Facilitators and inhibitors for integrating expertise diversity in innovation teams: The case of plasmid exchange in molecular biology

Zaggl, Michael A.; Pottbäcker, Judith

doi:10.1016/j.respol.2021.104313

Cited by 12 publications

(4 citation statements)

References 96 publications

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“…This positive effect of different knowledge backgrounds matters more to companies whose knowledge base is focused on technical and scientific applications rather than those with a generalist, business-oriented knowledge base (Corrocher & Lenzi, 2022). In another study, it was found that expertise multiplicity increased innovation performance, enhanced by expertise overlap and weakened by status disparity and automation technology (Zaggl & Pottbacker, 2021). Unlike in homogeneous groups, in cognitively heterogeneous groups, task interdependence was positively associated with innovative behavior for members with high levels of goal interdependence and there was no association in the case of low goal interdependence (Van der Vegt & Janssen, 2003).…”

Section: Resultsmentioning

confidence: 99%

“…Cognitive differentiation in terms of cognitive contents available in the group Individual differences in expertise, experience, knowledge, skills, perspectives on the tasks, skill set, professional background, type of education Chow (2018), Dahlin et al (2005), Miller et al (1998), Jankelova et al (2021), Van der Vegt and Janssen (2003), Zaggl and Pottbacker (2021) Cognitive differentiation in terms of cognitive processes or information processing tendencies, capabilities, or preferences Individual differences in thinking styles, values, beliefs, neurological conditions, professional norms, level of expertise, level of cognitive complexity, cognitive abilities, decision rationality, decision-making styles and preferences, level of education , Chen et al (2019), Curşeu et al (2007Curşeu et al ( , 2013Curşeu et al ( , 2015, Dahlin et al (2005), Devine and Philips (2001), Kilduff et al (2000), Miller et al (1998), Vanderheyden and De Baets (2015) 2010). More specifically, in line with the distinction between variety and disparity presented by Harrison and Klein (2007) and the framework developed by Bunderson and Van der Vegt (2018), we argue that cognitive diversity can be mapped along two co-existing differentiation dimensions, namely horizontal (the dispersion of cognitive resources in the group) and vertical (the unequal concentration of cognitive resources in the group), and cognitive diversity impacts group effectiveness through convergent and divergent processes (Stahl et al, 2010).…”

Section: Examplesmentioning

confidence: 99%

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Cognitive and Neurodiversity in Groups: A Systemic and Integrative Review

van Rijswijk,

Curșeu,

van Oortmerssen

2024

Small Group Research

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This paper reviews the literature on cognitive and neurodiversity in groups as they relate to group processes, emergent states, and outcomes. We build on a taxonomy of convergent and divergent process gains and losses in groups, put forward an integrative framework for the empirical research results, and distinguish between cognitive and neurodiversity as horizontal and vertical differentiation in groups. We argue that when conceptualized as vertical differentiation, cognitive and neurodiversity trigger convergent and divergent process losses, whereas when conceptualized as horizontal differentiation, they chiefly trigger convergent and divergent process gains. Building on this framework, we identify directions for future research on cognitive and neurodiversity in groups.

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Section: Resultsmentioning

confidence: 99%

Section: Examplesmentioning

confidence: 99%

Cognitive and Neurodiversity in Groups: A Systemic and Integrative Review

van Rijswijk,

Curșeu,

van Oortmerssen

2024

Small Group Research

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“…Our study also simplifies the role of functional diversity by only controlling for this factor. Future research should enrich the role of functional diversity, and other forms of diversity, by building on the large literature on team diversity, e.g., [67], [86], [87], [90], and detail how it interacts with (non-)familiarity. We speculate that non-familiarity together with dialogic coordination unleashes the potential of functional diversity.…”

Section: Discussionmentioning

confidence: 99%

“…We measured functional diversity as the Hirschman-Herfindahl Index (HHI) of the task force member's functional professional expertise (marketing, engineering, etc.) [86], [87] based on the initial survey (before the project started).…”

Section: Independent Variablesmentioning

confidence: 99%

Does Member Familiarity Help or Hinder Innovation? The Roles of Expertise and Dialogic Coordination

Zaggl

Majchrzak²,

Gibbs

et al. 2022

Proceedings

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Organizations increasingly rely on flexible work arrangements such as innovation task forces and quickly assemble members with diverse expertise needed to create innovative solutions to problems. The literature has produced mixed findings on the relationship between member familiarity and innovation, which we suggest may be explained by two forms of coordination: expertise and dialogic. We hypothesize and find that dialogic coordination produces more innovative outcomes for unfamiliar task forces, while expertise coordination produces more innovative outcomes for familiar task forces. Further, dialogic coordination in unfamiliar task forces is associated with greater innovative outcomes than expertise coordination in familiar task forces. Our results also highlight the importance of temporal dynamics of dialogic coordination in task force work. Hypotheses were tested through a longitudinal analysis of survey data with external ratings of the innovation outcome from 179 individuals in 32 innovation task forces from 13 U.S.-based firms in the top 10% of the world's growth industries during a period of recession. The findings contribute to an understanding of coordination in contemporary turbulent work environments.

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Understanding university technicians’ role in creating knowledge exchange routines and capabilities: a research agenda

Noke,

Mosey,

Vere

2024

J Technol Transf

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Knowledge exchange (KE) is becoming a strategic imperative for universities globally. Research examining KE has tended to focus on a limited and select group of stakeholders. This paper builds on calls for a wider consideration of KE activities and other contributors to the KE agenda. The technical community is one such group that has received little attention or acknowledgement of their part in KE. We argue that the technical community makes a significant yet overlooked contribution to a broad array of KE activities. Technicians are problem solvers that often undertake work that their academic counterparts could not do—as users and managers of complex equipment to enable innovation. To date the literature provides limited understanding of the technician’s role and a lack of conceptualization of the contribution of technicians in KE. Adopting a micro-foundation approach, we present a conceptual framework which draws on the multi-level categories of individuals, processes and structures. We take a broader perspective of KE by including activities such as working with external businesses, enabling access to facilities and providing analysis, and contributing to public engagement and training. By synthesizing contemporary research with recent policy work we reveal the potential contribution of technician’s talent, know-how and boundary spanning activities. We conclude with a structured agenda and conceptual framework to help guide future research, showing how investigating the integration of individual, process and structural factors affecting technicians can help reveal new insights into KE capability development at the university level.

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Facilitators and inhibitors for integrating expertise diversity in innovation teams: The case of plasmid exchange in molecular biology

Cited by 12 publications

References 96 publications

Cognitive and Neurodiversity in Groups: A Systemic and Integrative Review

Cognitive and Neurodiversity in Groups: A Systemic and Integrative Review

Does Member Familiarity Help or Hinder Innovation? The Roles of Expertise and Dialogic Coordination

Understanding university technicians’ role in creating knowledge exchange routines and capabilities: a research agenda

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