Dynamics of a critical problem-solving project team and creativity in a multiple-project environment

Abstract

Purpose

This paper aims to explore the dynamics of critical problem-solving (CPS) project teams and creativity throughout a project’s duration, in a multiple-project environment with consideration of the project’s external factors, such as customer situations. In addition, behavioural elements of the CPS project – multiple team memberships, cross-understanding and the transactive memory system – will be investigated in a multiple-project environment.

Design/methodology/approach

This paper investigates the dynamics of a CPS project team and creativity in a global software support organisation by conducting semi-structured interviews in Japan and Germany. There were 53 interviewees in Japan and 51 in Germany. The results presented in this paper show the outcomes of a qualitative study, specifically focusing on the processes of CPS projects using thematic analysis. In the discussion section, propositions are given based on this research’s findings as well as existing literature to denote future research possibilities.

Findings

The results of this study suggest that creativity to resolve critical problems in a project team occurs by integrating diverse information and knowledge at multi-level organisational units. They suggest that managerial functions are crucial to determining project composition, and appropriate project environments are created by facilitating multiple team memberships at multi-level organisational units.

Originality/value

For the academic domain, the findings have contributed to the fields of project and human resource management, and team management in a multiple-project environment. To practitioners, this study shows the importance of managing multiple projects by considering human behaviour perspectives when solving critical problems.

Citation

Furukawa, C. (2016), "Dynamics of a critical problem-solving project team and creativity in a multiple-project environment", Team Performance Management, Vol. 22 No. 1/2, pp. 92-110. https://doi.org/10.1108/TPM-04-2015-0021