Traditional Knowledge Integration: Learning in Community-Based Dispersed Cross-Functional Teams

Organizational learning helps to enhance the ability to develop new, innovative products and processes that respond to existing or emerging needs. This often requires combining previously disconnected bodies of knowledge in a better way. One way to do this is through dispersed cross-functional teams, as these can combine diverse knowledge sources. However, empirical studies from distinct research streams have shown that members' heterogeneity and geographic separation both hinder effective sharing and use of knowledge in groups. We explore this through a qualitative study of dispersed cross-functional teams in a product development setting in a traditional handicraft enterprise. We studied the development process in a project with significant complexity. Our findings suggest that knowledge diversity presents both constructive and constraining influences on the ability of a team to learn. Noting that individual members of dispersed cross-functional teams are simultaneously members of learning and social communities, we discovered that team members rely substantially on different members of their community to access specialized knowledge. One challenge for this team thus appears to be the need to establish it self as a new mini-community of practice, so as to integrate their knowledge effectively. Our analysis aims at a theoretical framework related to learning in dispersed traditional community-based cross-functional teams. We also discuss implications for managing and leveraging knowledge diversity in such a setting.