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Facilitating Project Team Learning and Contributions to Organizational Knowledge
Author(s) -
Huber George
Publication year - 1999
Publication title -
creativity and innovation management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.148
H-Index - 60
eISSN - 1467-8691
pISSN - 0963-1690
DOI - 10.1111/1467-8691.00122
Subject(s) - knowledge management , organizational learning , knowledge value chain , knowledge integration , business , context (archaeology) , order (exchange) , project team , computer science , knowledge engineering , paleontology , finance , biology
Innovative products, services, and processes are consequences of knowledge integration. Often the integration is of newly generated knowledge with other knowledge that the firm already has available. Especially in firms where long run performance depends on innovation, it behooves managers to think about how newly generated knowledge can be transferred quickly, effectively, and reliably, and thereby can be integrated with the firm’s current knowledge for early exploitation or captured as organizational knowledge in the form of practices, procedures, or files. New knowledge frequently originates in the context and activity of project teams – e.g., R&D teams, design teams, and re‐engineering teams. In order to carry out their tasks, such teams frequently need to learn things already known to other organizational units, i.e., they need to acquire and assimilate organizational knowledge. Theoretically then, project teams both draw on the firm’s knowledge and contribute to the firm’s knowledge. The more effectively they carry out these actions, the more effective they are and the more effective their parent firms will be. This article identifies project team and organizational design practices that facilitate project team learning and contributions to organizational knowledge.