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Competition today is forcing companies to increase their effectiveness through exploiting synergy and learning in product innovation. Literature, however, is still mainly focused on how product development projects, seen largely as isolated efforts, should be organised and managed. This article proposes a model to describe and explain how companies can gain a substantive competitive advantage by extending their innovation efforts to other phases of the product life cycle and by facilitating knowledge transfer and learning both within the company and with other partner organisations. The model is based on collaborative research by the authors, based on their involvement in the Euro‐Australian co‐operation project CIMA (Euro‐Australian co‐operation centre for Continuous Improvement and innovation MAnagement).

Competition is today forcing companies to increase their effectiveness exploiting synergy and learning in product innovation. Most literature, however, is still mainly focused on how product development projects, seen as isolated efforts, are organised and managed. Basing on preliminary results from the Euro‐Australian co‐operation project CIMA (Euro‐Australian co‐operation centre for Continuous Improvement and innovation MAnagement), this paper proposes a model to explain how companies can gain a substantial competitive advantage by facilitating knowledge generation and transfer during the overall product life‐cycle

This paper aims to present the application and critical reflection on the effects of a intervention for children with autism spectrum disorder (ASD): the Soundbeam Imitation Intervention (SII). The intervention is based on the imitation of meaningless body gestures supported by a musical feedback. The rationale underlying SII is that mirror neurons deficit may represent the cause for the incomplete development of social and motor functioning in children with ASD. Following this assumption, it is possible to hypothesise that a systematic activation of this a system through the simultaneous observation-execution of meaningless body gestures may affect functional changes of mirror-related functions.

A sample of 14 children, who were between 5 and 9 years of age, with a diagnosis of ASD were involved in a six weeks’ SII programme. The programme is designed as a three-step progression, where each step includes exercises that focus on an activity: synchronous/one arm imitation, synchronous/two arms imitation and delayed imitation. Exercises are based on repeated movements-melodies associations of increasing difficulty. Motor imitation and social attention were assessed using a synchronous video-modelling task pre and post intervention.

Data highlight significant improvements in imitation accuracy and duration of social sustained attention were achieved.

Data reported in this paper provide preliminary and promising evidence that imitation and social attention skills acquired through SII can be generalised to a video-modelling imitation setting. The SII ordinal execution has included meaningless gestures, usually excluded from previous interventions, and this adds further validity to the training.