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- catalog abstract "Organizational learning centrally involves the ability to develop new, innovative products and processes that respond to existing or emerging market needs. This often requires combining previously disconnected bodies of knowledge in novel ways. One way to do this is through geographically dispersed cross-functional teams, as these can encompass diverse knowledge sources. However, empirical studies from distinct research streams have shown that member heterogeneity and graphic separation both hinder effective sharing and use of knowledge in groups. We explore this tension through a qualitative study of real-world dispersed cross-functional teams in a product development setting in a multinational company. We studied the development process in two projects with significant investment, risk, and complexity. Both teams comprised key members from at least three physical locations. Our findings suggest that knowledge diversity presents both constructive and constraining influences on the ability of a team to learn. Noting that individual members of dispersed cross-functional teams are simultaneously members of multiple intellectual and social communities, we discovered that team members rely substantially on these different communities to access specialized knowledge. We also found, however, that team members from different locations and functions often initially lacked the shared ₃background knowledge₄ (Nonaka 1994) that would facilitate learning from each other. One challenge for these teams thus appears to be the need to establish themselves as a new mini-community".
- catalog contributor b11742760.
- catalog contributor b11742761.
- catalog contributor b11742762.
- catalog created "c2000.".
- catalog date "2000".
- catalog date "c2000.".
- catalog dateCopyrighted "c2000.".
- catalog description "Includes bibliographical references (p. 42-46).".
- catalog description "Organizational learning centrally involves the ability to develop new, innovative products and processes that respond to existing or emerging market needs. This often requires combining previously disconnected bodies of knowledge in novel ways. One way to do this is through geographically dispersed cross-functional teams, as these can encompass diverse knowledge sources. However, empirical studies from distinct research streams have shown that member heterogeneity and graphic separation both hinder effective sharing and use of knowledge in groups. We explore this tension through a qualitative study of real-world dispersed cross-functional teams in a product development setting in a multinational company. We studied the development process in two projects with significant investment, risk, and complexity. Both teams comprised key members from at least three physical locations. Our findings suggest that knowledge diversity presents both constructive and constraining influences on the ability of a team to learn. Noting that individual members of dispersed cross-functional teams are simultaneously members of multiple intellectual and social communities, we discovered that team members rely substantially on these different communities to access specialized knowledge. We also found, however, that team members from different locations and functions often initially lacked the shared ₃background knowledge₄ (Nonaka 1994) that would facilitate learning from each other. One challenge for these teams thus appears to be the need to establish themselves as a new mini-community".
- catalog extent "47 p. :".
- catalog isPartOf "Working paper (Harvard University. Graduate School of Business Administration. Division of Research) ; 00-093.".
- catalog isPartOf "Working paper / Division of Research, Harvard Business School ; 00-093".
- catalog issued "2000".
- catalog issued "c2000.".
- catalog language "eng".
- catalog publisher "[Boston] : Division of Research, Harvard Business School,".
- catalog title "Bridging knowledge gaps : learning in geographically dispersed cross-functional development teams / Deborah Sole, Amy Edmondson.".
- catalog type "text".