Organizational antecedents of second-order competences

According to dynamic capability theory, some firms are better able than others at altering their resource base by adding, reconfiguring, and deleting resources or competences. This study focuses on the first form of dynamic capability: the competence to build new competences. Two such second-order competences are studied: the ability to explore new markets and the ability to explore new technologies—referred to as marketing and R&D second-order competences, respectively. Using two wave panel data on a sample of U.S. public manufacturing firms, five organizational antecedents of these second-order competences are examined: willingness to cannibalize, constructive conflict, tolerance for failure, environmental scanning, and resource slack. Willingness to cannibalize, constructive conflict, scanning, and slack have contemporaneous effects, while scanning also has a lagged effect and slack has a U-shaped lagged effect on marketing and R&D second-order competences. Copyright © 2008 John Wiley & Sons, Ltd.     

Organizational strategy and resource allocation for technological turnaround

Abstract
A major issue for organizations planning for technological turnaround concerns the question of how to internalize the new technology. This article reports the findings of an exploratory research that addressed this problem. A multiple case study approach has been used to study and analyze the different strategies and organizational approaches to absorb alien technologies (in-house development, intercompany co-operation, purchase of technology, contract research, joint-venture, acquisition). On the basis of the results, a propositional framework has been developed which offers managers a perspective to develop a strategy with respect to the appropriate organizational design to 'de-mature' technologically mature business units.     

Organizational values and procedures as antecedents for goal interdependence and collaborative effectiveness

Organizational values of people and respect and interdependent structures of team procedures and task interdependence may help departments believe their goals are cooperative and thereby coordinate effectively. CEOs in China completed measures of their organization’s values and interdependent structures and their Vice-Presidents completed measures of the department’s goal interdependence (cooperative, competitive, and independent) and collaborative effectiveness. Structural equation analysis suggested that values and interdependent structures promote cooperative, but not competitive or independent, goals that in turn results in collaborative effectiveness. These results, coupled with previous research, were interpreted as suggesting that people and respect values, team procedures, task interdependence, and cooperative goals are complementary foundations for synergy in China and perhaps other countries as well.

Executive succession: Organizational antecedents of ceo characteristics

Based on 195 succession events in Business Week 1000 firms, this study examines the organizational antecedents of CEO demographic characteristics. Study findings suggest that antecedent conditions of lower firm profits and firm growth are associated with the selection of outsider CEOs. Additionally, R&D intensity is associated with the selection of CEOs having technical functional backgrounds and higher levels of education.     

Organizational learning in high-technology purchase situations: The antecedents and consequences of the participation of external IT consultants

Typically, research on organizational learning has been conceptual in nature. In a departure from this tradition, we develop and test a structural model of organizational learning in the context of the purchasing of an expensive and complex product in the information technology (IT) area. The key focus of our research is the participation of external IT consultants and our model links seven explanatory constructs that are consistent with the process school of thought in organizational learning. More specifically, two organizational variables-formalization, strategic importance-and two individual-level variables-stakeholding, prior experience-are viewed as antecedents of consultant participation. In contrast, we view internal search effort, external search effort, and organizational learning as consequences of consultant participation. As predicted, all four antecedent variables affected consultant participation. Moreover, we found that, while consultant participation had a positive impact on internal search effort and organizational learning, its impact on external information search effort was negative.     

Organizational learning and strategic renewal

This paper attempts to fill an important gap in the integration of strategy and organizational learning through empirical research that examines the process of strategic renewal using a comprehensive framework of organizational learning. The 4I framework of organizational learning is used to examine the phenomenon of strategic renewal at Canada Post Corporation (CPC). The study illustrates the underlying processes that form the tension between exploration and exploitation, demonstrating why strategic renewal is so challenging. Furthermore, it challenges assumptions about organizational learning, suggesting that we need to demystify organizational learning by removing the halo that surrounds it. Copyright © 2003 John Wiley & Sons, Ltd.     

Organizational antecedents of environmental responsiveness in industrial new product development

The greening of new product development process has been under scrutiny by researchers, but the attention has been limited to consumer products. Based on a survey, this paper investigates the environmental responsiveness in industrial new product development in 82 industrial firms. In comparison to traditional NPD process in the extant literature, the findings revealed additional activities in the greening of industrial NPD. These activities fall under the broader scope of life cycle assessment (LCA) for environmental impact including supplier evaluation and design for environment issues. The paper also investigates the relative impact of organizational antecedents on greening of industrial NPD activities. Organizational antecedents include functional interface of environmental specialists with design and product managers, environmental product policy, and top management support.     

Sources of knowledge acquisition for Chinese software engineers

This research adopts a triangulation strategy based on ethnographic case study and questionnaire survey shedding light on how Chinese software engineers acquire codified and tacit knowledge in their daily development work. Software engineers make effective use of complementary resources within a broad spectrum of choices for seeking advice, learning how to solve technical problems, and transferring knowledge to the local community of practice from far beyond the organizational boundary. The analysis focuses on patterns of advice seeking relations within and across project team boundaries, also highlighting the Internet software technology forums as an important channel for technical information sharing across organizational boundaries. The implications for R&D managers are also discussed with special reference to software development and other knowledge intensive computer related work in China.     

How technology teachers understand technological knowledge

Swedish technology teachers’ views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers’ understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack of a proper framework for what constitutes technological knowledge and how it is justified might affect both how curricula are interpreted and how pupils’ knowledge is assessed.     

Relationship learning at trade shows: Its antecedents and consequences

In spite of the increasingly recognized role of trade shows as a highly cost-effective medium, there are few established guidelines on how to capitalize on these meeting occasions. The relational view of competitive advantage, however, identifies relationship learning as an important avenue for creating differential advantage and supernormal profits in relationships. The purpose of this study is to develop a theoretical model explicating relationship-based learning activities growing out of trade shows, its determinants and performance effect. Specifically, it examines the roles of relationship properties of trade show participants, and collective inquiry approaches used for trade shows, in fostering learning between exhibitors and visitors. The model was tested by a sample of 414 exhibitor-visitor relationship dyads identified at specific trade shows. The direct effect of relationship commitment, consensus, and collective inquiry on relationship learning at trade shows was confirmed. The powerful influence of relationship learning activities on relationship performance outcomes as perceived by exhibitors at trade shows was substantiated.     

Collaborative learning in technological project design

The POWERTECH contest in Taiwan was established in an attempt to promote inventiveness and technology to elementary school pupils. The POWERTECH contest is designed as a collaborative learning system for project design. Project design is comprised of technical processes, which include the construction of an artifact and improvement of its functions. Thus, pupils learn scientific and technical knowledge through a collaborative design project. The purpose of the study was to examine how collaborative learning could be facilitated in technological project design, and whether and how pupils working collaboratively were able to share their design ideas. The study was carried out by analyzing the design portfolio compiled by a team of four elementary school pupils who were engaged in a collaborative design project that focused on making a robot rat for the POWERTECH contest. A portfolio analysis was used in this study to help researchers assess the actual collaboration process among the team members. The study indicated that collaborative learning in a contest facilitated the sharing of knowledge and resources among the team members. Furthermore, reflections essential for problem-solving among the team members were often raised during the design process. These reflections were also conducive to the reduction of mistakes during the contest.     

Organizational fit and acquisition performance: Effects of post-acquisition integration

Based on 173 acquisitions in the U.S. manufacturing industry, this study examines the impact of organizational differences between acquiring and acquired firms on post-acquisition performance. The findings indicate that differences in top management styles have a negative impact on performance in acquisitions characterized by both high and low levels of post-acquisition integration. However, no such relationship was observed between differences in the reward and evaluation systems and post-acquisition performance in either the high or low integration subgroups. Implications of the findings, along with directions for future research, have been discussed in the concluding section of this paper.     

A social network supported CAI model for tacit knowledge acquisition

Freehand sketching is one of the most important and commonly used methods of generating and sharing budding ideas during the conceptual development portion of the preliminary phase of design. To develop one’s skills, prolonged practice, acquiring instant feedback and suggestions while practicing are invaluable. The two key and indispensable parts of learning draftsmanship are viewing and commenting on large numbers of free hand sketches. However, due to insufficient educational resources, instructors must spend most of their time engaged in class-room teaching, reducing the time allotted for one-on-one discussion and specialized assistance. Furthermore, the lack of sketch grading criteria can prevent students from developing proper insights into the essentials of sketching. As a result, students neither receive personalized feedback nor acquire adequate training in critiquing freehand sketching skills. These factors decrease learning effectiveness and negatively impact learning motivation. In order to solve this problem, this research has created a discussion platform on Facebook that utilizes the learning characteristics essential to developing proficiency in freehand sketching. It includes practice, observation, and comments. It has been found that this cultivates the subjects’ ability to judge freehand sketch quality and increases learning motivation and effectiveness through the process of peer-assessment. After participating in the one-semester teaching experiment, the abilities of the experimental group were significantly better than those of the control group, demonstrating that the online sketch discussion platform has a significant impact on freehand sketch learning.     

Organizational antecedents of cross-functional coopetition: The impact of leadership and organizational structure on cross-functional coopetition

Cross-functional coopetition (the joint occurrence of cooperation and competition between departments) has received increasing interest from academia and practice. However, there is still little evidence on how cross-functional coopetition can be fostered. We investigate in how far leadership styles (consideration and participation) and organizational structures (centralization and formalization) can be employed to enable a firm's management favoring cross-functional coopetition between departments. Analyzing survey data from 234 German companies, we demonstrate that both consideration and participation have a positive effect on cross-functional coopetition. Additionally, we find that formalization has positive effect on cross-functional coopetition, whereas the effect of centralization is negative. We show that our findings are valid for a multitude of organizational cultures. Finally, we derive implications for research and practice as well as avenues for future research.     

How knowledge affects radical innovation: Knowledge base,market knowledge acquisition,and internal knowledge sharing

This paper examines how existing knowledge base (i.e., knowledge breadth and depth) interacts with knowledge integration mechanisms (i.e., external market knowledge acquisition and internal knowledge sharing) to affect radical innovation. Survey data from high technology companies in China demonstrate that the effects of knowledge breadth and depth are contingent on market knowledge acquisition and knowledge sharing in opposite ways. In particular, a firm with a broad knowledge base is more likely to achieve radical innovation in the presence of internal knowledge sharing rather than market knowledge acquisition. In contrast, a firm with a deep knowledge base is more capable of developing radical innovation through market knowledge acquisition rather than internal knowledge sharing. Copyright © 2012 John Wiley & Sons, Ltd.     

Organizational learning and market orientation: interface and effects on performance

This paper discusses the relationship between market orientation and organizational learning and, in particular, the former's contribution to the generation of double-loop learning. Although prior contributions on this topic have been controversial, the authors, departing from the principles of RBV, consider market orientation a resource capable of generating higher order organizational learning and, in this way, capable of additionally reinforcing firms' sustainable competitive advantage. The empirical study provides evidence on the existing relationship between a firm's learning and market orientation degree and the organization's economic and non-economic results. Findings indicate that learning orientation stimulates the market-oriented behavior and that it also positively affects the establishment of long-term relationships with strategic clients. Contrary to prior research a significant and positive effect on business performance is only contrasted in the case of market orientation.     

The sourcing of technological knowledge: distributed innovation processes and dynamic change

This paper outlines the knowledge and technology sourcing practices of a range of key firms and organisations across the UK based on primary research, and analyses the key factors related to managing the technological knowledge boundaries of the firm. In particular, the paper considers the dynamic dimension considerations to such issues. As such it outlines important differences between short and long time horizons, before analysing in more detail some of the implications for firms of technological change over the long term. The paper seeks to highlight the importance of the time dimension in helping to explain why and how firms source technological knowledge externally and how they align their sourcing activities to their strategies associated with developing current and future capabilities.     

The technological knowledge used by technology education students in capability tasks

Since technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally, it does not have an established subject philosophy. In the absence of an established subject philosophy for technology education, one can draw on other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. The purpose of this study is to investigate the usefulness of an epistemological conceptual framework chiefly derived from engineering, to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework was derived mainly from Vincenti’s (What engineers know and how they know it. Johns Hopkins University Press, Baltimore, 1990) categories of knowledge based on his research into historical aeronautic engineering cases. Quantitative research was used to provide insight into the categories of knowledge used by students at the University of Pretoria during capability tasks and included an analysis of a questionnaire administered to these students. Findings suggest that the conceptual framework used here is useful in technology education and that the categories of technological knowledge apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge presented in the conceptual framework.     

Teaching Technological Knowledge: determining and supporting student learning of technological concepts

This paper reports on findings related to Technological Knowledge from Stage Two of the Technological Knowledge and Nature of Technology: Implications for teaching and learning (TKNoT: Imps) research project undertaken in 2009. A key focus in Stage Two was the trialing of different teaching strategies to determine how learning related to the components Technological Modelling (TM), Technological Products (TP) and Technological Systems (TS) could be supported. These components fall within the Technological Knowledge (TK) strand of technology in the New Zealand Curriculum (NZC) (Ministry of Education, 2007) and as such, reflect the key generic concepts or ‘big ideas’ of technology. During this stage of the research further exploration was also undertaken to determine how student understanding of these three components of technology education progressed from level 1 to 8 of the NZC (Ministry of Education, 2007). This resulted in a significant review of the Indicators of Progression for TM, TP and TS, providing clarification of the nature of the progression expected of students in each component as well as increased teacher guidance to support such progression. Common misconceptions, partial understandings and alternative concepts related to these components were confirmed and explained and five case studies were developed to illustrate strategies employed by teachers and their impact on student learning related to these three components.