A Comparative Study or Western and Japanese Practices Geared Towards Improved Learning and New Product Performance

Abstract

Increasingly, the long‐term success of a company resides in its ability to develop and market successful new products in a cost‐and time‐effective manner. In general, Japanese companies have outperformed their Western counterparts in bringing new products to market over the last 10 to 20 years. This has given them a substantial advantage in long‐term economic development. The authors hypothesize that the differences between the dominant models of corporate culture in Japan and the U.S. account for the Japanese advantage. In comparison to U.S. companies, Japanese companies tend to emphasize long‐term leadership, decentralized decision making, a flatter work structure using cross‐functional work teams, and rewarding teams for the ability to learn from mistakes. As a result of these differences, Western companies are more likely to utilize “single, loop” learning, where new products are developed using established (and unquestioned) procedures. Conversely, Japanese companies rely on “double‐loop” or “deutero” learning styles, which encourage employees to leverage their past experiences when proposing new product innovations. The authors conclude by outlining a research program for testing their as‐gumptions about the relations among nationality, corporate culture, learning styles, and new product success.

Leadership development techniques

“…Critical thinking development techniques included action or experienced-based learning, applying systems thinking (Muyia and Kacirek, 2009), experiential learning (Ligon et al , 2011; Skipton Leonard and Lang, 2010; Watkins et al , 2011), modeling (Saban et al , 2000), scenario planning (Andreadis, 2002), simulations (Antes and Schuelke, 2011), skills-based approach (Williams and Foti, 2011), stage-like progression of development (Ligon et al , 2011) and transformative learning (Johnson, 2008). Competencies that are individual and professional or organizational focused could be developed using the following techniques: coaching/mentoring, critical reflection (internal and external; Nesbit, 2012), develop managerial roles, developing networked relationships and networking (Espedal, 2004).…”

Cross-national Similarities and Differences in Employee Perceptions of Issues in the Work Environment

“…Some articles (Hites, 1996;Hara & Schwen, 1999) focus specifically on training and instructional design. Many articles make comparisons of particular practices (e.g., management practices) between or among countries; (Ardichvili, 2001;Ardichvili & Kuchinke, 2002;Cseh et al, 2004;Hanson & Saban, 2001;Kuchinke, 1999;Osman-Gani, 2000;Saban, Hanson, & Lanasa, 2000), while others describe particular practices in one country (Agut & Grau, 2002;Anders & Anderson, 2000;Ardichvili, Cardozo, & Gasparishvili, 1998;Hickey, 2004;Kuchinke, 2000;Nafukho & Hinton, 2003;Paul & Anantharaman, 2004;van Leeuwen & van Praag, 2002;Weinstein, 1998;Wognum, 1998;Xiao & Tsang, 2004;Yui & Saner, 1998). Sanchez (2000) addresses designing performance improvement interventions to suit national culture dimensions, but does not address other contextual issues.…”