spaces for experimentation and learning,
Due to the typical customer client relationship, the opportunities for joint learning and exploration are limited. The rationales, time horizons and capabilities of the clients and users determine to a large extent what types of results are taken up or not.
foresight has been proven to be a useful tool for bringing together different stakeholders in processes of mutual learning and exchange of expectations of the future,
Fahey, L. and Randell, R. eds) Learning from the future. New york: Wiley. Royal Society. 2011) Knowledge, Networks and Nations:
In the learning-based model, foresight has a catalysing role. Foresight is about the formation of‘process benefits,
Insights from the FORLEARN mutual learning process',Technology analysis and Strategic management, 20: 369 87. Innovation policy roadmapping. 189 Eerola, A. and Loikkanen, T. 2009) Governance and Research of Nordic Energy system Transition-Summary Report of the Gorenest Project, VTT Research Notes 2505.
evaluation and learning-based policy-making Lack of national support to fund longer-term collaboration in evaluation Embedding foresight in transnational research programming. 193 European experiences
and ongoing initiatives in transnatiiona research co-ordination12 also provide many opportunities for mutual learning. The instruments and tools used by one mechanism can be useful in supporting others. 13
A recent evaluation14 of the EIT proposes to put in place‘robust procedures developed through a mutual learning process with the existing KICS'.
34 Furthermoore foresight plays particularly a relevant role in learning on future developments in the areas where there is little
Anticipating challenges instead of being surprised',in Europa World of Learning 2011, Vol. 1, 61st edn, pp. 14 8. London:
Towards a Theory of innovation and Interactive learning. London: Pinter. Matrix-Rambøll. 2009)‘ Evaluation and impact assessment of the ERA NET scheme and the related ERA NET actions under the 6th Framework programme Volume 1:
Choo, C. W. 2001)‘ Environmental scanning as information seeking and organizational learning',Information Research, 7/1<http://choo. fis. utoronto. ca/IR/choo choo
and implemennte early on to ensure success. There are also opportunities for mutual learning, because different departments and agencies may be faced with shared challennge
and mental flexibility necessary (lifelong learning), greater importance of women in business and society Increasing mobility and transport Due to increasing global flows of goods and leisure Increasing
With this top-down and bottom-up approach, a learning process was started towards needs-oriented thinking across the institutes.
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