Manajemen Strategi : Kajian Teori Resource Based View

This paper aims to analyze the framework of the Resource-Based View theory put forward by experts in strategic management, as well as to describe the SWOT framework, especially those related to strengths and weaknesses by identifying what are the strengths and capabilities of the company and avoiding weaknesses for competitive advantage. and is expected to be able to describe the concept of Resource-Based View and analyze the development of Resource-Based View theory in strategic management, and analyze the internal environment from the point of view of strengths and weaknesses that will help the company to be able to take advantage of existing opportunities and be able to avoid possible threats. arise, and analyze the company's capabilities that will affect the final product which includes dynamic skills, capacities, and resources. The research method used is based on a historical approach and literature review from the opinions of experts who discuss the theory of Resource-Based Value, both physical and non-physical in relation to capabilities and competencies in creating superior competitiveness, with the main study based on the opinion of strategic management experts. Mahoney Joseph T, J. Rajendran Pandian, 1992. This paper will be directed to the analysis of various opinions of economists regarding the resource framework that will produce a capability, namely the skills that exist in each individual. competitive of a company

Relational governance, organizational unlearning and learning: implications for performance

Purpose Drawing on the literature on dynamic skills, this study builds upon and empirically tests a conceptual model that connects business and political ties, organizational unlearning, organizational learning and firm performance. Specifically, this study suggests that business ties enable and political ties inhibit organizational unlearning (i.e. regenerative dynamic capability), which may, in turn, affect exploratory (i.e. renewing dynamic capability) and exploitative (i.e. incremental dynamic capability) innovation behaviors of the firm. Thus, the purpose of this study is to offer a theoretical framework in which organizational unlearning and learning act as mediating mechanisms between business and political ties and firm performance. Design/methodology/approach Structural equation modeling and mediation analyzes were used on a sample of 302 small and medium-size enterprises in Turkey. Findings This study found that business ties enable organizational unlearning while political ties impede it. This study further demonstrates that business ties positively and political ties negatively relate to organizational learning through organizational unlearning. In addition, this study shows that political ties are mostly negatively and indirectly related to firm performance through organizational learning while business ties positively and indirectly relate to firm performance. Practical implications The findings demonstrate the critical role that personal networks play in organizational learning and firm performance. This study provides evidence to the need to recognize and evaluate the potential and undesirable impacts of political ties on cultivating innovation skills and firm performance. In addition, this study recommends managers to embrace the significance of organizational unlearning in strategic renewal, particularly as it applies to building renewing and incremental dynamic skills for enhanced firm performance. Originality/value This study offers a deeper perspective of the dissected relations of social ties in emerging economies to firm performance by considering organizational unlearning and learning behaviors as mediating mechanisms.

The developmental trajectories of spatial skills in middle childhood

The multidimensional structure of spatial ability remains a debated issue. However, the developmental trajectories of spatial skills have yet to be investigated as a source of evidence within this debate. We tested the intrinsic vs. extrinsic and static vs. dynamic dimensions of the Uttal et al. (2013) typology in relation to spatial development. Participants (N = 184) aged 6-11 completed spatial tasks chosen to measure these spatial dimensions. The results indicated that the developmental trajectories of intrinsic vs extrinsic skills differed significantly. Intrinsic skills improved more between 6 and 8 years, and 7 and 8 years, than extrinsic skills. Extrinsic skills increased more between 8 and 10 years than intrinsic skills. The trajectories of static vs. dynamic skills did not differ significantly. The findings support the intrinsic vs. extrinsic, but not the static vs. dynamic dimension, of the Uttal et al. (2013) typology.

Generic approach 1: Modular, dynamic skills

This chapter considers a generic approach to the interview on the basis that such an approach offers a better performance and also improves our ability to learn from mistakes for the benefit of future interview attempts. The chapter starts with discussing a modular dynamic skillset, the advantage of breaking things down psychologically and packaging those skills in order to transfer them to any given situation. It looks at how this might be applied in the interview and works through an exercise to increase our flexibility of thought as an active, applied psychological process. Finally, the chapter then works to develop a way of reading the interviewer themselves in the room.

The facilitator, characteristics and importance for innovation teams

This research develops the understanding of the innovation facilitator’s (facilitator) role for inexperienced innovation teams in an industrial context. Qualitative data was collected from X-functional Innovation teams’ members and their sponsor to identify requirements of a facilitator. Forty characteristics were identified and charted in an innovation process. Significant findings, contributing to prior research, are that the facilitator’s presence and involvement in the innovation teams was crucial in the pre- and first phase of the innovation process due to the very high complexity, where personal characteristics as well as e.g. facilitating-, teaching-, coaching-, group dynamic- skills were central. The importance of the pre-phase was unexpected, resulting in an extended innovation process: The Extended Innovation Process (EIP), for which the traditional innovation process was extended with a preparation-phase before the initial ideation-phase. This knowledge is applicable when e.g. creating and educating new innovation teams within an organization. Future research is suggested.

THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON ORGANIZATIONAL COMMITMENT AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR

Over the past few decades there has been tremendous growth in Emotional Intelligence research. It has been learned that since Emotional Intelligence is not a trait, appropriate intervention programmes can inculcate a combination of dynamic skills required for the same. Emotional Intelligence is an essential factor to be considered in an organizational setup. The present study attempts to determine the influence of Emotional Intelligence on Organizational Commitment and Organizational Citizenship Behavior. Commitment and Citizenship behavior are vital aspects of the organizational world. This study makes use of a sample of 115 Executives working at FCI OEN Connectors, Cochin, Kerala. The tools used for the study are Emotional Intelligence Inventory, The Organizational Commitment Questionnaire and The Organizational Citizenship Behavior Scale. The statistics used for the study are standard deviation and Pearsons product moment correlation. The results indicate that a positive relationship existed between Emotional Intelligence, Organizational Commitment and Organizational Citizenship Behavior.