Search results

Rapid prototyping can potentially accelerate the entire process of new product development (NPD), enabling a high level of customer involvement and hence new product success (NPS). This study aims to examine the relationship between prototyping and NPS, and the moderating effect of customer involvement, as well as the influence of speed of information dissemination on customer involvement.

Data were collected using the survey method through structured questionnaires. The key participants were management and team leaders from technology-based companies.

The results indicate that prototyping positively correlates with NPS, particularly when customer involvement is high. The speed of information dissemination, both from customers and on competitive products, has a positive impact on customer involvement.

The study was limited by the undefined development stage of the prototype when offered for customer feedback. Future studies could focus on how customer involvement at each stage of prototype development affects NPS through a moderating effect.

The study confirms that investing in prototyping equipment for NPD increases the probability of NPS. Information capturing customers’ views and on competitive products in the market should be shared among the NPD teams. This could encourage better sharing of opinions and perceptions with customers about whether new products meet their wishes and expectations.

This study demonstrates that customer involvement moderates the relationship between prototyping and NPS. The degree of customer involvement depended on the speed of response of the customers themselves and on how well competitive product information was disseminated within the NPD team.

New product development team learning is important in today’s turbulent and uncertain markets and technologies. However, the literature treats team learning as a single construct, ignoring its multi‐dimensionality. In this study, we develop a multi‐dimensional team learning framework based on socio‐cognitive constructs. By studying 124 new product development projects, we show empirically that learning in new product development is best conceived as a multi‐dimensional structure with nine correlated but distinct constructs including: information acquisition, information implementation, information dissemination, unlearning, thinking, improvisation, memory, intelligence and sensemaking. Further, we demonstrate that a model based on the multi‐dimensionality of team learning provides a more robust explanation of new product success than does a unidimensional team learning model.

Diversity management plays a significant role in the organization’s outcomes. This study seeks to provide a brief review of the history of diversity management and to identify the articles published on diversity management since 1991. A systematic review of the literature has been carried out to understand the literature in more detail to know the future scope of research.

This study provides a comprehensive systematic review of quantitative, qualitative and theoretical studies published in leading peer-reviewed management journals from 1991 to 2018 and identifies 123 articles that fall within its established search inclusion criteria.

The literature review highlighted several aspects related to diversity management. The findings of the study revealed that there is a high concentration of researches in the USA and most number of articles published in the Academy of Management Journal. Although diversity management is a very emerging topic across the globe in management literature yet there is a lack of research in developed countries. Furthermore, most studies are found empirical in nature and the majority of the studies were published during the period of 1996–2000. This finding suggests that age, gender and racial diversity have been repeatedly discussed in diversity management research while other forms of diversity have given less attention

This study is one of the first systematic studies that describe the in-depth analysis of diversity management literature. The significant contribution of this study is to propose the integrated model with contemporary trends and patterns of results reported in diversity research, as well as contextual factors that have received more attention to date.

This paper hypothesized that ratees who share their multisource feedback with raters and ask for suggestions would improve more than other ratees. The participants were 5,335 ratees in a large, global corporation who received multisource feedback. Nine months after the initial survey, there was a follow‐up survey in which raters indicated whether the feedback recipient had shared the feedback and asked for suggestions. One year after the initial survey, there was a second multisource feedback survey. It was found that sharing feedback and asking for suggestions accounted for only a very small (albeit statistically significant) proportion of variance in improvement over time. This paper discusses factors that may affect the impact of sharing feedback and asking for suggestions following multisource feedback.

Understanding the milieu in which successful change decisions have been made in the past can help to prepare the way for future successful change efforts. The circumstances surrounding successful innovations or “conditions” presented are not intended to be a definitive list. Drawing from related research, we can identify clearly the primary conditions which greatly enhance the success of a specific innovation. The conditions can serve as a useful analytical tool for the educational leader who would like to see a specific innovation implemented in a school or district. Too often we have seen innovations introduced with little forethought, and too often, for the wrong reasons. The conditions can be utilized as significant predictors of future success.

Given this casting of the problem, the logical question by the late 1980s had become, how should government craft policy tools to motivate stronger efforts by local educators? A variety of central governments in the West had tried to lift children's learning curves through new funding for particular categories of students, along with tighter regulation of how these dollars must be spent. But this assumed that legislators and education bureaucrats knew how to best organize instructional “inputs” and social relations inside classrooms. The conceptual breakthrough with the new buzz around standards-based or performance-focused reform was that government would concentrate on clarifying learning outcomes, leaving local educators to tailor school inputs and pedagogical practices. (Several chapters in this volume show how, in fact, central governments have difficulty resisting the exercise of control over output standards and input mixes.)