Innovation, Learning Organizations and Industrial Relations

Innovation may be seen as a process of knowledge creation and the speed and direction of knowledge creation reflects the organizational set-up of the firm as well as its investments in R&D and training. Establishing ‘a learning organization’ where horizontal interaction and communication inside and across the borders of the firm is a major factor promoting knowledge creation in the context of a learning economy. An important issue is to what extent direct and indirect participation of employees in shaping the new form of organization is critical for its realization. On the basis of a unique data set covering 2000 Danish private firms it is demonstrated that firms combining several of the organizational traits of the learning organization are much more prone to introduce new products than the others. It is also demonstrated that such firms have involved employees in different forms of direct and indirect participation much more frequently than the rest. As more sectors become exposed to the need to engage in incremental product and service innovation the economic potential of diffusing good practices in terms of organization and participation is growing and needs to be reflected in firm strategies and public policies aiming at promoting innovation and knowledge creation.Innovation, knowledge creation, learning economy

Innovation and R & D activities in virtual team

Innovation plays a central role in economic development, at the regional and national level. In the competitive environment companies are obliged to produce more rapidly, more effectively and more efficiently in new product development, which is a result of research and development (R&D) activities. It is necessary for them to put together different capabilities and services with the goal, through cooperation between suppliers and customers, service providers and scientific institutions to achieve innovations of high quality. Depending on the type of industry, the type of business, the type of innovation and the strategic objectives that have been set, firms will regularly have to modify the way in which their R\&D and innovation are organized. Nowadays, shift from serial to simultaneous and parallel working in innovation has become more commonplace. Literature's have shown that collaboration is as a meta-capability for innovation. By a comprehensive reviewing of literature this article after define virtual teams and its characteristics, addressing virtual environment innovation and the relationship to R&D activities. Finally conclude that innovation cannot be successful, unless the knowledge and information in the R&D project are effectively captured, shared and internalized by the R&D project?s virtual team members

Making the Case and Getting Underway: A Funder Toolkit to Support Healthy People in Healthy Places

This toolkit was created as part of the Health Eating Active Living Convergence Partnership (www.convergencepartnership.org) to help funders create multi-field environmental change strategies to enhance healthy eating and active living

Managerial satisfaction with subsidiary performance; the influence of the parent MNE's capabilities and the subsidiary's environment

Multinational enterprise performance is one of the most researched topics in the strategic management literature over the last thirty years. Despite the proliferation of studies, the dispute over the relation between firms’ international investment activities and corporate performance has not yet reached a consensus. This paper’s contribution is threefold. First, we focus on entry by West European multinational enterprises into Central and East European countries. Second, we develop a multi-theory argument, combining insights from transaction cost, new institutional, behavioral, resource-based and international strategy theories. Third, we estimate the determinants of managerial satisfaction with subsidiary performance with questionnaire data for a sample of 198 subsidiaries.

Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams

Convergence and divergence dynamics in British and French business schools: how will the pressure for accreditation influence these dynamics?

This paper focuses on convergence and divergence dynamics among leading British and French business schools and explores how the pressure for accreditation influences these dynamics. We illustrate that despite historical differences in approaches to management education in Britain and France, these approaches have converged partly based on the influence of the American model of management education but more recently through the pursuit of accreditation, in particular AASCB and EQUIS. We explore these dynamics through the application of the resource-based view of the firm and institutional theory and suggest that whilst achieving accreditation is a necessary precursor for international competition, it is no longer a form of competitive advantage. The pursuit of accreditation has fostered a form of competitive mimicry reducing national distinctiveness. The resource-based view of the firm suggests that the top schools need a more heterogeneous approach that is not easily replicable if they are to outperform the competitors. Consequently, the convergence of management education in Britain and France will become a new impetus for divergence. We assert that future growth and competitive advantage might be better achieved through the reassertion of national, regional and local cultural characteristics

The age of emergence: toward a new organizational mindset

This paper discusses how new competitive landscapes invite organizational scholars and practitioners to adopt a new organizational mindset. The proposed new mindset does not negate the importance of the traditional functions of management, but invites a reexamination of how they are expected to function. The paper is organized as follows: (1) the traditional mindset is briefly presented; (2) the precipitating conditions for the new mindset are highlighted (e.g. hypercompetition, global standards, world class competitors) and the age of emergence concept introduced (3), standard approaches for dealing with the new economic order will be advanced (e.g. trust-based organizations, designs for innovation, network forms); (4) the new emergence mindset is presented as a dialectical alternative, linking the past and the future. The new emergence mindset is derived from a larger research project on how organizations can adapt to the age of emergence. The research involves theoretical research, case studies and field research (observation, interviewing). It is shown that some old concepts have been prematurely condemned in recent research. We argue in this paper that emergence age organizations need to synthesize old and new concepts in a dialectical manner, instead of getting rid of old concepts (control, planning, etc.). We believe that this view will provide a refreshing and realistic approach for the understanding of contemporary organizations in the millenium.