What Do Groups Learn from Their Worldliest Members? Direct and Indirect Influence in Dynamic Teams

Navel Gazing: Academic Inbreeding and Scientific Productivity

“…: Gruenfled et al, 2000) and its transference (Almeida and Kogut, 1999). Consistent with Song et al (2003) and Lacetera et al (2004), our results suggest that hiring faculty and recent doctorates from other universities brings outside linkages that are associated to new methods, as well as novel forms of thinking and doing research.…”

The Hierarchy Myopia of Organizational Learning

“…Earlier studies that examined the detrimental effects of member turnover on performance highlighted that members may take time to adjust themselves to a new learning context (Naylor and Briggs 1965), disrupt shared knowledge or mental models among existing members (Cannon-Bowers and Salas 2001), and subsequently tend to interfere with existing routines for learning (Moreland and Levine 1982). However, recent studies have elucidated the positive aspects of member turnover such as fostering the need for creativity and exploration of new knowledge (e.g., Choi and Thompson 2005;Gruenfeld, Martorana and Fan 2000). These studies emphasized that new members can add entirely different or explorative knowledge to existing knowledge bases, possibly replace redundant or inefficient knowledge, establish new learning routines, and improve existing learning processes.…”

A Framework to Support Knowledge Transfer in the Service Sector

“…In completing this form of work the knowledge worker accesses data from various sources. This may include information and knowledge sources that are gathered through personnel movement (Gruenfeld et al, 2000); training (Bassi, 1997, Moreland and Mayaskovsky, 2000, Thompson et al, 2000; communication (Lasswell, 1948, Rulke, 2000, Stasser et al, 2000, Lapré and Van Wassenhove, 2001); and observations (Nonaka, 1991) between individuals, teams and organisations (Grant, 1996, Spender, 1996, Argote and Ingram, 2000b, Sveiby, 2001.…”

“…Knowledge transfer is of particular importance due to the knowledge growth potential that occurs during the transfer of knowledge from one individual to another, and also from one organisation to another (Argote and Ingram, 2000b, Argote and Ingram, 2000a, Levine and Moreland, 2000, Sveiby, 2001). The transfer of knowledge is facilitated by meetings, personal contact and training as a means of diffusing and building knowledge (Nonaka, 1991, Argote and Ingram, 2000b, Gruenfeld et al, 2000, Moreland and Mayaskovsky, 2000, Rulke, 2000, Stasser et al, 2000, Thompson et al, 2000, Sveiby, 2001). …”