No More Heroes: Entrepreneurial Learning in the SME Management Team

2010 ◽  
Vol 24 (6) ◽  
pp. 429-441 ◽  
Author(s):  
Ian McKeown
Keyword(s):  
Conceptual Framework ◽  
Management Team ◽  
Power Structures ◽  
Entrepreneurial Learning ◽  
Team Members ◽  
Emotional Commitment

Entrepreneurship is increasingly viewed as a plural rather than singular endeavour. This paper develops a conceptual framework of team-based entrepreneurial learning, challenging the myth of the entrepreneurial ‘Lone Ranger’ and revealing the significance of power structures in the SME management team in mediating what is and is not learnt. Entrepreneurial learning in this context is complex and often messy, involving co-participation in the development of opportunities, which, however, is frequently fractured and dysfunctional, with team members struggling to challenge existing practices and strongly affected by issues such as legitimacy of engagement, changing identity, emotional commitment, leadership, trust and conflict.

Comprehensiveness of Strategic Planning: The Importance of Heterogeneity of a Top Team

1993 ◽  
Vol 73 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Karen A. Bantel
Keyword(s):  
Strategic Planning ◽  
Group Process ◽  
Top Management Team ◽  
Management Team ◽  
Process Theory ◽  
Team Members ◽  
Demographic Heterogeneity ◽  
Key Dimensions ◽  
Organizational Tenure ◽  
Oriented Approach

A conceptual model linking the demographic heterogeneity of the top management team to comprehensiveness of strategic planning is developed. Planning comprehensiveness is one of the key dimensions underlying the dominant models of formulation of strategy, consistent with the tradition of “synoptic” strategic planning. Drawing on group process theory, heterogeneity among team members in outlooks and perspectives, represented by their demographic backgrounds, is expected to stimulate an open, broad, and challenge-oriented approach to the process of strategic planning, consistent with comprehensiveness. Heterogeneity on five characteristics—age, organizational tenure, team tenure, functional background, and educational curriculum—was included. Also discussed are the complexities of managing the group process of a heterogeneous team and additional influences, external to the team, on the comprehensiveness of strategic planning.

scholarly journals EVALUATION OF CRITICAL SUCCESS FACTORS FOR CONSTRUCTION PROJECTS – AN EMPIRICAL STUDY IN LITHUANIA

2013 ◽  
Vol 17 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Neringa Gudienė ◽  
Audrius Banaitis ◽  
Nerija Banaitienė
Keyword(s):  
Project Management ◽  
Literature Review ◽  
Construction Projects ◽  
Critical Success Factors ◽  
Success Factors ◽  
Project Manager ◽  
Management Team ◽  
Team Members ◽  
Critical Success ◽  
Survey Results

This paper aims to identify a comprehensive list of critical success factors for construction projects in Lithuania. Based on the available literature review, this paper identified 71 success factors under 7 broad groups. Based on the survey results, ten factors including project manager competence, project management team members' competence, project manager coordinating skills, client clear and precise goals/objectives, project value, project management team members' relevant past experience, project manager organising skills, project manager effective and timely conflict resolution, client ability to make timely decision, and project manager experience were determined as the most important success factors for construction projects. These critical success factors are of great significance both to researchers and industry practitioners.

scholarly journals Role and impact of social relationships and networks in a software project team environment – a conceptual framework

2014 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Awie Leonard
Keyword(s):  
Conceptual Framework ◽  
Social Relationships ◽  
Project Team ◽  
Project Teams ◽  
Research Approach ◽  
Software Project ◽  
Team Members ◽  
Project Environment ◽  
It Project ◽  
Research Findings

The establishment of social relationships between information technology (IT) project team members is a phenomenon all IT professionals are exposed to and, in many cases, involved in. Furthermore, these relationships are used by IT project team members for personal as well as professional purposes. The question is what positive or negative contributions do these kinds of relationships have on the project itself? Past studies have placed little focus on these social relationships and networks, and have failed to take cognisance of their importance in the IT project environment. This paper demonstrates that social relationships and networks in the IT project environment play a significant role in project teams and should be managed in such a way that the team members and the project as a whole can benefit from them. A partial grounded theory (GT) research approach was followed. Interpretive patterns from GT enabled inferences to be drawn about the role and impact of social relationships and networks in IT project teams. The research findings provide practical considerations and highlight potential problem areas. A conceptual framework is proposed to support management in decision making and to give them a better understanding of the complexities involved in such relationships.

Team Learning in SMEs: Learning the Lessons

2012 ◽  
Vol 26 (6) ◽  
pp. 491-503 ◽  
Author(s):  
Ian McKeown
Keyword(s):  
Leadership Development ◽  
Team Learning ◽  
Management Team ◽  
Team Members ◽  
Shared Practice ◽  
The Right

This research identifies and explores the factors that influence team learning in the context of an SME management team. It examines the difficulties the team members face in attempting to share and combine their experiences to co-construct knowledge and understanding of their environment and future opportunities. The paper reveals a connection between three core themes: the opportunity and nature of team participation; the forms of shared practice exercised; and the influence of situated power on team learning. The role of leadership is found to be critical in creating the right environment for learning. The implications of the findings for appropriate support initiatives, learning infrastructure and leadership development are discussed in the conclusions.

scholarly journals Meeting complexity with collaboration: a proposed conceptual framework for participatory community-based music therapy research in end of life-care

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Wolfgang Schmid
Keyword(s):  
Music Therapy ◽  
Conceptual Framework ◽  
End Of Life ◽  
End Of Life Care ◽  
Quality Care ◽  
Life Care ◽  
Educational Strategies ◽  
Community Based ◽  
Team Members ◽  
Participatory Music

Research in end-of-life care is complex with specific ethical and practical challenges related to epistemology, methodology and recruitment of people approaching the end of life. However, to ensure the provision of high-quality care research efforts need to be aligned with the priorities of patients, their families, and interdisciplinary team members. A more systematic engagement of all three groups in research is needed to promote tailored and appropriate end-of-life care. In this methodological article I propose a conceptual framework for community-based participatory music therapy research in end-of-life care scenarios as one promising strategy to respond to ethical and practical challenges, to handle complexity and advance integration of perspectives. The conceptual framework consists of two thematic clusters i) Participlinarity across contexts, and ii) Community-based participatory music therapy research in end-of-life care scenarios. Though in the early stages of development, the framework addresses issues of educational strategies and continuity of care, and aims to contribute to innovative music therapy research in the future.

From individuals to the organization

2019 ◽  
Vol 26 (6) ◽  
pp. 617-630 ◽  
Author(s):  
Ziad El-Awad
Keyword(s):  
Process Model ◽  
Organizational Routines ◽  
Structured Interviews ◽  
Entrepreneurial Learning ◽  
Case Study Methodology ◽  
Content Type ◽  
Team Members ◽  
Knowledge Domains ◽  
Dynamic View ◽  
Study Methodology

Purpose This study aims to develop a process model that details the mechanisms and learning processes by which entrepreneurial learning transpires at multiple levels in the organization. Using the transactive memory system (TMS) framework as a reference, the model specifies how individual streams of knowledge are routinized in nonhuman elements and, over time, become embedded in organizational routines and procedures. Design/methodology/approach The research uses a case-study methodology building on 18 in-depth semi-structured interviews, 20 h of non-participative observations and internal company documents. Findings The study demonstrates that knowledge is channeled from individuals to the organization via mechanisms that operate at the venture-team level – principally externalizing distinctions; rotating task work; co-constructing the task; and routinizing behavior. These mechanisms are fundamental for creating knowledge repertoires on which team members can build and for channeling different knowledge domains into the organization. Originality/value The study offers a dynamic view of entrepreneurial learning, underlining the structural and transactive components of TMS as being foundational for embedding knowledge in organizational routines and procedures.

From Grant Making to Change Making: How the W. K. Kellogg Foundation’s Impact Services Model Evolved to Enhance the Management and Social Effects of Large Initiatives

2000 ◽  
Vol 29 (1_suppl) ◽  
pp. 41-68 ◽  
Author(s):  
Karen E. Lake ◽  
Thomas K. Reis ◽  
Jeri Spann
Keyword(s):  
Public Policy ◽  
Support Services ◽  
Management Team ◽  
Social Effects ◽  
Expert Consultation ◽  
Change Initiatives ◽  
Team Members ◽  
The Past ◽  
Care Systems ◽  
The Impact

During the past decade, the W. K. Kellogg Foundation’s impact services model has evolved to allow program directors managing large, social change initiatives to draw on the expertise of new team members offering crucial support services. These impact services include social marketing and communications, evaluation, public policy, technology, and organizational learning. Expert consultation in other areas may also be sought as needed by the management team. This article traces the evolution of the impact services model, explores the effects of impact services supported program management on both the foundation and its grantees, and offers an account of how the model was applied in the case of Families For Kids, a $42 million initiative aimed at stimulating reform in adoption and foster care systems across the nation.

Leaving the Lecture Hall

2012 ◽  
Vol 20 (3) ◽  
pp. 23-26
Author(s):  
Cara Bailey Fausset ◽  
Keith R. Bujak ◽  
Keith A. Kline ◽  
Jenay M. Beer ◽  
Smarr Cory-Ann ◽  
...  
Keyword(s):  
Research Methods ◽  
Lessons Learned ◽  
Management Team ◽  
Lecture Hall ◽  
Classroom Setting ◽  
Georgia Tech ◽  
Team Coordination ◽  
Team Members ◽  
Design Changes ◽  
Classroom Project

Georgia Tech HF/E students initiated and managed a multisemester project to experience the nuances of conducting HF/E outside the classroom setting. This article focuses on the lessons learned beyond the classroom: project management, team coordination, communication with non-HF/E team members, application of research methods, and integration of data to prioritize and guide design changes. The goal of this article is to help guide other HF/E students and educators when implementing similar projects by providing the lessons we learned from this experience.

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