Multiple Team Membership: a Theoretical Model of its Effects on Productivity and Learning for Individuals and Teams

O’Leary, Michael; Mortensen, Mark; Woolley, Anita Williams

doi:10.5465/amr.2009.0275

Cited by 107 publications

(209 citation statements)

References 96 publications

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“…They may also identify less with the focal team, which could further reduce their level of engagement and beliefs that they can be effective (Campion, Medsker, & Higgs, 1993). These motivational risks also arise from working on more other teams concurrently, as engagement is likely to be more difficult to sustain in the face of more simultaneous demands from other teams as well as multiple competing team identities (O'Leary et al, 2011).…”

Section: Time Allocation and Team Performancementioning

confidence: 99%

“…Instead, they are increasingly likely to spend only part of their time on the focal team, work on other teams concurrently, and span a variety of geographic locations (O'Leary, Mortensen, & Woolley, 2011). Now that the challenges and opportunities of globalization are an unavoidable reality for organizations large and small, an important question for the design of knowledge-intensive teams is how to effectively allocate the time of members across teams, especially when these members are geographically dispersed (Boh, Ren, Kiesler, & Bussjaeger, 2007;Faraj & Sproull, 2000;Sole & Edmondson, 2002).…”

Section: Introductionmentioning

confidence: 99%

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So many teams, so little time: Time allocation matters in geographically dispersed teams

2011

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SummaryGeographically dispersed teams whose members do not allocate all of their time to a single team increasingly carry out knowledge-intensive work in multinational organizations. Taking an attention-based view of team design, we investigate the antecedents and consequences of member time allocation in a multi-level study of 2055 members of 285 teams in a large global corporation, using member survey data and independent executive ratings of team performance. We focus on two distinct dimensions of time allocation: the proportion of members' time that is allocated to the focal team and the number of other teams to which the members allocate time concurrently.At the individual level, we find that time allocation is influenced by members' levels of experience, rank, education, and leader role on the team, as predicted. At the team level, performance is higher for teams whose members allocate a greater proportion of their time to the focal team, but surprisingly, performance is also higher for teams whose members allocate time to a greater number of other teams concurrently. Furthermore, the effects of member time allocation on team performance are contingent on geographic dispersion: the advantages of allocating more time to the focal team are greater for more dispersed teams, whereas the advantages of allocating time to more other teams are greater for less dispersed teams. We discuss the implications for future research on new forms of teams as well as managerial practice, including how to manage geographically dispersed teams with the effects of member time allocation in mind.

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Section: Time Allocation and Team Performancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

So many teams, so little time: Time allocation matters in geographically dispersed teams

2011

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“…Para evitar esse problema, deve-se balancear a variedade e o número de membros nas equipes (O'LEARY;MORTENSEN, 2011).…”

Section: Aprendizagem Organizacionalunclassified

Proposição do modelo DTC para gestão do conhecimento em empresas de consultoria em tecnologia de informação

et al. 2015

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Este artigo teve como objetivo propor, dentro do modelo de gestão do conhecimento, as principais práticas que promovem a aprendizagem dos profissionais que atuam na área de Tecnologia da Informação (TI). A base teórica para este estudo consistiu na validação de um modelo proposto pelos autores, que se baseou no modelo de aprendizagem cunhado por Peter Senge, em seu livro "A Quinta Disciplina", cuja abordagem destaca que, para a aprendizagem organizacional, cinco disciplinas são importantes: pensamento sistêmico, domínio pessoal, modelos mentais, construção de uma visão compartilhada e aprendizagem em equipe. Além do modelo proposto por Senge (2001), este estudo destaca a importância das comunidades de práticas na transferência do conhecimento como uma maneira de promover a aprendizagem individual e organizacional. O modelo estatístico destacou o domínio pessoal, a transferência do conhecimento e as comunidades de prática como os principais fatores para a aprendizagem desses profissionais, fato que motivou os pesquisadores a chamarem o modelo de DTC. Portanto, este estudo se constitui em uma ferramenta para empresas ou pesquisadores que desejam melhorar as práticas adotadas para a aprendizagem organizacional.Palavras-chaves: Gestão do Conhecimento. Comunidades de Prática. Tecnologia da Informação. PLS-PM. Aprendizagem Organizacional.

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“…Multiple team membership can enhance both productivity and learning, but it comes at a high price due to fragmented attention and coordination overhead [18]. As explained by Kapur in Fricke and Shenhar [15], the number of projects that an individual can handle is limited by, among other things, time losses that occur when a person switches from one project to another.…”

Section: Literature On Number Of Projects Per Personmentioning

confidence: 99%

Concurrent Projects: How Many Can You Handle?

Steyn

Schnetler

2015

SAJIE

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The number of projects a person can handle simultaneously is a relevant factor in strategic planning and in project portfolio management. Internationally the de facto standard seems to be that a person should not work on more than two or three projects simultaneously; but several factors could influence this figure. Empirical evidence indicates that, in some South African sectors, people tend to work on many more than two or three projects simultaneously. In this paper, factors that influence the number of projects a person can work on are identified so that they can be investigated in further studies. Some ideas about using key resources optimally are also presented. OPSOMMINGDie aantal projekte wat 'n persoon gelyktydig kan hanteer is relevant in strategiese beplanning en in projek portefeuljebestuur. Internasionaal is die de facto standaard blykbaar dat mens nie gelyktydig op meer as twee of drie projekte behoort te werk nie; maar daar is verskeie faktore wat hierdie syfer kan beïnvloed. Empiriese data vanuit sommige Suid-Afrikaanse sektore toon dat mense tipies gelyktydig op veel meer as twee of drie projekte werk. In hierdie artikel is faktore wat die aantal projekte waarop 'n persoon gelyktydig kan werk geïdentifiseer, sodat dit in verdere studies ondersoek kan word. Idees vir die optimale aanwending van sleutelhulpbronne word ook voorgestel. * Corresponding author 2The author was enrolled for a master's degree in project management in the Department of Engineering and Technology Management, University of Pretoria.

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Multiple Team Membership: a Theoretical Model of its Effects on Productivity and Learning for Individuals and Teams

Abstract: Zapp, and the MITRE Corp.; and our anonymous reviewers for their insightful and constructive comments on earlier versions of this paper. We especially acknowledge Jeff LePine for his support throughout the revision process.

Cited by 107 publications

References 96 publications

So many teams, so little time: Time allocation matters in geographically dispersed teams

So many teams, so little time: Time allocation matters in geographically dispersed teams

Proposição do modelo DTC para gestão do conhecimento em empresas de consultoria em tecnologia de informação

Concurrent Projects: How Many Can You Handle?

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