The global socio-economic situation at the beginning of the 21st century has change as its main characteristic, therefore, any organization or social entity must face the intricate challenges of operating immersed in a global market and in a time of uncertainty. These challenges are complex and enormous, and to overcome them there are many proposals, and they all have one characteristic in which they coincide: that fundamentally innovation is the driving force behind accelerated changes and that to achieve it it is essential to lead the creativity of those who are in it. within the organization.
The current future situation is full of paradoxes and contradictions that seem to escape understanding, such as the phenomena of the globalization of the economy, the internationalization of markets and regionalization.
This context requires that we constantly innovate, because all organizations operate in a competitive environment, where versatility in innovation is as important as quality and productivity, as it is decisive to achieve business success.
All of the above implies the need to achieve a mental and cultural openness in organizations, including a thorough review of the assumptions on which business management rests for which creativity, innovation and intrapreneurs who, trained in the program, become facilitators of the stages required for innovation based on internal entrepreneurs.
The intrapreneur program presented in this article is a developed alternative, understood as being carried out with methodological rigor, that is, a way of seeing men and women who work in organizations as potential innovators, intrapreneurs. Training directed to the specific purpose, provides the elements that the Colombian human talent that has an absolute advantage, be resourceful, assume behaviors and develop intrapreneurship skills, achieving a competitive advantage for organizations, innovation.
We present the intrapreneur, or entrepreneur who resides or is within the borders of organizations, as a decisive factor that allows reaching significant levels of innovation; especially in an age in which constant innovation is required. This requirement is due to the fact that effective innovation capacity is decisive for achieving business success, for this reason, it is very advantageous for any organization, to have individuals always willing to innovate in the production of articles and the provision of services.
But how to get it? The literature analyzed to write this document (case studies, ex-post-facto research and informative articles) present the experiences and results obtained by consultants, researchers, managers and intrapreneurs; Undoubtedly beneficial experiences that can be taken advantage of if organizations support internal entrepreneurs, allowing intra-organizational innovations, which are the result of the work of individuals trained to assume intra-entrepreneurial behaviors, if the most important resource of organizations is used efficiently: the talent of the people who make them up.
Based on these premises, we proceeded to determine the state of knowledge that made it possible to elaborate the specific proposals of the intrapreneurial model: that is, we sought to characterize them theoretically. Based on this, it was possible to design, build and validate a training process that aims to awaken and mobilize the potential of the employees of an organization, in order to direct them towards constant innovation.
THE INTRA-ENTREPRENEURIAL MODEL
The intrapreneurial theoretical model on which the program is based tries to predict the incidence of training in the intrapreneurial development of individuals in organizations, the dependent variables are the attitudes of the human beings who participate in the organizations, the dependent variables are the attitudes of human beings who participate in training, organizational characteristics and innovation, and the independent one that is manipulated is training, which aims to change behavior, therefore it has to do with attitude and relationships that are demonstrated are: training increases intrapreneurial behavior in individuals participating in the program and therefore increases innovation in organizations.
The first dependent variable, organizational characteristics, refers to those required for the program to be implemented in an entity and is made up of: the culture that includes the traditions, assumptions, values and accumulated customs, which arise from the past of the organization, its current and former leaders, its social context and the particularities of the industry to which it is integrated. Culture exerts a considerable influence on the behavior and actions of managers and employees; the structure that contains all the formal and tangible characteristics of the organization, its physical assets and their deployment, policies, procedures, management and control systems, management, power and authority schemes; the rewards,vital aspect to promote innovation understood as elements that motivate intrapreneurial behavior; likewise the time that has to do with the flexibility in its use and the download of a percentage to dedicate to innovation.
The second dependent variable contemplates the attitudes of the individuals of an organization, therefore an approximation is made to the individual characteristics that the intrapreneur must meet, understood as ideals, among which are established: the entrepreneurial spirit, conceived as the entrepreneurial capacity to undertake productive, innovative actions, psychosocial motivation that the individual needs to become an entrepreneur; creative and innovative vision and imagination, defined as the ability to identify new internal or external business opportunities that generate benefits for the organization; need for achievement whose conceptual definition establishes that it is a motivation that makes the individual seek success in a way that is not necessarily conscious of her mental process, in competition with some standard of excellence;constancy and dedication to the internal project, which is the action or effect of dedicating oneself, dedicating oneself to the internal project; teamwork, which is the collective, organized process of people with clear and defined objectives, functions and tasks, which exceed the sum of individual contributions; holistic vision of market needs in relation to a product (s) or service (s) and leadership understood as the process of leading a group or groups of people in a certain direction, influencing them.holistic vision of market needs in relation to a product (s) or service (s) and leadership understood as the process of leading a group or groups of people in a certain direction, influencing them.holistic vision of market needs in relation to a product (s) or service (s) and leadership understood as the process of leading a group or groups of people in a certain direction, influencing them.
Figure 1, The intrapreneur model
The intrapreneur model
Following the sequence set out in Figure No. 1, the participants in the program are individuals, human talent of different hierarchical levels who have different attitudes, always interpret organizational events and act according to hypotheses and demands that they have acquired during their work experience, to who are informed about the program, undergo an awareness-raising process and voluntarily decide to participate in it.
The third dependent variable is innovation understood as the intentional and deliberate action of creating, introducing, or producing something new, some idea, method, instrument, ways of: thinking about business, services, entering the market, producing, train or organize, solve problems, make adaptations and modifications of goods and services aimed at solving needs or generating new ones, based on objectives or goals expressed through suggested improvements and for which it requires innovation agents, trained for this purpose.
The independent variable training understood as the teaching-learning process that aims to modify people's behavior in a planned way and according to specific objectives and is aimed at providing knowledge, developing skills and modifying attitudes in people at all levels of UA organization, will allow participants to know in a systematic way the concepts and techniques related to intrapreneurship activity, to apply it in the next stage called identification of opportunities in which innovation is conceived, making use of recommendations from experts and venture capital investors, evaluating real business opportunities, which requires a market study,in which, among other aspects, the potential demand for the product (s) or service (s), the characteristics of the market, the potential customers, the competition are determined, based on which the technical study is built, in which they are determined the aspects of production or service provision, technological, technical, human, economic, knowledge requirements, necessary to start the project, determining the respective costs, which allow to establish the investment requirements, with all this information the study is carried out financial, preparing the financial statements, which are analyzed with financial reasons, to finally evaluate the economic viability with the calculation of the internal rate of return (IRR), the net present value (NPV), the breakeven point and the sensitivity analysis.the characteristics of the market, potential customers, competition, based on which the technical study is built, in which the production or service provision aspects, technological, technical, human, economic, knowledge, necessary requirements are determined To start the project, determining the respective costs, which allow establishing the investment requirements, with all this information the financial study is carried out, preparing the financial statements, which are analyzed with financial reasons, to finally evaluate the economic viability with the calculation of the internal rate of return (IRR), the net value (NPV), the breakeven point and the sensitivity analysis.the characteristics of the market, potential customers, competition, based on which the technical study is built, in which the production or service provision aspects, technological, technical, human, economic, knowledge, necessary requirements are determined To start the project, determining the respective costs, which allow establishing the investment requirements, with all this information the financial study is carried out, preparing the financial statements, which are analyzed with financial reasons, to finally evaluate the economic viability with the calculation of the internal rate of return (IRR), the net value (NPV), the breakeven point and the sensitivity analysis.based on which the technical study is built, in which the production or service provision aspects, technological, technical, human, economic, and knowledge requirements, necessary to start the project are determined, determining the respective costs, that allow to establish the investment requirements, with all this information the financial study is carried out, preparing the financial statements, which are analyzed with financial reasons, to finally evaluate the economic viability with the calculation of the internal rate of return (IRR) the net worth (NPV), breakeven point and sensitivity analysis.based on which the technical study is built, in which the production or service provision aspects, technological, technical, human, economic, and knowledge requirements, necessary to start the project are determined, determining the respective costs, that allow to establish the investment requirements, with all this information the financial study is carried out, preparing the financial statements, which are analyzed with financial reasons, to finally evaluate the economic viability with the calculation of the internal rate of return (IRR) the net worth (NPV), breakeven point and sensitivity analysis.necessary to start the project, determining the respective costs, which allow to establish the investment requirements, with all this information the financial study is carried out, preparing the financial statements, which are analyzed with financial reasons, to finally evaluate the economic viability With the calculation of the internal rate of return (IRR) the value presents net (NPV), the equilibrium point and the sensitivity analysis.necessary to start the project, determining the respective costs, which allow to establish the investment requirements, with all this information the financial study is carried out, preparing the financial statements, which are analyzed with financial reasons, to finally evaluate the economic viability With the calculation of the internal rate of return (IRR) the value presents net (NPV), the equilibrium point and the sensitivity analysis.break-even point and sensitivity analysis.break-even point and sensitivity analysis.
The final stage requires submitting for consideration by an evaluation committee made up of managers of the organization, after which the intrapreneurial project is launched, forming interdisciplinary or multidisciplinary work teams, as necessary, following a schedule of activities.
DEFINITION OF INTRA-EMPLOYER
Intrapreneurs are individuals with entrepreneurial vision, who manifest a conduct and guide their behavior towards the development and emergence of the internal entrepreneurial spirit, generating and taking advantage of innovative ideas, developing them as profitable business opportunities, committing their time and effort to investigate, create and shape those ideas in business for their own benefit and the sustained growth of the firm, detecting successes where others see failures or problems and whose source is innovation with talent and creativity of goods and services, thus becoming an agent of change. Also referred to as internal entrepreneurs, intrapreneurs, intracorporation undertaking, corporate entrepreneur, intrapreneuring and new adventure units (NVUs) (Pinchot: 1985; Peter and Waterman 1982; Finch 1985; Ross and Unwalle 1986;Duncan 1986; Pinchot 1987; Hill 1987; Cates 1987; Luchsinger 1987; Fry 1987; Mac Ginniss and Verney 1987; Kolchin and Hyclack; Bart 1988; Rule and Irwin 1988, Agor 1989; Gerard 1989; Filion 1989; Dufour 1989; Jadoul 1989; Claget 1992, Kuatko and Hodgetts 1992; Apertura Magazine 1992; Romero 1993; Salinas 1993 and Garzón 1995.)
This concept requires individuals to assume this behavior and what is surprising is that "they are people with an average level of intelligence or a little above the average, this means that they are not geniuses" (Kuatko and Hodgetts 1.992).
INDIVIDUAL CHARACTERISTICS OF THE INTRA-ENTREPRENEUR
- Entrepreneurial spirit.
- Creative and innovative vision and imagination.
- Need for achievement.
- Constancy, dedication.
- Teamwork.
- Holistic vision of market needs.
- Leadership.
Source: Pinchot 1985; Fich 1985; Marketing news 1986; Ross 1986; Bart 1986; National Business 1986; McGinnis and Verney 1987; Art Fry 1987; Hill 1987; Luschiger 1987; Ducan 1988; Gerard 1989; Opening magazine 1992; Claget 1992; Karagazoglu 1993; Horsby et al 1993; Romero 1993; Salinas 1993. Garzón 1996.
CHARACTERISTICS OF THE INTRA-ENTREPRENEURING ORGANIZATIONAL CULTURE
INDIVIDUAL AUTONOMY: Includes responsibility, independence, freedom to fail, the availability of time to exercise the initiative that intrapreneurs have in the organization, capacity and control over the decisions they make.
- STRUCTURE: It is related to flexibility for schedules and budgets, with decentralization that accepts overlap, disorder, lack of coordination, giving up a little order, with broad job descriptions and little supervision.
SUPPORT: It refers to the impulse of managers and their sponsor in intrapreneurship activities.
-IDENTITY: Related to the sense of belonging, commitment or putting on the shirt of an organization.
PERFORMANCE-AWARD: Rewards are required, in risk capital, more time, promotions, bonuses, shares, promotions, profit sharing, personal recognition among others.
TOLERANCE TO CONFLICT: Especially in interdisciplinary teamwork
RISK TOLERANCE: The degree to which the intrapreneur is encouraged to be aggressive innovator, enterprising, and take moderate risks.
Source: Kuatko (1992Cap4); Ross (1986; 46); Fry (1987; 9); Hornsby (1993: 32); Taylor (1990: 100); Barth et al (1988: 36) Pla (1989: 47); Duncan et al (1988: 20); Peters and Waterman (1982: 189); Caters (1987: 45); Robbins (1987: 440); Gerard (1989); Fondation d L'entrepreneurship (1989).
STRUCTURAL ASPECTS OF AN INTRA-ENTREPRENEURING ORGANIZATION
- Decentralization
-Intrapreneurial management
- Emphasis on research and development throughout the organization
- Venture capital
- Outsourcing
- Policies for technological innovation and change
- Short control sections.
- Description of broad and general positions
- Low formalization
- High autonomy
- High experimentation
- Multi-level decision system
- Rules that allow you to act freely
- Rewards program
- Continuous training and training.
Source: Allaire et al (1992: 33); Duncan (1988: 20); Peters and Waterman (1982: 44,189), Cates (1987: 45); Trevenet (1991: 7) Kuatko (1992: cap4); Pinchot (1985: 281 to 297); Barth (1988: 39); Sykes (1986); Salinas (1993: 446); Elsenhanrd (1984: 51-56) Kruzman (1992: 2-7); Gerard (1987); Fondation de L'entrepreneurship 1987; Tapscott and Caston (1995: 11-12).
THE REWARDS FOR AN INTRA-ENTREPRENEURING ORGANIZATION
- Personal recognition (Example: award for innovation)
- Assignment of merits to the team
- Promotions
- Economic rewards
- Budget for new adventures (venture capital)
- Allocation of more time to work on future projects
- Salaries above the industry average
- Bonuses
- Share of project profits
- Actions
Source: Pinchot 1985: 36; Peters and Waterman 1982: 2112; Finch 1985: 38; Ducan 1988: 36; Marketing News 1986: 26; Cates 1987: 42; Fry 1987; McGinnis 1987; Hill 1987; Pla 1987; Horsby 1993; Gerard 1989; The fondation d'intrapreneurship 1989; Pinchot 1988: 36; Kuatko 1992 chap 4; Kautko 1986: 29; Romero 1993; Salinas 1993; Horsby et al (1993)
DEFINITION OF INNOVATION
Innovation is the action of introducing, or producing something new, some idea, method, instrument, ways of thinking in: business, services, entering the market, producing, training or organizing, solving problems, making adaptations and modifications of goods and services destined to solve needs or generate new ones.
Source: Adair 1992; Brohel 1982; Clagett 1992; Drucker 1986, 1992; Hagen and Aiken in Asomoza 1980; Porter 1991; Henderson and Clark 1990; Romero 1993; and Schnarch 1992).
TYPOLOGY OF INNOVATION
Based on the bibliographic review and the analysis carried out, the typology used in the research is the following:
- Radical innovation
- Incremental or gradual innovation Architectural innovation
In this order of ideas, it is clear that the only constant is change. Never before have the scenarios in which organizations operate have changed so much and so vertiginously in all aspects and more in relation to innovation, in which adolescence accelerates and one of the substantial changes is the loss of a value of economies of scale and their replacement by the so-called field economists, characterized by small productions of high quality and at competitive costs.
DEFINITION OF TRAINING
The term training according to Rodríguez (1990) comes from the adjective capable and this in turn from the Latin verb Capere, to accommodate, therefore it is defined as the teaching-learning process that aims to modify people's behavior in a planned way and according to specific objectives and is aimed at providing knowledge, developing intellectual skills understood as technical and conceptual and socio-affective or human according to Novak and Gowin 91988: 26 and modifying attitudes in people at all levels of an organization (Rodríguez 1.991; 1; Garzón 1994: 86; Durante and Kichner 1990: 73).
The above seen from the organizational development approach, according to Pinto (1990) it is considered that man has aptitudes for productivity and that these can remain inactive if the environment in which he lives and works is restricted, hostile and prevents him from growth as the development of its potentialities, understanding organizational development as a complex educational effort, aimed at changing attitudes and developing skills, values, behaviors and the structure of the organization.
ANDRAGOGY
When talking about training, we cannot lose sight of the fact that we are directing our efforts in a style of education, which in this case is that directed at adults or andragogy.
This concept was coined in the 1950s by European educators. Whose term is derived according to Nafin (1992) from the Greek words Anerar adult and Agons: conductor of education «indicating the term that designates the study and application of adult education, differentiating them from the pedagogy derived from the Greek Paidos child and Again: guiding, which is conceived as the art of educating children.
The assumptions of andragogy specify that adult education must: (Grabowsky 1989: 128)
- Recognize the experience of adults.
- Focus on problems Have immediate application Recognize that the self-concept of adults tends toward self-direction and independence Recognize that adults' disposition toward learning is the product of their social roles rather than their biological development.
DEFINITION ATTITUDE
The definition that guided this research is the one proposed by Padua (1987: 161) who proposes that an attitude is a durable organization of motivational, emotional, perceptual and cognitive processes with respect to some aspect of the external world, attitudes represent a residue of the subject's previous experience. Attitudes would persist in the sense that such residues are transferred to new situations, but they change to the extent that new residues are acquired through experiences in new situations, that is, attitudes are tendencies to act with respect to some specific entity. or the individual tendency to react positively or negatively.
DEFINITION OF SCALES
Specifying, a scale is «a particular form of index» (Padua 1987: 180) that allows to measure the options of the individuals in relation to a specific matter this in relation to the basic activities of the people towards objectives is complicated a bit, observing their behavior over a long period of time, as these observations are difficult to standardize, time-consuming, and expensive. Then according to Dunnete and Kircher (1990: 232) instead of direct observation, the best that can be done is to obtain verbal and carefully tested answers to reflect the attitude to be measured and these are obtained through the direct means of questions.
DEFINITION OF SKILLS
Skills can therefore be developed more easily from medium learning such as training. This will allow to improve the intellectual and socio-affective processes making the individual more receptive and sensitive.
Finally D'Hainaut (1985), Bruner (1988), Roman and Diez (1988) define ability as a capacity or potential to act, that is, the human being has certain basic abilities, which are classified according to Novak and Gowin (1988: 26) as:
- Intellectuals or intellectual processes that include technical and conceptual.
- Socio-affective or socio-affective processes that have to do with human beings.
THE INTRA-ENTREPRENEURIAL PROGRAM
CURRICULAR DESIGN
The curricular design systematically contains the stages that allow, enhancing the possibilities of innovation in the participants, fostering the intrapreneurship capacity to carry out business plans, and providing the means to facilitate these processes through the training of the human talent of an organization, to achieve success and grow in increasingly competitive markets, through new ways of thinking about business.
THE CURRICULUM MAP IS:
The motivational module carried out in total immersion of at least three (3) days allows increasing the awareness of achievement, taking into account what is stated by Mc Clelland (1989) that individuals with a high need for achievement are more restless, avoid routine, seek information to find new ways of doing things, that is, they are innovative.
The integration module seeks to unite the knowledge of innovation and creativity, entrepreneurship, the need to achieve for the identification of internal business opportunities, the formation of work teams, the business plan, and leadership in a whole, allowing that participants acquire the knowledge, skills and techniques related to intrapreneurial behavior.
The fundamental aspects of the intrapreneur program aim at changing the attitude of the participants and allow them to assume internal entrepreneur behaviors, therefore the defined individual characteristics are acquired, improved and enhanced with the training that the participants receive, guided by the conception proposed by Drucker (1985 and 1992); Kuatko and Hod getts (1992); Pinchot (1985) Garfield (1992) and Garzón (1996: 162): «who conceive it as a discipline that can be demonstrated, taught and developed through the modules and units that allow its implementation», as presented in Table No.. one
Table No.
RELATIONSHIP BETWEEN PROFILE, MODULES AND UNITS OF THE INTRA-ENTREPRENEURSHIP PROGRAM
| PROFILE | MODULES | UNITS |
| 1. Entrepreneurial Spirit |
|
|
| 2. Creative and innovative vision and imagination |
|
|
| 3. Need for Achievement | Motivational |
|
| 4. Constancy and dedication to the internal project | Motivational |
|
| 5. Teamwork |
|
|
| 6. Holistic view of market needs | Integration |
|
| 7. Leadership |
|
|
Source: Garzón (1996: 162-163)
EVALUATION INSTRUMENTS
TAT
The first module of the Intra-entrepreneur program called motivational, is evaluated with the Thematic Apperception Test (TAT), which is applied as entry and exit behavior adapted and validated by Garzón (1996) for this process. This instrument, whose first versions were developed, tested and validated between 1910 and 1930 at the Harvard Psychological Clinic, by Doctors Henry A. Murray and Cristina D'Morgan, is an improved version of the one developed by the Ph.D. David Mc Clelland in 1961, also at Harvard
The decision to adapt and adopt the TAT was due to the validity of the results obtained since, according to Murray (1962), it reveals emotional content that underlies the manifest behavior and that has a substantial coincidence and strong correlation with the Toschach test and in In Psychoanalysis, the deep analyzes of the TAT have been validated by comparison with Psychoanalytic observations and finally the comparison with groups of known differences has been used and after intensive studies after an exploitation of seventy-five (75) hours its validity was measured and checked the consistency of the reports provided.
Reliability is directly related to the interpreter and if it is done among researchers who classify with the same foundations and computing systems, the negative correlation disappears and the positive correlation increases with practice, to a large extent and according to Murray (1992) at the Harvard Psychological Clinic the reliability of the interpretations made by some researchers amounts to +95.
OBJECTIVE TEST
This instrument is applied in the conceptual module at the beginning and end of it, designed and validated by Garzón (1996), which allows, when designed in this way, according to Navarrete (1991), to eliminate subjectivity in the interpretation of the results obtained, since the instrument contains reagents of Complementation, alternative response, matching and logical ordering, and content validity was established by Garzón (1996: 196), taking into account that the instrument evaluates the content and structure of the conceptual unit and how it contains the main aspects covered in During the course, the results were validated with the application of the Wilcoxon non-parametric test, obtaining an extreme value of Z of -4: 372, with a probability of one tail, associated with its concurrency according to Ho of P =.0000 and alpha of 0.07,and in view of the fact that P is less than alpha and the value is in the rejection region, it can be said that the application of the objective test allowed obtaining a significant difference between the initial evaluation and the final evaluation of entrepreneurial and intrapreneurial knowledge learned with the Training received and the reliability of this instrument is related to the consistency with which it makes the measurement in the face of repeated measurements made on subjects with the same instrument according to Garzón op cit.
LIKERT SCALE
This third instrument was designed by Garzón (1966) to measure the change in attitudes and is applied as an exit behavior to the trainees and to a control group in order to determine if they present significant differences between these two.
In the first place, returning to Padua (1987: 160), we will define scale as a particular form of index that allows us to measure the options of individuals in relation to a specific issue and a Likert scale according to Padua (1987: 163) and Kerlinger (1979: 10) is an additive scale that corresponds to an ordinal measurement level, consisting of a series of items or judgments before which the subject's reaction is requested and the stimulus (item or sentence) that is presented to the subject, represents the property that is measure.
This instrument was developed based on an initial list of statements relevant to the attitude being measured and these are those established as the profile of the intrapreneur, each of which responds to a conceptual and operational definition, dimensions and indicators, reflected in methodological tables. per variable. Once the scale was built for the variables entrepreneurship, creative and innovative vision and imagination, need for achievement, substance and dedication to the internal project, teamwork, holistic vision of market needs and leadership, it was subjected to a pilot test or pre-test., which fulfilled the established by Isikawa (1985) who states that for small universes from fifty to ninety,a sample of 13 people is representative and the results obtained in this instrument validity process were tabulated using the SPSS (Statistical Packge for the Social Science) version 4.1 package for IBM UM / CMS with the varimax method, as an efficient rotation procedure, based on the fact that the most interpretable factor has high and low weights, but few of intermediate magnitude and of equal importance when determining rotations.
The instrument under test was modified, based on the result of the factor analysis, re-elaborating some questions and relocating others in order to obtain a degree of reliability of the instrument complying with what Comrey (1985: 267) establishes for this analysis who affirms that the results with the lowest saturation have higher intrinsic value and allow isolating their factors, this for the purposes of the study carried out by Garzón (1996) and the variables already listed. With the exception that factor analysis according to Comrey (1985: 268) is part of the development of the best possible set of factor constructions.
The results obtained from the final application of the likert-type instrument of this program, to measure the change in attitudes, are processed with a non-parametric test understood as that «whose model does not specify the conditions of the parameters of the population from which he took the sample ”(Siegal 1994: 52). And the Wilcoxon test (nonparametric) is used to test a null hypothesis about the value of a population median, considering the magnitude of the difference between each of the sample values and the hypothetical value of the median.
CONCLUSIONS
- This attitude change proposal is a developed alternative, understood as being carried out with methodological rigor, tested and with excellent results, as it allows a significant change in attitudes, reinforcing the concepts of attitude change, cognitive dissonance and learning theory.
- The program allows a planned change in terms of beliefs, attitudes, values and structures of the organizations, being consistent with the approaches of the Organizational Development approach and its objective of changing attitudes.The program and its results confirm that an attitude is an organization of motivational, perceptual and cognitive processes and can be learned specifically with the individual characteristics Intrapreneurs, object of the study. The model, the program and its implementation generate results that have a direct relationship between the change of attitudes and the innovation generated.Training has a very significant role in the dynamics of organizations and the intrapreneur program allows changes in attitudes and stimulates the innovative talent that is in the workers themselves who operate on the tools of innovation. It can also be concluded taking into account the assignment randomization of the experimental and control groups, that the entrepreneurial spirit is not genetic, that is, it is not born with it but can be developed with training, therefore anyone, regardless of sex, race, economic status, level of studies achieved, type of activity, social class, can develop the entrepreneurial spirit and all the necessary characteristics to assume intra-entrepreneurial behaviors. Likewise Mc Clelland (1969) in India,Harper (1983) in training programs for the development of the entrepreneur at the ILO, Roscow (1973) in studies carried out in formal education at the universities of: Warton; Masachussett Institute Tecnologic (MIT); Harvard, Babson College; Columbia; New Mexico; Dartmonth, Tuck Schooll, Stanford and Tulande and on the other hand Nanning (1992) at the Catholic University of Chile, deny racist conceptions regarding that some skills and activities are exclusive to certain races. Finally, the results obtained with the intrapreneur program must be taken as a part of individual behavior, not all because attitudes are multidimensional concepts, there are several factors that make up attitudes and these are affective, cognitive and conative, these being understood as follows:The affective attitude is the emotional feeling associated with the attitude, the cognitive one refers to the beliefs developed through thought and knowledge, the observations and the logical intention between them, and the conative element is the behavior that a person manifests towards the object of the attitude, for these reasons the intrapreneur program is designed to influence the three dimensions, the results obtained are temporary and must be reinforced with the organizational characteristics of culture and structure so that these attitudes continue for the benefit of the intrapreneur and the organization.and the conative element is the behavior that a person manifests towards the object of the attitude, for these reasons the intrapreneur program is designed to influence the three dimensions, the results obtained are temporary and must be reinforced with the characteristics of culture and organization organizations. structure so that these attitudes continue for the benefit of the intrapreneur and the organization.and the conative element is the behavior that a person manifests towards the object of the attitude, for these reasons the intrapreneur program is designed to influence the three dimensions, the results obtained are temporary and must be reinforced with the characteristics of culture and organization organizations. structure so that these attitudes continue for the benefit of the intrapreneur and the organization.
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