Working Together Apart? Building a Knowledge‐Sharing Culture for Global Virtual Teams

A new impetus for greater knowledge‐sharing among team members needs to be emphasized due to the emergence of a significant new form of working known as ‘global virtual teams’. As information and communication technologies permeate every aspect of organizational life and impact the way teams communicate, work and structure relationships, global virtual teams require innovative communication and learning capabilities for different team members to effectively work together across cultural, organizational and geographical boundaries. Whereas information technology‐facilitated communication processes rely on technologically advanced systems to succeed, the ability to create a knowledge‐sharing culture within a global virtual team rests on the existence (and maintenance) of intra‐team respect, mutual trust, reciprocity and positive individual and group relationships. Thus, some of the inherent questions we address in our paper are: (1) what are the cross‐cultural challenges faced by global virtual teams?; (2) how do organizations develop a knowledge sharing culture to promote effective organizational learning among culturally‐diverse team members? and; (3) what are some of the practices that can help maximize the performance of global virtual teams? We conclude by examining ways that global virtual teams can be more effectively managed in order to reach their potential in this new interconnected world and put forward suggestions for further research.     

Facilitating Project Team Learning and Contributions to Organizational Knowledge

Innovative products, services, and processes are consequences of knowledge integration. Often the integration is of newly generated knowledge with other knowledge that the firm already has available. Especially in firms where long run performance depends on innovation, it behooves managers to think about how newly generated knowledge can be transferred quickly, effectively, and reliably, and thereby can be integrated with the firm’s current knowledge for early exploitation or captured as organizational knowledge in the form of practices, procedures, or files. New knowledge frequently originates in the context and activity of project teams – e.g., R&D teams, design teams, and re-engineering teams. In order to carry out their tasks, such teams frequently need to learn things already known to other organizational units, i.e., they need to acquire and assimilate organizational knowledge. Theoretically then, project teams both draw on the firm’s knowledge and contribute to the firm’s knowledge. The more effectively they carry out these actions, the more effective they are and the more effective their parent firms will be. This article identifies project team and organizational design practices that facilitate project team learning and contributions to organizational knowledge.     

Antecedents of team innovation in health care teams

We extend previous research on team innovation by looking at team‐level motivations and how a prosocial team environment, indicated by the level of helping behaviour and information‐sharing, may foster innovation. Hypotheses were tested in two independent samples of health care teams (N₁ = 72 teams, N₂ = 113 teams), using self‐report measures. The examples of team innovation given by the individual team members were then rated for innovativeness by independent health care experts to avoid common method bias for the outcome variable. Subsequently, the data was aggregated and analysed at team level. The study was part of a larger data‐gathering effort on health care teams in the UK. Results supported the hypotheses of main effects of both information‐sharing and helping behaviour on team innovation and interaction effects with team size and occupational diversity. Differences in findings between types of health care teams can be attributed to differences in team tasks and functions. The results suggest ways in which helping and information‐sharing may act as buffers against constraints in team work, such as large team size or high occupational diversity in cross‐functional health care teams, and potentially turn these into resources supporting team innovation rather than acting as barriers.     

Team experiential cognitive style and team performance: The moderating impact of workplace setting

With an increasing need in organizations to come up with novel and useful ideas to renew and survive, team creativity has grown in importance to managers and researchers. As the cognitive resources of team members are the core input for team creativity, researchers increasingly look at team cognition in general and team cognitive styles in particular. In this research stream, the environmental context in which team members are embedded has received limited attention. We therefore experimentally test variation in the physical workplace environment and how it influences the relationship between team experiential cognitive styles and team creativity. Manipulating the nature of architectural elements in the room, we distinguish between a physical workplace with (i) experiential cues and (ii) rational cues. We also use a control condition where architectural elements are absent in the workplace environment. We rely on resource‐matching theory to build our hypotheses. Using data of 75 student teams of a Dutch university, we find that the relationship between teams' experiential cognitive style and team creativity was positive in the control condition. This positive relationship became insignificant in the two conditions where experiential or rational cues were introduced. Theoretical and practical implications are discussed.     

Factors Influencing Creativity in Virtual Design Teams: An Interplay between Technology,Teams and Individuals

Creativity is a topic of interest across numerous disciplines and areas of study. Creativity constitutes a challenging aspect of engineering design, and scholars in the field of management claim that the increase in virtual teamwork calls for research as to how virtual configurations alter some of the management practices based on the collocated workplace. By reviewing the different literatures, we posit a knowledge gap regarding creativity in the virtual design context, where varying degrees of virtuality are likely to exert an influence on creativity. In our quest to start bridging this gap, we pursued an exploratory case study with a student‐based virtual design team project, known as the European Global Product Realization (EGPR). Thirty‐nine interview extracts, covering most participants, along with non‐participant observation and document review, gave us insights into the nature of the project, the participants' perceptions of creativity, and their experience of designing in virtual teams. In all, our study unearths and discusses a number of factors – and the extent to which – they are found to influence creativity in virtual design teams. The study has cross‐domain relevance from those interested in the management of virtual teams through to those looking at creativity and design.     

Managing People to Promote Innovation

There is growing evidence available to suggest that Human Resource Management (HRM) practice is an important predictor of organizational performance. Drawing upon organizational learning perspectives, we argue that HRM systems also have the potential to promote organizational innovation. We present longitudinal data from thirty‐five UK manufacturing organizations to suggest that effective HRM systems – incorporating sophisticated approaches to recruitment and selection, induction, appraisal and training – predict organizational innovation in products and production technology. We further show that organizational innovation is enhanced where there is a supportive learning climate, and inhibited (for innovation in production processes) where there is a link between appraisal and remuneration.     

Intra‐organizational user‐centred design practices: The impact of design research departments at design consultancies

The user is a critical factor in design and innovation. Firms experiment with different approaches to involving the user in design processes, which results in new forms of intra‐ and extra‐organizational collaboration. The establishment of in‐house design research units within design consultancies is one such intra‐organizational user‐centred design practice that targets designer‐researcher collaboration. This paper addresses this issue and reports on the findings from multiple case study research exploring the impact of in‐house design research teams on designers' user knowledge construction. We utilized constructivist learning theory to assess major aspects of these intra‐organizational user‐centred design practices. Ethnographically informed field studies were conducted at six design consultancies representing three design fields (i.e., architecture, industrial design and interaction design) in the Northwestern United States. Three of the consultancies have design research departments and three do not. The findings indicate that in‐house design research units play a role in designers' user knowledge construction via their results, processes and human resources. Among these, the active participation of designers in the research process was observed to have the largest impact because of its contribution to designers' contextual and collaborative learning about users.     

The Organizational Innovation Laboratory

Organizational ‘innovation laboratories’, dedicated facilities for encouraging creative behaviours and supporting innovative projects, have received scant academic attention despite their increasing popularity with a range of different practitioners. This paper develops an initial theoretical explanation of the phenomenon, based upon notions of organizational learning and dynamic capabilities. This framework is then used as the basis for analysing the structure, infrastructure, benefits and dis‐benefits of three UK‐based laboratory facilities (mass service, government department, academic institution). Preliminary conclusions suggest that the ‘innovation laboratory’ can offer real benefits for organizations: reinforcing corporate commitment to innovation and creativity by providing a physical manifestation of dynamic capability and double‐loop learning concepts. Although the physical design of the space is central to its functionality – emphasizing dislocation from day‐to‐day activity, eliminating hierarchy, encouraging participation – direct facilitation remains critical to successful operation. There are also dis‐benefits associated with what can be substantial financial investments and there is some evidence that such facilities can have a relatively short useful lifespan. Given the limited nature of the empirical base, the paper concludes with some specific suggestions for further work.     

Transformational Leadership and R&D Innovation: Taking a Curvilinear Approach

Only few studies have examined innovation at the team level so far. Moreover, there are different positions when it comes to the role of leadership in engendering R&D team innovation. Innovation research outlines that high levels of team autonomy are beneficial to innovation in R&D teams and thus suggests that leaders should give as little intellectual guidance as possible. Leadership research proposes transformational leadership as a lever for facilitating team innovation. We integrate these two perspectives by arguing for a U‐shaped relationship between transformational leadership and R&D team innovation. This hypothesis was supported by data from 52 R&D teams of international companies.     

Construction of Meaning in Socio‐Technical Networks: Artefacts as Mediators between Routine and Crisis Conditions

This article focuses on the construction of meanings taking place in organizational routinized innovation processes. The results of the single case study investigating the company Carmlod, which institutionalized a routine process for their innovations, show how boundary objects like standardized methods and designed objects facilitate the communication process within interdisciplinary teams. Nevertheless, there is no guarantee that team members continue using the distinct meanings of the mutually shared object. They follow their strategies and goals according to their professional disciplinary knowledge. Only when a fundamental crisis takes place, in which nobody knows the right strategy to achieve a possible solution any more, do artefacts within the contingent space of manoeuvre become important. In the process, team members are forced to enter into a coercion‐free discourse within a socio‐technical network that allows them to come up with true innovation and genuine collectively shared meanings.     

Early identification of ineffective cooperative learning teams

Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer‐aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference between the sequential test scores of the unknown team and the test scores of a reference group of functioning teams. The effectiveness of the proposed method was verified by conducting field experiments over an 18‐week engineering course in Taiwan. Forty‐eight students were randomly assigned to cooperative learning teams. The students' learning performance was evaluated by means of unit tests and homework tests. The functioning of the cooperative teams was examined at seven different points during the course of the study. The ineffective teams were identified with quantified type I errors. It was found that some teams failed persistently. Such teams require some form of external intervention to remedy the group dynamics. The results also showed that teams can become ineffective at any stage of the cooperative learning process. Thus, continuous monitoring is required to ensure that appropriate remedial actions are taken in a timely manner.     

Bridging the Disciplinary Divide: Co-Creating Research Ideas in eScience Teams

Collaboration within eScience teams depends on participants learning each others’ disciplinary perspectives sufficiently to generate cross-disciplinary research questions of interest. Participants in new teams often have a limited understanding of each other’s research interests; hence early team interactions must revolve around exploratory cross-disciplinary learning and the search for interesting linkages between disciplines. This article investigates group learning and creative processes that impact the efficacy of early team interactions, and the impact of those interactions on the generation of integrated conceptual frameworks from which co-created research problems may emerge. Relevant learning and creativity theories were used to design a management intervention that was applied within the context of an incipient eScience team. Project evaluation indicated that the intervention enabled participants to effectively cross disciplines, integrate conceptualizations, and generate research ideas. The findings suggest that attention to group learning and creativity issues may help overcome some barriers to collaboration on eScience teams.     

Social Conduct,Learning and Innovation: An Abductive Study of the Dark Side of Agile Software Development

Agile methodologies have been adopted by an increasing number of organizations to improve their responsiveness. However, few studies have empirically analysed the effect of Agile on long‐term organizational goals such as learning and innovation. Using an abductive approach, this study examines the relationships between self‐regulated teams' social conduct and their resulting learning and innovation. Results indicate that the time pressure induced by the implementation of Agile impedes team engagement in learning and innovation activities. Time pressure is affected by a set of different control strategies, more specifically concertive, belief, diagnostic and boundary controls, and these need to be adequately addressed in order to minimize the potential dark side of Agile.     

Accounting information systems and organization learning: A simulation

Accounting Information Systems may facilitate or impede organizational learning. Critical attributes of accounting systems that have the potential to affect organizational learning include: (1) characteristics of the information environment, whether uniform, dispersed or clustered importance weights; (2) information distribution, whether overlapping or segregated information; and (3) information coordination mechanisms, whether expert teams, majority voting teams or hierarchies. Organizational learning and performance was simulated in the following manner: (i) the organization was faced with a continuous sequence of repetitive but not identical problems; (ii) the organizational task was subdivided between analysts; and (iii) analysts learned by basing their decisions on the relationship found between information available to them and organizational outcomes. Simulation results indicated that learning in flatter (team) organizations is generally more accurate than in hierarchical organizations. Learning is also faster with majority teams than hierarchies, but slower with expert teams. Overlapping accounting information transmission between agents was found to offer only limited benefits. These findings have implications for the design of accounting information systems in organizations.     

Individual learning goal orientations in self‐managed team‐based organizations: A study on individual and contextual variables

Previous research has shown the importance of individual learning goal orientation for both job and task performance and consequently organizational performance. Despite its importance, knowledge on the antecedents of learning goal orientation remains scarce, especially in the context of self‐managing team‐based organizations. In fact, most of the research on goal orientation antecedents has been focused on individual characteristics, belief, and ability, while the contextual factors that might influence them remain unspecified. We build on and further extend earlier studies by jointly exploring the role of individual and contextual factors affecting individual learning orientation. In particular, this study combines individual informal social network, self‐efficacy, performance feedbacks, and team identification into a model that explains individuals' learning goal orientation within self‐managing team‐based organizations. The model was empirically tested on a sample of 104 individuals belonging to an R&D organization relying on self‐managing teams. Results show that performance feedback has a negative direct effect, while team identification has a positive direct effect on individual learning goal orientation. In addition, we found that individual self‐efficacy is a mediator of the relationships between performance feedback and brokerage in the advice network and individual learning goal orientation. Finally, we did not find a relationship between centrality in the friendship network and individual learning goal orientation.     

Idea generation and open innovation in SMEs: When does market‐based collaboration pay off most?

Small‐ and medium‐sized enterprises (SMEs) largely depend on proficient idea generation activities to improve their front‐end innovation performance, yet the liabilities of newness and smallness often hamper SMEs' ability to benefit from systematic idea generation. To compensate for these liabilities, many SMEs adopt an open innovation approach by collaborating with market‐based partners such as customers and suppliers. This study investigates the relationship between SMEs' systematic idea generation and front‐end performance and investigates the moderating role of market‐based partnership for SMEs. Drawing on a survey of 146 Swedish manufacturing SMEs, this study provides two key contributions. First, the systematic idea generation and front‐end performance relationship in SMEs is non‐linear. Accordingly, higher levels of front‐end performance are achieved when idea generation activities are highly systematic. Second, the returns from higher levels of systematic idea generation are positively moderated by market‐based partnerships. Thus, external cooperation with customers and suppliers pays off most toward front‐end performance when SMEs have highly systematic idea generation processes. These results indicate a contingency perspective on the role of external partnerships. They also have implications for research into the front‐end of innovation and open innovation in the context of SMEs.     

Stimulating the Potential: Creative Performance and Communication in Innovation Teams

Creativity is essential to successful new product development efforts. Teams constitute the organizing principle in most modern innovation activities. Although creativity research has revealed many factors influencing individual creativity, little is known about how team‐level creativity is determined. Since the creative innovation task requires teams to combine and integrate input from multiple team members, the team's communication pattern is an important determinant of team creativity. Based on a sample of 44 NPD teams in eleven companies, this study examines the effects of team‐member communication on team creativity. It is found that both interaction frequency and subgroup‐formation of communication have a negative relationship to team creativity. Theoretical and practical implications are discussed, and further research is indicated.     

Measuring and Enabling Learning Behaviour in Product Innovation Processes

It is generally acknowledged that innovation is one of the most important predictors of firm success or failure. Successful innovation processes require creating new organizational capabilities to handle the external pressure for new products and processes (fast, good and at low costs), and the internal pressure for increased efficiency and effectiveness. Under these circumstances ‘learning’ is an important issue and the increased interest for topics such as knowledge management, organizational learning and continuous improvement illustrates its relevance. Within the CIMA (Continuous Improvement in Global Product Innovation Management) research project (CIMA‐ESPRIT 26056) a methodology has been developed to help companies to stimulate learning behaviour of individuals and teams in product innovation processes. By studying learning behaviour in 140 product innovation projects in 70 companies in six countries, a seemingly valid and reliable scale for measuring learning behaviour has been developed. In addition, managerial activities and decisions that are predictive for improving learning behaviour have been identified.     

A preliminary investigation of information systems team structures

Productivity in the information age is widely perceived to be a major organizational problem. One strategy for enhancing organizational productivity has been the use of task teams. Assignment to task teams is usually based on individual technical expertise, individual availability, and/or positional politics rather than on the effectiveness of the team members in the specific organizational situation. This paper investigations characteristics of team members and then examines the effect of these characteristics and the requirements of the organizational task on team effectiveness.The findings indicate that the perceptual types of team members and the task structure impacts team effectiveness. It lends evidence that heterogeneity of perceptual types is best for solving unstructured tasks whereas heterogeneity can be counter-productive when solving structured tasks. It also suggests that one team might not be appropriate for all stages of a project. As the structure of the tasks change, the optimum team composition might also change.     

Cultural Diversity in Entrepreneurial Teams: Findings of New Ventures in Germany

This paper explores how entrepreneurs from different national cultures deal with cultural diversity of their entrepreneurial teams. The explorative research looks at six case studies in different stages of the venture process. The paper delivers insights from early to later phases of start‐ups. From the case‐study research and theoretic considerations the paper develops different propositions. Core findings are: first, in cross‐cultural teams monochronic/low‐context/high‐space entrepreneurs strongly structure tasks. Second, polychronic/high‐context/low‐space founders tend to supply external contacts to the diverse team. Third, polychronic/high‐context/low‐space founders have a propensity to stimulate communication procedures. Fourth, enhanced communication in cross‐cultural teams seems to be related to creativity. At last, monochronic/low‐context/high‐space founders tend to deny positive effects from cultural diversity.