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Integrated Market‐Immersion Approach To Teaching New Product Development In Technologically‐Oriented Teams
Author(s) -
Silvester Katherine J.,
Durgee Jeffrey F.,
McDermott Christopher M.,
Veryzer Robert W.
Publication year - 2002
Publication title -
journal of product innovation management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.646
H-Index - 144
eISSN - 1540-5885
pISSN - 0737-6782
DOI - 10.1111/1540-5885.1910018
Subject(s) - new product development , apprenticeship , marketing , product (mathematics) , business , process (computing) , order (exchange) , plan (archaeology) , engineering management , process management , knowledge management , computer science , engineering , linguistics , philosophy , geometry , mathematics , archaeology , finance , history , operating system
This article presents a market immersion methodology for teaching NPD in technologically‐oriented teams. This methodology was developed during the early 1990s at the Lally School of Management and Technology of Rensselaer Polytechnic Institute. Since then, it has been successfully utilized to train in excess of one hundred MBA‐level student teams. The NPD course is taught by a 5‐member cross‐functional team of faculty with backgrounds in marketing, manufacturing operations, and accounting. The course is modeled on Cooper's stage gate process, and the course is designed to provide a combination of classroom and apprenticeship experiences. The 6‐credit, year‐long course requires students to work in self‐directed teams of approximately 5 to 6 members. Each student team chooses its own industry or technology domain in which to concentrate its efforts, and students undertake intensive market and field research in order to assess any existing market opportunities. Once a specific target market and market need have been identified, students are then required to design a product and an organization to meet that need. In specific, students must produce a detailed marketing, manufacturing, operations, advertising, distribution, and financial plan that can bring their product to market. During the process, students create multiple potential product designs, build mock‐ups of their products, and field test the mock‐ups. At every phase of the course, the teams are continuously immersed in real customer markets. As a result, teams must struggle to incorporate new market information and learning into their project in a consistent and holistic manner. The following article presents the curriculum content and tools, lessons learned, and student reactions to this original pedagogical approach to teaching NPD. Due to the length of the course, particular attention is paid to the teaming issues that naturally arise when teams work together on long‐run projects. © 2002 Elsevier Science Inc. All rights reserved.