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PurposeTo extend the discussion held in part 1, and develop a two‐tier fifth‐generation model of corporate entrepreneurship and innovation.Design/methodology/approachThe components that have been synthesized from a review of the literature in Part 1 are extended using evidence from the literature. These components are used to construct a two‐tier model of corporate entrepreneurship and innovation; a macro model which presents the high‐level environmental drivers of innovation and a micro model that discusses the contextual factors that underpin the corporate entrepreneurship and innovation process.FindingsFrom the analysis conducted in part 1 it is evident that there is a strong relationship between the role of the corporate entrepreneur and the innovation process. It is suggested that by separating the corporate entrepreneur from the innovation process previous models have been overly reductionist in their construction, and their utility has, as a consequence, been severely constrained. The study therefore combines the role and activities of the entrepreneur with the innovation process into a unified framework. In doing so the paper develops a two‐tier fifth‐generation model of corporate entrepreneurship and innovation. The final sections of the paper present the model's implications for management and suggestions for further research.Originality/valueThis paper fulfils an identified gap in the literature, namely the development of a new holistic model of corporate entrepreneurship and innovation, which illustrates the environmental and contextual relationships between the corporate entrepreneur and the innovation process.

PurposeTo examine the literature on corporate entrepreneurship and innovation and to develop a combined definition of these two terms. Moreover, the literature is used to construct a holistic model that seeks to explain the links between corporate entrepreneurial activity and the innovation process.Design/methodology/approachA number of published works on entrepreneurship and innovation are critiqued. The findings from this literature review are used to develop a framework illustrating the relationships between the corporate entrepreneur and the innovation process.FindingsThe paper presents a combined definition of corporate entrepreneurship and innovation and, from the literature review, concludes that previous models on entrepreneurship and innovation are fragmented because there is little exploration on the relationships and dynamics between these two factors. A framework of corporate entrepreneurship and innovation is constructed by synthesising the information gathered from previous literature. This model shows that there are missing links between the entrepreneur and the innovation process. The paper discusses three factors that may explain both the dynamics and the relationships between the entrepreneur and the innovation process. These are entrepreneurial attitudes, vision and actions.Originality/valueThis paper fulfils an identified gap in the literature, namely the lack of investigation into the links between the corporate entrepreneur and the innovation process, and suggests three factors that could be used to explain this gap. Part 2 of this paper will present a new holistic model of corporate entrepreneurship and innovation that illustrates the relationships between these two areas in more detail.

PurposeTo examine the literature on employee morale and to construct a model of this area pertaining to nurses. This framework seeks to present morale in a holistic manner, illustrating the causal factors that influence nursing morale, the changes that occur in morale when these input variables are altered, and the consequences to patient care and individual and group nursing practices.Design/methodology/approachA number of published works on morale, its causal factors and resulting consequences are critiqued. The findings from this literature review are used to develop a framework for nursing morale.FindingsThe paper presents a definition of morale and, from the literature review, concludes that previous models on morale are fragmented; only tending to explore the variables that influence the employees' emotional state. Consequently, a framework of nursing morale is constructed in order to illustrate this topic from a holistic point‐of‐view.Practical implicationsThe paper concludes with a number of management and research implications. The management implications consist of a number of useful suggestions for senior nurses to enhance the morale within their units.Originality/valueThis paper fulfils an identified gap in the literature, namely the lack of a holistic model of nursing morale, and offers practical help to senior nurses so that they can initiate processes within their wards that can improve their subordinates' morale.

Security concerns are on the increase in all organizations worldwide and there is a growing number of calls urging senior managers and top executives to take greater interest in information security (Fourie, 2003). These calls are mainly based on the premise that the engagement of senior managers and directors with the information security responsibility is key to achieving good security (ISO, 2000; Thomson and von Solms, 2003). But are these calls being heard? Unfortunately, there is evidence that the issue is not reaching the top layers of organizations, or that it only does so at irregular intervals and on an adhoc basis (Ezingeard et al., 2004b), with the attention of senior managers for information security centered around incidents, either published in the press or internally identified.

Effective team development, facilitation and creative problem solving are three components that can help improve group problem solving and decision making. Group meetings can be notoriously ineffective and inefficient. They can be significantly improved if the facilitator and problem champion are aware of, and can influence, the variables that affect the group’s processes. This paper explores the elements involved in developing teams, enhancing facilitation skills and utilising creative problem‐solving techniques. These three areas are discussed in turn before presenting a model that shows the relationships that exist between them. This model is a useful framework for facilitators, problem champions and group participants because it can help in the preparation and support of group meetings. In addition, the model can also help managers to develop training courses for team development and facilitation.

The learning industry and business educational establishments are being transformed by the use of the virtual learning environment. This enables learners to participate and collaborate from all corners of the earth at any time of the day. In addition, costs can be shared over multiple sites and learning materials can be more easily kept up to date. This paper discusses five different approaches to developing, supporting and participating in the learning environment. These are the pedagogical approach, the intellectual approach, the technical approach, the collaborative approach and the facilitative approach. From these approaches, an integrated model of virtual learning is developed. Finally a number of recommendations are presented.

Today, universities are using technological advances that have enabled them to change their traditional delivery methods. Computer supported collaborative learning permits students to undertake courses via the Internet. This allows students from all over the world to take part in a course where they can gather information not only from the instructor but also from their fellow students. Consequently, the traditional forms of teaching must be adapted to better serve the needs of virtual learning students. The virtual instructor must do more than just communicate information to the students. He or she must learn to support the collaborative process between the learners and to encourage them to work as a team. This article describes a model for facilitating virtual learning groups and presents a case study to illustrate the concepts of running such a group. In addition, a number of implications for planning and supporting virtual groups are presented.

Today, more and more training and education are taking place on the Internet or intranet. Consequently, traditional teaching and learning skills need to change in order to gain the maximum benefit from virtual learning. Discusses three different learning theories, namely behaviourism, cognitivism, and humanism. Traditional classroom teaching tends to use the behaviourist and cognitivist approaches, where the instructor tends to control the learning. However, a virtual learning classroom lends itself to a more humanist approach, where learners can take control of their own learning. In addition, the virtual classroom can encourage experiential and collaborative learning. Consequently, tutors need to be able to facilitate learning and group processes rather than instruct the learners or communicate information. Develops, compares and contrasts two models of learning, that of the traditional classroom and that of the virtual learning environment. Finally, in order to enhance virtual learning in groups, a number of implications and recommendations are presented for facilitators.

This article explores five factors that can influence creative thinking: namely Judgement: Freewheeling: Association: Stimulation and Expression. These factors are used to develop a framework in order to categorize, compare and contrast different creative problem-solving techniques. The three categories developed in the framework are paradigm-preserving techniques, paradigm-stretching techniques and paradigm-breaking techniques. A number of practical implications are then presented including training, teambuilding and the reduction of apprehension and cognitive inertia.

In order to develop more innovative products, process and services, organisations must encourage their employees to think more creatively. One method of achieving this is to encourage teams to utilise creative problem‐solving (CPS) techniques. There is a variety of different CPS techniques. Perhaps the most common technique utilised is that of brainstorming. This, however, does not necessarily produce novel and innovative solutions. The purpose of this article is to explore creative problem solving and to present a model that can help facilitators and team members choose an appropriate technique for their situation. The model has divided creative problem solving into three categories, namely paradigm preserving techniques, paradigm stretching techniques and paradigm breaking techniques. The article discusses these three categories and presents some examples of their use.

The purpose of this paper is to present five strategies that can help organizations improve productivity in decision making and problem solving groups. These strategies are: Developing and building teams with the appropriate participants. Undertaking techniques that will improve and enhance team creativity. Coaching the team members and training them to improve their behaviour, communication and thinking skills. Planning the team event and supporting the meeting by using effective facilitation techniques and interventions. Utilizing the appropriate technology in order to improve communication, idea generation and group memory. Copyright © 2000 John Wiley & Sons, Ltd.

Innovation is a necessary function of organisations today. In order to develop innovative products, services and procedures, managers must encourage and promote creative thinking within their organisation. Everyone can be creative but there are some people who have a naturally creative flair. This paper examines some of the behaviour and creative processes that these people undertake in order to develop imaginative and novel ideas. Specifically, the paper describes some of the thoughts, ideas and behaviours of Brian Eno, a rock musician in the 1970s, and compares them with some of the other great creative minds of the past such as George Bernard Shaw and Michael Faraday. The paper concludes with some lessons that have been drawn from exploring the minds of these people and recommends that managers should nurture creativity with their organisation.

In order to develop more innovative products, process and services, organisations must encourage their employees to think more creatively. One method of achieving this is to encourage teams to utilise creative problem‐solving (CPS) techniques. There are a variety of different CPS techniques. Perhaps the most common technique utilised is that of brainstorming. This, however, does not necessarily produce novel and innovative solutions. The purpose of this article is to explore creative problem solving and to present a model that can help facilitators and team members choose an appropriate technique for their situation. The model has divided creative problem solving into three categories, namely paradigm preserving techniques, paradigm stretching techniques and paradigm breaking techniques. The article discusses these three categories and presents some examples of their use.

The purpose of this paper is to develop a framework for facilitating group processes. The facilitator's process is divided into three phases—pre-planning, running the group session and the post-session output. The purpose of facilitation is to develop and support an effective meeting. An examination of the process is presented and a number of important elements are described. These elements are developed and illustrated in a conceptual framework of the facilitation process. Two examples of pre-planning and supporting a group session are presented in order to illustrate the influences that these elements may have on the group's process and outcomes. Copyright © 1999 John Wiley & Sons, Ltd.

The manager of strategic-project planning used spreadsheet modeling and optimization to change the process AgrEvo Canada uses to allocate resources to crop protection and biotechnology R&D projects. We developed a spreadsheet optimization model to show that a perceived bottleneck actually had excess capacity and that all projects could be funded by reallocating resources. To achieve benefits from these insights required resolving political issues rather than solving optimization problems. Descriptive models proved superior to prescriptive optimization results for achieving buy-in. Use of the model led to the shortest and most objective budgeting meeting ever. We brought clarity to a vexing internal debate and helped to retain R&D projects valued at tens of millions of dollars. Managers can effectively apply management science without intervention by management science professionals. End-user modelers are different from expert consultants. Additional field research on end-user modeling is needed.

To date, many of the models and theories that seek to explain problem solving and decision making, have tended to adopt an overly reductionist view of the processes involved. As a consequence, most theories and models have proved unsuitable in providing managers with a practical explanation of the dynamics that underpin problem solving. A substantial part of a manager’s time is taken up with problem solving and decision making issues. The question of whether managers possess the necessary problem solving skills, or have access to “tools”, which can be used to manage different types of problems, has become an issue of some importance for managers and organisations alike. This paper seeks to contribute to the current literature on problem solving and decision making, by presenting a conceptual model of problem solving, which is intended to assist managers in developing a more holistic framework for managing problem solving issues.

This paper develops a model for allocating cross-trained workers at the beginning of a shift in a multidepartment service environment. It assumes departments are trying to maximize objective functions that are concave with respect to the number of workers assigned. Worker capabilities are described by parameters that range from zero to one, with fractional values representing workers who are less than fully qualified. The nonlinear programming model presented is a variant of the generalized assignment problem. The model is used in a series of experiments to investigate the value of cross-utilization as a function of factors such as demand variability and levels of cross-training. Results show that the benefits of cross-utilization can be substantial, and in many cases a small degree of cross-training can capture most of the benefits. Beyond a certain amount additional cross-training adds little additional value, and the preferred amount depends heavily on the level of demand variability.

It can be argued that companies may innovate on a more regular basis if groups and individuals can be encouraged to think more creatively. One method of encouraging novel ideas is to undertake creative problem solving (CPS). There are a number of different techniques that can enhance creative thinking. Some of these techniques require less imagination and produce less novel results than others. Individuals and group facilitators must choose which creative problem solving technique(s) to use for their specific situation. Some techniques, for example, may leave an inexperienced group feeling uncomfortable (e.g. if they are asked to draw pictures or develop fantasies) although they are often more effective than the more analytical methods. It may be helpful, therefore, to classify creative problem solving techniques so that individuals can easily choose an appropriate technique for their specific situation. This paper offers such a classification, which categorises the creative problem solving techniques into paradigm preserving, paradigm stretching and paradigm breaking. Some implications and future research are also presented.

Creative problem solving (CPS) and innovation are very important to companies who want to gain flexibility and competitive advantage. This article describes how an organisation can enhance its creativity by developing a creative culture within the company. In addition, the paper discusses group creative problem solving. A creativity continuum is presented which describes three different types of techniques ‐ paradigm preserving, paradigm stretching and paradigm breaking. It is important to know which type of technique should be chosen for a particular type of situation. Paradigm preserving techniques are deemed to be more comfortable but less innovative whereas paradigm breaking techniques encourage participants to develop highly novel ideas. They can, however, be uncomfortable to use and should therefore not be utilised by the unwary. This article describes six different CPS techniques ‐ two paradigm preserving, two paradigm stretching and two paradigm breaking techniques.

Group and team meetings are important organisational processes. These teams, therefore, should be managed and supported appropriately in order to produce effective outcomes. One method of undertaking this is to use skilled and competent facilitators. Facilitators not only support the meeting process but they should also be actively involved before and after the meeting has taken place in order to help develop objectives, timescales, agendas and so on. It is important, therefore, that organisations either train their own facilitators or employ external facilitators with the necessary and appropriate competences. This paper describes what competences may be required by a facilitator and how these can be used effectively.

Groups are an integral part of organisational life. It is important, therefore, that these teams are managed both efficiently and effectively. One method of undertaking this process is to employ skilled facilitators who can support and direct the group’s processes. This paper discusses a method of facilitation that not only will help a problem‐solving group to remain structured and focused but will also help to encourage creative thought and output. A conceptual model has been developed which managers can use as a handy checklist or reference while undertaking the process of facilitation.

Organisations today utilise teams to undertake problem solving and opportunity finding tasks. There have been a number of variables that have been posited by theorists that can influence group productivity. Two of these – namely group technology and creative problem solving (CPS) techniques – are explored in this paper. Studies have found that group support systems tend to improve group productivity because they can reduce evaluation apprehension, production blocking and free riding. These systems, however, tend to utilise Electronic Brainstorming in modes that fail to deliver some advantages of other CPS techniques. The paper suggests how developers of group support systems could incorporate new creative problem solving modules into their software.

A number of recent high-profile organizational failures have been compounded by the inadequacy of the data, information, and intelligence available to decision makers at key moments. In several other cases, the interpretation and communication of information to key stakeholders later was seen to have been distorted, if not downright dishonest. Whilst executives are being required to pay more attention to aspects of information assurance(IA) and security, few understand how to ensure its proper management and how to develop an IA strategy.