Knowledge work teams and groupware technology: learning from Seagate’s experience

Abstract

The goal of boosting creativity and productivity in knowledge‐based teams is shared by managers in technology‐oriented companies and industries. In this paper, we assess the nature of team performance and creativity in the context of computer‐supported technology. A field study of a Seagate Software project team provided the basis for the examination of four sub‐ teams’ overall functioning and creativity. Factors considered included technology support, team member relationships, decision making, performance and meeting deadlines, attention to quality, and innovation and creativity. Results varied, revealing less reliance on computer‐aided support and more on social support. Creativity was recognized and supported, but at times hampered.

Effects of IT knowledge and media selection on operational performance of small firms

“…Therefore, the improvement of knowledge management for internal process activities can enhance organizational performance (Shani et al 2000). This study investigates the relationship between process activities and organizational performance, and the relationship between customer performance and financial performance.…”

Organizational Variables for Developing Collective Creativity in Business: A Case from an Italian Fashion Design Company

“…This organizational variable includes both the use of technological resources and the presence of technical competences within the micro social system. This result suggests that the conjoint design of social and technical systems can support collective creativity (Shani, Sena & Stebbins, ).…”

“…The alpha coefficient for this measure was 0.77. Technological support : Two items measured the level of technological support available within the group. These items concern the technological competencies of the individuals and the actual use of technology (Shani, Sena & Stebbins, ). The alpha coefficient for this measure was 0.75.…”

The importance of process knowledge for cross project learning: evidence from a UK hospital

“…Our analysis suggests that this project team was successful in redesigning the cataract diagnosis and treatment process because, as those involved in the project exchanged ideas and information, new meanings and insights were generated. In particular, through this process of interaction and deliberation a holistic understanding of the diagnostic and treatment process was created whereas before the process, each professional group had only a partial view of what constituted the particular routine [ 25 ]. In effect, knowledge of the process of diagnosis and treatment of cataracts was sustained by the interaction of the various collective actors.…”