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Development System (development + system)
Selected AbstractsApplication of the mouse exo utero development system in the study of developmental biology and teratologyCONGENITAL ANOMALIES, Issue 1 2004Toshihisa Hatta ABSTRACT The mouse exo utero development system is useful for analyzing the roles of molecules or interactions between tissues in the histogenesis of organs after the mid-gestational period. In the article presented here, we review the mouse exo utero development system and its specific modifications depending on different purposes as well as its advantages over and limitations compared to other systems in the study of developmental biology and teratology. [source] Innovative versus incremental new business services: Different keys for achieving successTHE JOURNAL OF PRODUCT INNOVATION MANAGEMENT, Issue 3 2001Ulrike de Brentani In companies where new product development plays an important strategic role, managers necessarily contend with a portfolio of projects that range from high technology, new-to-the-world, innovations to relatively simple improvements, adaptations, line extensions, or imitations of competitive offerings. Recent studies indicate that achieving successful outcomes for projects that differ radically in terms of innovativeness requires that firms adjust their NPD practices in line with the type of new product project they are developing. Based on a large-scale survey of managers knowledgeable about new product development in their firm, this study focuses on new business-to-business service projects in an attempt to gain insights about the influence of product innovativeness on the factors that are linked to new service success and failure. The research results indicate that there are a small number of "global" success factors which appear to govern the outcome of new service ventures, regardless of their degree of newness. These include: ensuring an excellent customer/need fit, involving expert front line personnel in creating the new service and in helping customers appreciate its distinctiveness and benefits, and implementing a formal and planned launch program for the new service offering. Several other factors, however, were found to play a more distinctive role in the outcome of new service ventures, depending on how really new or innovative the new service was. For low innovativeness new business services, the results suggest that managers can enhance performance by: leveraging the firm's unique competencies, experiences and reputation through the introduction of new services that have a strong corporate fit; installing a formal "stage-gate" new service development system, particularly at the front-end and during the design stage of the development process; and ensuring that efforts to differentiate services from competitive or past offerings do not lead to high cost or unnecessarily complex service offerings. For new-to-the-world business services, the primary distinguishing feature impacting performance is the corporate culture of the firm: one that encourages entrepreneurship and creativity, and that actively involves senior managers in the role of visionary and mentor for new service development. In addition, good market potential and marketing tactics that offset the intangibility of "really new" service concepts appear to have a positive performance effect. [source] Situated Learning for an Innovation Economy: E-Commerce and Technology as a Mediator for Rural High School Students' Sense of Mastery and Self-EfficacyANTHROPOLOGY OF WORK REVIEW, Issue 2 2005Karen L. Michaelson Abstract Practitioners focusing on technology and workforce development reference the need to prepare individuals for an Innovation Economy. Yet innovation is socially constructed, as much social as it is technical. Observation of 160 high school students from very rural schools participating in a school-based e-commerce curriculum indicates that there are knowledge sets acquired through carefully constructed experiential learning that foster a context for innovation. This counters factors in the traditional education/workforce development system that impede the development of innovators, including a narrows skills-based focus and the demonization of failure. Situating innovation in historical context and in the lived experience of individual networks helps to understand the innovation process and provides a framework for the development of effective educational experiences. [source] Understanding fire fighting in new product development,THE JOURNAL OF PRODUCT INNOVATION MANAGEMENT, Issue 5 2001Nelson P. Repenning Despite documented benefits, the processes described in the new product development literature often prove difficult to follow in practice. A principal source of such difficulties is the phenomenon of fire fighting-the unplanned allocation of resources to fix problems discovered late in a product's development cycle. While it has been widely criticized, fire fighting is a common occurrence in many product development organizations. To understand both its existence and persistence, in this article I develop a formal model of fire fighting in a multiproject development environment. The major contributions of this analysis are to suggest that: (1) fire fighting can be a self-reinforeing phenomenon; and (2) multiproject development systems are far more susceptible to this dynamic than is currently appreciated. These insights suggest that many of the current methods for aggregate resource and product portfolio planning, while necessary, are not sufficient to prevent fire fighting and the consequent low performance. [source] The learning credit card: A tool for managing personal development,BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2008Nick Rushby This is the report of a five month study, undertaken by Sundridge Park Training Technologies in association with Guildford Educational Services to assess the potential of smart card technology to support learning and the management of learning. The study had two strands,the state of the art of the technology and its potential for supporting, delivering and managing learning. In addition to a study of the literature and extensive discussions with people using smart cards, potential users of smart card and visionaries, the project team developed two illustrative systems using cards to store personal data relating to education and training. The term ,smart card' is often used loosely to describe three different types of card, each of which is similar in general shape and size to a traditional credit card. These are: memory cards, laser cards,and true smart cards incorporating a processor and memory. This study has been concerned with memory cards and smart cards. The focus for smart card applications has been predominantly financial: there are relatively few applications in education or training. A notable exception is the large scale project at the University of Bologna which uses smart cards to manage the progress and achievements of a large number of students in the Department of Electronics. The two illustrative systems provided valuable experience of using memory cards and smart cards in quasi-real education and training applications. They highlighted the problems of limited memory capacities and confirmed the high level of user acceptance reported by other trials. We can expect considerable advances in the technology of both memory cards and smart cards over the next months and years. The memory capacities of both types of cards will increase many-fold and the unit costs will fall as large quantities of cards are produced for financial applications. Education and training applications will benefit from this expanding market. The major surprise from the study was the level of interest in the work and the enthusiasm expressed by almost all of those who came to hear of it. The general level of awareness of smart card technology was found to be low. However, the requirement for a system which will enable individuals to manage and own their learning on an extended timescale was generally recognised. Some of the possible applications for smart cards and memory cards in education and training had emerged before the official start of the study and it is clear that the technology is potentially pervasive. The project team and those consulted identified a wide range of possible applications both in education and in training. These focussed on assessment, personal course planning and management, identification of relevant learning opportunities, and the ownership of learning. It was felt that, over the next few years, smart cards are very likely to be in common use as credit cards for financial applications. Therefore, their use for education and training should be planned now. The recommendations from the study are that: More detailed studies are needed to find out how smart cards and memory cards could be used by different organisations in a fully operational system; Standards should be established for smart card applications in education and training, similar to those governing financial applications; Applications should be developed after the standards have been established. To be convincing, these should take a case study approach with small pilot studies in a variety of contexts and must follow real needs rather than attempt to drive them; The case studies would then form the basis for a campaign to increase awareness of smart cards and their potential for education and training, together with a programme for building an infrastructure to support the proposed systems. The public sector should fund the task of developing standards and providing interfaces with existing educational systems and projects to demonstrate the feasibility of various applications. Since educational standards have a European dimension, the European Community may be a source of support for work in the area of standards. At the same time, private sector funding should be sought for skill development and career development systems in industry and in education. The Training Agency itself should consider the application of smart card technology to the control and management of the Youth Training Scheme (YTS). [source] The Determinants of Management Development: The Views of MBA GraduatesBRITISH JOURNAL OF MANAGEMENT, Issue 2000Christopher Mabey This article is derived from survey data obtained from a structured sample of 450 MBA graduates and is part of a wider programme of research investigating the current state of management development in Britain. The intention is to analyse the determinants of the amount, the methods and the impact of management development systems in UK organizations and to assess these findings in relation to a comparable analysis of HRD managers. Both the amount and the variety of management development methods are greater than has been previously reported and, for the HRD sample, the impact of this activity is broadly positive. While agreeing on the amount, MBA managers are less enthusiastic about the availability and effectiveness of management development they have experienced. Overall, the management development policy choices made by organizations are consistently the most influential in determining outcomes, and the implications for this are discussed. [source] | ||||||||||