The contribution of radical innovative capability in relation with radical innovation outcomes:
For the development of good radical innovation outcomes possessing a good radical innovative capability is very important. The percentage variance of the radical innovation outcomes explained by the radical innovative capability is 47,7%. A company can reach a good radical innovative
capability by ensuring that their employees have time available for the development of innovations and time for learning about the development of innovations. Daily activities require a lot of time. When people don’t have enough time only small improvements (incremental innovations) will arise and radical innovations will not occur. To prevent this, project teams aimed at radical innovations should be set up.
Managers determine experimentation capability and openness capability as the two most important aspects of radical innovative capability. To reach a good radical innovative capability these both aspects should get enough attention. This reach a good experimentation capability managers determine that daring to experiment, having people with different disciplines within your company and having enough budget available are very important. For the development of a good openness capability
The contribution of team learning in relation with radical innovative capability:
I can conclude that team learning presents a very large contribution to the radical innovative capability, because 69,2% of the variance of the variable radical innovative capability is described by the variable team learning. This relationship is significant (p < 0,05).
The biggest contribution is delivered when employees, besides working in their own team, also work within project teams. When people only work within their own team for a long time and at a certain position they work according to a fixed pattern. When people work according to a fixed and
structured pattern, the ability to develop innovations is declining sharply. An effective way to prevent this is working within project teams. Project – teams are multidisciplinary. People from different disciplines come together in a team, which enhances the learning effect.
The contribution of support leadership in relation with team learning and indirectly radical innovative capability:
Support leadership has a significant correlation with team learning and radical innovative capability (p < 0,05). The standard regression weight of 0,785 shows that support leadership has a relatively large influence on team learning. Based on the fact that team learning is of great importance for the development of a good radical innovative capability I conclude that support leadership indirectly is essential for a good radical innovative capability, because it creates a good team learning
environment within your company. Earlier research has described that there is a widespread belief among executives that supporting employees’ community service activities enhances employee commitment and retention. It is important for a leader to gives his team support with his ability, passion and conviction and not with his formal authority (Austin, 1998). This means that the leader should give responsibility to his employees, also called empowerment. Employees need room to be innovative and a leader should provide this. The manager should describe the framework of the innovation process and ensure that people can to their work undisturbed. The leader should not be too strict. Besides giving some working room to his employees, a leader must be accessible when they have problems. When this is the case, a leader offers a good supportive leadership.
The contribution of teamwork cohesion in relation with team learning and indirectly radical innovative capability:
My conclusion is that teamwork cohesion gives a negative direct contribution to team learning or indirect contribution to radical innovative capability, because the regression coefficient between teamwork cohesion and team learning is negative. Moreover the relation between teamwork cohesion and team learning and the relation between teamwork cohesion and radical innovative capability isn’t significant. This indicates that there is a big chance that the value found is caused by chance.
Important to ensure a good team cohesion is the fact that from the start a leader should formulate a clear project goal and should communicate this clearly with all employees. This provides support within the team. When a team with a good cohesion is formed, it is important that this team
continues together throughout the whole lifetime of a project, because people know each other well. To achieve this good teamwork cohesion, a good assumption policy is also important. When new people are appointed, it is very important to map out if this person fits in the team.
I conclude that it is important for the internal team process that a company stimulates good
teamwork cohesion, but that this cohesion shouldn’t absolutely not be too high. When the cohesion is too high, this has a negative influence on team learning.
The contribution of team climate in relation with team learning and indirectly radical innovative capability:
The correlation between team climate and team learning is significant (p < 0,05). But the team climate isn’t significantly correlated to the radical innovative capability. Team climate has a positive influence on team learning, because the percentage variance of team learning explained by the previous variables increases with the influence of team climate from 63,2% to 71,4%.
A positive team environment is the most essential aspect within a company. The company’s success depends on it. It is very important that the employees enjoy working and that they have a heart for the company. This means, for example, that they don’t object to an extra working hour.
Also important for a good team climate is making clear appointments and using deadlines. For the development of innovations, limitations in time, money and space are needed. When there aren’t
How team climate strengthens the relationship between teamwork cohesion, supportive leadership, team learning and radical innovative capability:
Team climate has a direct influence on team learning, because the influence of team climate on team learning strengthens the variable team learning. Without the direct influence of team climate on team learning the percentage variance of team learning explained by his previous variables is 63,2%. With the direct influence of team climate on team learning, this percentage increases to 71,4%. Besides this direct influence of team climate on team learning, in some cases indirect influences are also possible. In this model, this isn’t the case.
When I look at the indirect influence of team climate on team learning, through its influence on teamwork cohesion, this doesn’t make any difference. The percentage variance of team learning explained by his previous variables remains 63,2%.
When I look at the indirect influence of team climate on team learning, through its influence on support leadership, the percentage variance of team learning explained by its previous variables has decreased from 71,4% back to 69,7%. This means that the influence of team climate on support leadership decreases the contribution which the variables team climate and teamwork cohesion together could deliver to team learning.
I have concluded that team climate only strengthens the relationship between teamwork cohesion, supportive leadership, team learning and radical innovative capability through its direct influence on team learning.