When and how cognitive conflict benefits cross-functional project team innovation

Abstract

Purpose This research aims to comprehensively investigate when and how cognitive conflict benefits team innovation in cross-functional project teams (CFPTs), by exploring the moderating role of knowledge leadership and dual mediation mechanisms of elaboration of task-related information/knowledge and affective conflict. Design/methodology/approach All hypotheses have been empirically tested by using structural equation model to analyze the quantitative data from a questionnaire survey covering 73 CFPTs in China. Findings Results indicate that knowledge leadership positively moderates the relationship between cognitive conflict and CFPT innovation. This moderating effect is directly or indirectly revealed by the dual mediating roles of task-related information/knowledge elaboration and affective conflict, which are two processes manifesting whether cognitive conflict can or cannot be incorporated into team innovation. Research limitations/implications Despite the external validity of results limited by convenient sampling method, the findings offer implications for promoting CFPT innovation. This can be achieved by developing competent knowledge leadership into team sensegiver, dissent reconciler and facilitator to accentuate benefits of cognitive conflict in information/knowledge elaboration and attenuate the likelihood of escalating to affective conflict. Originality/value This study advances the understanding of why cognitive conflict has an equivocal effect on team innovation in the context of CFPT by originally revealing how leaders’ role in information/knowledge management acts as a contingency and suggesting the dual mediating mechanisms that reflect the contingent impact. Project-based teams or organizations, characterized by cognitive clashes, can enhance innovation performance by shaping the meaningfulness of information/knowledge activities triggered by cognitive conflict.

Investigating the mechanism linking task conflict with employees’ innovative work behavior

“…It unites people against issues and stimulates creativity (Kirchmeyer and Cohen, 1992). Employees defend their own views by exchanging, discussing and integrating information/knowledge relevant to innovation tasks because of the incongruences that spur from task conflicts (Guo et al , 2019; Lee et al , 2019). Such elaboration of information/knowledge contributes to generation and implementation of more creative and qualified alternatives.…”

Under Psychological Safety Climate: The Beneficial Effects of Teacher–Student Conflict

“…Considering the detrimental consequences of conflict, researchers have developed a series of management methods to avoid or suppress it [ 8 , 9 ]. However, in team studies, it has been proven that cognitive conflict is conducive to enterprise performance and employees’ creativity [ 10 , 11 , 12 ]. Previous studies have identified a variety of predictors of students’ innovative competence, such as student–teacher trust and the student–teacher relationship [ 5 , 6 , 13 , 14 , 15 ].…”

“…Therefore, it is necessary to clarify the conflict concept in teacher–student interaction situations. In team studies, cognitive conflict occurs when team members debate different views about a task [ 10 , 12 , 21 ]. Affective conflict involves disagreements of a personal nature, such as power struggles or personal incompatibilities [ 10 , 12 , 21 ].…”

A Proposal on Developing a 360° Agile Organizational Structure by Superimposing Matrix Organizational Structure with Cross-functional Teams

“…The factors for successful CFTs are found to be the clear-cut goals, employee empowerment, present working environment, appropriate workforce and a productive work climate (McDonough III, 2000). Even when teams are formed, only a knowledge leadership can overcome the conflicts and boost innovation in the teams (Guo et al, 2019). Agility in HR can be achieved by a bottom-up approach, with the unit-by-unit approach to change (Beer, 2001).…”