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Innovation and learning in three sma...

Strocchia, Marisela.

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Innovation and learning in three small entrepreneurial firms in Venezuela.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Innovation and learning in three small entrepreneurial firms in Venezuela./
作者:	Strocchia, Marisela.
面頁冊數:	304 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0429.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Industrial. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080074

Innovation and learning in three small entrepreneurial firms in Venezuela.
Strocchia, Marisela.

Innovation and learning in three small entrepreneurial firms in Venezuela. - 304 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0429.

Thesis (Ed.D.)--Columbia University Teachers College, 2003.

Data were collected through documentary analysis, interviews of organizational leaders and innovators, and responses to an Organizational Climate Inventory.Subjects--Topical Terms:

1017516
Education, Industrial.

Innovation and learning in three small entrepreneurial firms in Venezuela.
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500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0429.
500 $a Sponsor: Victoria Marsick.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2003.
520 $a Data were collected through documentary analysis, interviews of organizational leaders and innovators, and responses to an Organizational Climate Inventory.
520 $a This qualitative multiple-case study explored how individuals in an innovation team learn during an innovation process. The study's purpose was to elucidate how individuals working in teams learn informally during the development of new products in three small entrepreneurial firms in Venezuela. This research explored how the innovation process took place and the influence of organizational climate factors on that process.
520 $a This study addressed four research questions. The first question (What informal learning strategies are used by innovators as they participate in innovative teamwork?) highlighted that innovators become experts in their field of knowledge, master specific business skills, and use formal and informal learning strategies. The first cluster of learning strategies is based on interpersonal interaction: informal conversations in and outside the organization, use of language, networking, coaching, and mentoring. A second cluster is more individually focused and includes: training, formal education, searching, and trial and error. The study concludes that innovative firms must foster interpersonal interactions, freedom to act autonomously, and allocate time and resources for formal education.
520 $a The second and fourth research questions (What factors do innovators perceive enhance their learning? What factors enhance the innovation process?) revealed that the factors that enhanced the innovation process are the same ones innovators perceived enhanced their learning (work group support, challenging work, and supervisory encouragement). Thus, people motivated and challenged are able to innovate and satisfy customers' needs.
520 $a The third research question (How does innovation take place?) found that innovation is characterized by strong socialization among individuals, technology at the center of every organizational activity, and customers acting as “pullers” of the innovation process. The innovation model developed in this study emphasized the context of organizations, the forces driving innovation and creativity, and the enablers for creative ideas to emerge and be implemented as innovations. Recommendations were included for fostering learning strategies and innovation; and for employees, adult educators, and further research. Key recommendations are for entrepreneurial organizations to become technology change chasers and develop organizational practices, and for routines to support technology and personal interaction among employees.
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