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Team diversity and information use
, 2005
"... Law for comments on a earlier version of this paper, Kathleen Carley for advice on coding of textual data, ..."
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Cited by 49 (1 self)
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Law for comments on a earlier version of this paper, Kathleen Carley for advice on coding of textual data,
Team Effectiveness in Virtual Environ me n t s : A n Ec ological Approach
, 2005
"... This chapter attempts to address the need for more research on virtual team effectiveness and outlines an ecological theoretical framework that is applicable to virtual learning environments (VLE). Prior empirical studies on virtual team effectiveness used frameworks of traditional team effectivenes ..."
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Cited by 24 (0 self)
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This chapter attempts to address the need for more research on virtual team effectiveness and outlines an ecological theoretical framework that is applicable to virtual learning environments (VLE). Prior empirical studies on virtual team effectiveness used frameworks of traditional team effectiveness and mainly followed Hackman's normative model (input-process-output). We propose an ecological approach for virtual team effectiveness that accounts for team boundaries management, technology use, and external environment in VLE, properties which were previously either non-existent or contextual. The ecological framework suggests that three components, external environment, internal environment, and boundary management, reciprocally interact with effectiveness. The significance of the proposed framework is a holistic perspective that takes into account the complexity of the external and internal environment of the team. Furthermore, we address the needs for new pedagogical approaches in VLE.
Psychological Safety, Trust, and Learning in Organizations: A Group-level Lens
, 2003
"... This paper discusses psychological safety and distinguishes it from the related construct of interpersonal trust. Trust is the expectation that others ' future actions will be favorable to one's interests; psychological safety refers to a climate in which people are comfortable being (and ..."
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This paper discusses psychological safety and distinguishes it from the related construct of interpersonal trust. Trust is the expectation that others ' future actions will be favorable to one's interests; psychological safety refers to a climate in which people are comfortable being (and expressing) themselves. Although both constructs involve a willingness to be vulnerable to others ' actions, they are conceptually and theoretically distinct. In particular, psychological safety is centrally tied to learning behavior, while trust lowers transactions costs and reduces the need to monitor behavior. This paper proposes a model of antecedents and consequences of psychological safety in work teams and emphasizes the centrality of psychological safety for learning behavior. Drawing from field research in a variety of organizational settings, I describe different approaches to studying and measuring psychological safety in teams. I conclude with implications of this work including limitations of psychological safety in practice and suggestions areas for future research. 1 There's much greater openness on this team—it's intangible.- Marketing member, new product development team, manufacturing company [In this team] people are put down for being different...- Accountant, publications team, manufacturing company Mistakes [in this unit] are serious, because of the toxicity of the drugs—so you’re never afraid to tell the nurse manager.- Nurse, Team A, Memorial Hospital [The team leader] treats you as guilty if you make a mistake... I was called into her office and made to feel like a two-year old... You get put on trial...- Nurse, Team B, Memorial Hospital
Comparing traditional and virtual group forms: Identity, communication and trust in naturally occurring project teams.
- The International Journal of Human Resource Management,
, 2008
"... This study compares three types of project teams in a global high-tech organization: traditional (co-located), virtual (completely distributed), and 'semi-virtual' or hybrid (containing both local and remote members). We use in-group/out-group theories of subgroups to help explain the fin ..."
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This study compares three types of project teams in a global high-tech organization: traditional (co-located), virtual (completely distributed), and 'semi-virtual' or hybrid (containing both local and remote members). We use in-group/out-group theories of subgroups to help explain the findings. Specifically, local members of semi-virtual teams report much more positive perceptions of their local than their remote members, while traditional and virtual team members appear similar. We conclude by drawing implications for practice, such as the avoidance of semi-virtual teams whenever possible and the development of strong team identities.
So many teams, so little time: Time allocation matters in geographically dispersed teams
"... Geographically dispersed teams whose members do not allocate all of their time to a single team increasingly carry out knowledge-intensive work in multinational organizations. Taking an attention-based view of team design, we investigate the antecedents and consequences of member time allocation in ..."
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Cited by 7 (0 self)
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Geographically dispersed teams whose members do not allocate all of their time to a single team increasingly carry out knowledge-intensive work in multinational organizations. Taking an attention-based view of team design, we investigate the antecedents and consequences of member time allocation in a multi-level study of 2055 members of 285 teams in a large global corporation, using member survey data and independent executive ratings of team performance. We focus on two distinct dimensions of time allocation: the proportion of members ’ time that is allocated to the focal team and the number of other teams to which the members allocate time concurrently. At the individual level, we find that time allocation is influenced by members ’ levels of experience, rank, education, and leader role on the team, as predicted. At the team level, performance is higher for teams whose members allocate a greater proportion of their time to the focal team, but surprisingly, performance is also higher for teams whose members allocate time to a greater number of other teams concurrently. Furthermore, the effects of member time allocation on team performance are contingent on geographic dispersion: the advantages of allocating more time to the focal team are greater for more dispersed teams, whereas the advantages of allocating time to more other teams are greater for less dispersed teams. We discuss the implications for future research on new forms of teams as well as managerial practice, including how to manage geographically dispersed teams with the effects of member time allocation in mind. Copyright # 2011 John Wiley & Sons, Ltd.
What is practical knowledge?
- J. Knowl. Manag.
, 2009
"... Abstract Purpose -The purpose of this paper is to explain the key dimensions of practical knowledge. It is argued that practical knowledge and practice are two sides of the same phenomenon and possess objective and subjective dimensions. Design/methodology/approach -The development of this paper in ..."
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Abstract Purpose -The purpose of this paper is to explain the key dimensions of practical knowledge. It is argued that practical knowledge and practice are two sides of the same phenomenon and possess objective and subjective dimensions. Design/methodology/approach -The development of this paper involved an in-depth review of the workplace learning, cognitive education and practice-based management literatures supported by Giddens and Habermas' insights on action. Findings -The proposed framework complements practice-oriented management research. While there is a significant body of literature dealing with workplace action-learning approaches, still it is not clear what approach to use in what situation. The proposed framework might assist in this task since it recognises different configurations of practice and their associated PK. Originality/value -This paper integrates parallel literatures from different theoretical backgrounds in order to explain the main dimensions of practical knowledge.
Communities of Practice? Varieties of Situated Learning, paper presented at
- the DIME Conference on Communities of Practice
, 2006
"... In recent years the role of communities in the process of learning and knowledge generation has attracted much attention from across the social sciences interested in knowledge as a situated practice. This interest has influenced management literature and practice at an unexpected pace and a level o ..."
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In recent years the role of communities in the process of learning and knowledge generation has attracted much attention from across the social sciences interested in knowledge as a situated practice. This interest has influenced management literature and practice at an unexpected pace and a level of flurry thanks, in part, to
On confronting some of the common myths of Information Systems strategy discourse: towards a revised framework
, 2006
"... 1 ..."
G.: Team learning in organizations A review and integration
- In: OLKC 2006 Conference
, 2006
"... A team of medical professionals adopt a new form of technology that greatly reduces the patient recovery period (Edmondson, 2003; Edmondson, Bohmer, & Pisano, 2001). An aircraft carrier crew routinely responds to changing situations that require accurate and timely information and communication ..."
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Cited by 2 (0 self)
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A team of medical professionals adopt a new form of technology that greatly reduces the patient recovery period (Edmondson, 2003; Edmondson, Bohmer, & Pisano, 2001). An aircraft carrier crew routinely responds to changing situations that require accurate and timely information and communication (Weick & Roberts, 1993). A group of managers must determine how to bridge cultural, geographic and temporal distance to work together to achieve their goals (Gibson & Vermeulen, 2003). While these examples represent diverse occupations, tasks, and outcomes, they do have one element in common. Each provides an example of team learning in organizations. Organizations rely on team learning to solve complex problems, create new knowledge, and to improve the performance of ad-hoc or task specific project teams. Conversely, failures in learning often stifle the ability of organizations to perform (Kayes, 2004). As the above cases illustrate, team learning is no longer relegated to the classroom but is essential to the success of organizations. Team learning takes on special importance as organizations move to meet the demands of knowledge work. Despite the growing importance of team learning little is
‘The tacit knowledge problem in multinational corporations: a comparative analysis of Japanese and US MNCs ’ transnational learning strategies’
"... This paper argues that MNCs seeking to use overseas R&D for knowledge creation have to deal with two aspects of the tacit knowledge problem: the ‘cognitive ’ and ‘societal’, conceptualised as the ‘two-Polanyi ’ problem. Based on a comparative analysis of the ‘knowledge incubators ’ of US and Jap ..."
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Cited by 2 (1 self)
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This paper argues that MNCs seeking to use overseas R&D for knowledge creation have to deal with two aspects of the tacit knowledge problem: the ‘cognitive ’ and ‘societal’, conceptualised as the ‘two-Polanyi ’ problem. Based on a comparative analysis of the ‘knowledge incubators ’ of US and Japanese MNCs in the UK, the study explores how MNCs characterised by contrasting home-based models of learning and innovation adopt different strategies for dealing with the problem. The analysis shows that the US MNCs tend to adopt the ‘learning region ’ strategy, using the local regional context as the main social space in which extensive network ties are constructed with local scientists to facilitate inter-organisational flows of tacit knowledge. In contrast, the Japanese MNCs adopt the ‘communities of practice’ strategy, focusing on the creation of tight organisational spaces across geographical boundaries to support site-specific learning and intra-organisational tacit knowledge transfer. The study illustrates how these two different strategies unfold in practice and the ways in which home-based models of learning interact with the local context to shape MNCs ’ abilities to harness local tacit knowledge.
