New product development (NPD) is a complex activity that is dependent on knowledge and learning. Much of the knowledge generated in NPD is tacit; it is difficult to express, connected with problem solving, and dependent on the interactions within teams. Post-project reviews (PPRs) are recognized as a highly effective mechanism for stimulating learning in NPD teams but, surprisingly, neither the typical ''lessons learnt'' that emerge from PPRs nor the role of tacit knowledge in NPD learning have previously been studied. To address this gap, five in-depth case studies were conducted at leading German companies. Three main sources of data were used: interviews with experienced NPD personnel using repertory grid technique, inspection of company process and project documentation, and observations of PPR discussions. Systematic coding of the qualitative data was conducted by two researchers working in parallel and verified through checks involving independent researchers. The coding process identified the lessons learnt and also the usage of metaphors and stories (which signifies tacit knowledge generation).The lessons that NPD personnel perceive to be the most important were identified from the repertory grid data. These included: knowing how to deal with project budgets, solving technical problems, meeting schedules, resource management, and managing organizational complexity. Four lessons learnt appear to be particularly closely linked to tacit knowledge: dealing with project budgets, problem solving, coping with time schedules, and coping with changes in product specifications. Data triangulation showed that the five companies did not capture many lessons in their reports on PPRs. In addition, it appears that the learning that was related to tacit knowledge was not captured for dissemination.Although the results from our exploratory sample cannot be generalized, there are some important implications. The results indicate that R&D managers should capitalize on the tacit knowledge within their organizations through mentoring (to transfer the lessons that are most closely linked to tacit knowledge), and encouraging the use of metaphors and stories to transfer key NPD knowledge. Future research needs to verify the results using a larger sample, focus on how NPD professionals learn, and identify the mechanisms that facilitate the transfer of tacit knowledge and project-to-project learning.Tacit knowledge is a popular management concept but one that is poorly understood, as empirical evidence to demonstrate the validity of the theoretical concepts is sadly lacking. This provides a unique opportunity for NPD scholars-they have the ideal arena in which a deeper understanding of tacit knowledge can be generated.

Every new product development (NPD) project should not only deliver a successful new product but also generate learning for the organization. Post-project reviews (PPRs) are recognized by both practitioners and academics as an appropriate mechanism to stimulate and capture learning in NPD teams. However, relatively few companies use PPRs, and those that do utilize them often fail to do so effectively. Although they are widely perceived to be a useful tool, empirical research on how PPRs are typically organized and the learning that results is limited.This article addresses this gap in the extant knowledge and describes five indepth case studies, which were conducted at leading companies in Germany. A detailed investigation was made of how PPRs are conducted, and the type of learning that can result. Three main sources of data were used for each case: company documentation; in-depth interviews with managers responsible for NPD; and observation of an actual PPR. The different data sources enabled extensive triangulation of data to be conducted and a high degree of reliability and validity to be achieved.The analysis enabled a number of key characteristics of the way PPRs are managed to be identified. Various characteristics of PPRs influence their utility, such as the time at which they take place and the way discussions are moderated. In addition, the data show that participants in the discussions at PPRs often use metaphors and stories, which indicates that PPRs have the potential to generate tacit knowledge. Interestingly, the data also showed that there are various different ways in which metaphors and stories appear to stimulate discussions on NPD projects.Based on the cross-case analysis, a wide range of implications are identified. Researchers need to investigate PPRs further to identify how they can generate tacit and explicit knowledge and support project-to-project learning. Especially the topic of tacit knowledge generation in a NPD context needs further investigation. The research also led to a range of recommendations for practitioners. Companies need to strongly communicate the purpose and value of PPRs, run them effectively to stimulate the maximum possible learning, and disseminate the findings widely. PPRs have the potential to create and transfer knowledge amongst NPD professionals but, as they are seldom currently used, many companies are missing an important opportunity.

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Post-project reviews (PPRs) are widely recommended as an appropriate mechanism to stimulate project-to-project learning in new product development (NPD) teams. However, empirical research on their potential is limited and so this study aims to answer two questions: how do NPD professionals perceive PPRs? and is tacit knowledge created during PPRs? Design/methodology/approach -Five in-depth case studies were conducted in German companies. The main sources of data were: company documentation; in-depth interviews with managers; and observation of PPRs. The different data sources enabled extensive data triangulation and a high degree of reliability and validity to be achieved. Findings -The results indicate that NPD personnel perceive PPRs to be a very useful mechanism. They also show that social interactions and tacit knowledge play key roles in NPD learning.Research limitations/implications -Tacit knowledge was investigated using a proxy measurethe usage of metaphors and stories in NPD discussions and documents. More robust ways of studying the generation and transfer of tacit knowledge are needed. The whole area of knowledge and learning in NPD requires significant further study. Practical implications -Management needs to drive the dissemination of the results of PPRs more effectively, in order to make more use of the tacit knowledge generated. Originality/value -The main contributions of this study are the insights it provides on how PPRs are perceived and the exploratory investigation it makes of tacit knowledge -a complex topic that has previously only been discussed at a theoretical level.