The quality of ideas a team generates constitutes an upper limit on the quality of the problem solving process. Much research has been done about causes of idea quantity and causes of idea quality. It has been noted by some researchers that idea quality appears to correlate with idea quantity, and several have argued that it is not necessary to go to expense and effort required to evaluate idea quality since it correlates with quantity. This paper draws on Team Theory to develop a causal link between quantity and quality, It then presents a low-cognitive-lo4 high-reliability method for evaluating idea quality. It reports on a study that addresses the question, "Will an increase in idea quantity cause more good ideas to be generated?" The results support the hypothesis that there is a modest causal connection between quantity and quality, but the data suggest other factors are far more important for determining the number of good ideas a team generates. It concludes that researchers must continue to measure the effects of their brainstonning treatments on idea quality; it is not smcient to assume that quality will always track quantity. Other factors not accounted for by the quality-quantity model may well counter and outweigh this effect.
Organizational learning is influenced by many traits. Among these, certain environmental and managerial traits within the organization have been shown to support a learning organization. This organizational learning is crucial in information system development so that future projects may gain from the knowledge generated from past projects and during current projects. Organizational technology learning is the term we give to the organizational learning that occurs in information system development. A survey of project managers and participants in system projects tested whether certain common traits tend to be active promoters of learning in the project team setting as well as at the organizational level. Of those traits tested, clear mission and objectives, knowledge transfer mechanisms, and experimentation all proved to be significant environmental factors for learning in project teams.
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