As the global economy grows increasingly knowledge-based, organizations in a wide variety of settings, from manufacturing to service operations, rely increasingly on project teams. Organizational performance is therefore strongly affected by the learning that occurs within teams. But how do teams learn best? This study examines whether and how learning in teams is dependent on the teams' prior experience working together. Findings may help managers to design well-functioning learning organizations.
Why do teams often fail to use their knowledge resources effectively even after they have correctly identified the experts among them? Project teams are a prominent feature of the knowledge-based economy, and member expertise has long been recognized as an important resource that can greatly affect team performance, but only to the extent that it is accurately recognized and used to accomplish the objective. The step between recognizing others' expertise and then actually applying it to achieve a collective outcome, however, is highly problematic: Even when individuals know who holds relevant task expertise, they are often unwilling or unable to give the experts appropriate influence over the group process and outcomes. HBS professor Heidi K. Gardner takes a multidisciplinary approach to develop theory explaining how interpersonal dynamics in teams affect members' use of each other's distinct knowledge, ultimately leading to differential performance outcomes.
The ability to lead teams is fast becoming a critical skill for all managers in the 21st century. Here are four HBS Working Knowledge stories from the archives that address everything from how teams learn to turning individual performers into team players.
Think you could be CIO? Jim Barton is a savvy manager but an IT newbie when he's promoted into the hot seat as chief information officer in The Adventures of an IT Leader, a novel by HBS professors Robert D. Austin and Richard L. Nolan and coauthor Shannon O'Donnell. Can Barton navigate his strange new world quickly enough? Q&A with the authors, and book excerpt.
If you ever wondered about the real value of goal setting in your organization, join the club. Despite the mantra that goals are good, the process of setting beneficial goals is harder than it looks. New research by HBS professor Max H. Bazerman and colleagues explores the hidden cost when stretch goals are misguided.
If your company quietly allows employees to break some rules with the tacit approval of management, that's a moral gray zone. And your company is not alone. When rules are broken but privileges are not abused, such unspoken pacts between workers and management can allow both to achieve their respective goals of expressing professional identity and sustaining efforts in positive ways, says HBS professor Michel Anteby. Q&A
Firms such as Caterpillar are typically considered American companies by virtue of history while Honda, for example, is regarded as a Japanese company. However, the archetypal multinational firm with a particular national identity and a corporate headquarters fixed in one country is becoming obsolete as firms continue to maximize the opportunities created by global markets. The defining characteristics of what makes a firm belong to a country—where it is incorporated, where it is listed, the nationality of its investor base, the location of its headquarters functions—are no longer bound to one country. Why are these changes taking place, and what are their consequences? This paper places the increasing mobility of corporate identities within the broader setting of transformations to the "shape" of global firms over the last half century.
Published in 2008
Team familiarity helps team members successfully locate knowledge within a group, share the knowledge they possess, and respond to the knowledge of others. While team familiarity may help all teams to better coordinate their actions, it may play a particularly important role for teams with individuals looking to apply knowledge from their varied experience. This possibility leads to the question that provides the foundation for this paper: Does team familiarity moderate the relationship between variation in experience and performance? Prior research attempting to link variation in experience and performance has found effects ranging from positive to neutral to negative. Huckman and Staats explain these differential results by drawing on related work from learning, knowledge management, and social networking.
Published in 2007
Gen Yers or "millennials"—those born beginning in the late 1970s—are generally bright, cheery, seemingly well-adjusted, and cooperative, says Jim Heskett. Their work styles are sometimes confounding, though. As managers, how will they shape organizations of the future? Online forum now closed.
Stars don't shine alone. As Harvard Business School's Boris Groysberg and Linda-Eling Lee reveal in new research, it is imperative that top performers as well as their managers take into account the quality of colleagues. Groysberg and Lee explain the implications for star mobility and retention in this Q&A.
Know when teamwork doesn't work—and how to fix it. Professors Jeff Polzer and Scott Snook teach "The Army Crew Team" case and the dilemma faced by a rowing coach who has great individual parts but can't get them to synchronize. From HBS Alumni Bulletin.
Published in 2006
Organizations increasingly rely on teams to carry out critical strategies and operational tasks. How do teams learn, and what factors are most important to team learning? This paper reports on current perspectives and findings that address these questions, looking at empirical studies on team learning from three areas of research: outcome improvement, task mastery, and group process. Overall, Edmondson and coauthors characterize the nature of research to date and assemble what is known and unknown about the theoretically and practically important topic of team learning.
On its face, self-management looks like a "win-win" answer to the scarcity of good managers and the predominance of low-involvement entry-level jobs. But are sufficient numbers of entry-level employees ready for self-management? And is management ready?
Published in 2004
What does a team leader do so that employees know they are being supported? A Q&A with HBS professor and creativity expert Teresa Amabile about new research.
Published in 2003
Team diversity can harness strengths or drive a team apart. Troublesome faultlines appear when team members identify with a subgroup more strongly than with the larger team. Previous research, conducted on teams who worked face-to-face, has shown that these faultlines can be based on demographic factors (such as differences in nationality). The authors of this paper conducted a study on faultlines that arise between subgroups in different geographic locations. They found that faultline dynamics did indeed occur in teams with subgroups in different locations, and that their geographic diversity caused disruptive group relations, diminished trust, and increased conflict between subgroups.
