| Abstract: | Although studies have highlighted the importance of exploratory and exploitative learning in new product development, little is understood about the distinctiveness of team‐level exploratory and exploitative learning in the distinct phases of the product development process. This study uses a two‐phase product innovation process model to examine the differences in the effects of the two distinct learning strategies in the initiation and implementation phases. The findings from 126 teams show that (a) the effect of exploratory learning on innovativeness in the initiation phase is greater than that of exploitative learning and (b) exploitative learning can strengthen the link between the initiation phase's innovativeness and new product success more than exploratory learning. Copyright © 2013 ASAC. Published by John Wiley & Sons, Ltd. |
