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Michael Beyerlein is Director of the Center for Collaborative Organizations (www.workteams.unt.edu) and Professor of Industrial/Organizational Psychology at the University of North Texas. His research interests include all aspects of collaborative work systems, organization transformation, work stress, creativity/innovation, knowledge management and the learning organization, and complex adaptive systems. He has published in a number of research journals and has been a member of the editorial boards for TEAM Magazine, Team Performance Management Journal, and Quality Management Journal. Currently, he is senior editor of the Elsevier annual series of books Advances in Interdisciplinary Studies of Work Teams and the Jossey-Bass/Pfeiffer Collaborative Work Systems series. He has authored or edited 15 books. His most recent are Beyond Teams: Building the Collaborative Organization (2002), The Collaborative Work System Fieldbook (2003), and Team-based Organizing (2003). He has been involved in projects at the Center for Collaborative Organizations (formerly, The Center for the Study of Work Teams) with such companies as Boeing, Shell, NCH, AMD, Raytheon, First American Financial, Westinghouse, and Xerox and with government agencies such as Veterans Affairs, DCMAO, EPA, and the City of Denton.Douglas A. Johnson is director of the Industrial/Organizational psychology program, professor of psychology, and associate director of the Center for Collaborative Organizations at the University of North Texas. He has published research in a variety of areas ranging from teams, leadership and job satisfaction, to operant conditioning and interpersonal attraction. He co-founded and served as president of the Dallas-Fort Worth Organizational Psychology Group (now Dallas Area Industrial/Organizational Psychologists), and participated in the creation of the Dallas office of the consulting firm, Personnel Decisions International, from whom he recently retired.Susan Tull Beyerlein holds a Ph.D. in organization theory and policy with a minor in education research from the University of North Texas. Since 1995, she has been an instructor of business and psychology at Our Lady of the Lake University in Irving, Texas. Susan has served as a research scientist/project manager with the Center for Collaborative Organizations at the University of North Texas, and has been a recipient of research grant awards from the Association for Quality and Participation, the National Science Foundation, and corporate donors. Since 1995, she has co-edited the Elsevier/JAI Imprint annual book series entitled, Advances in Interdisciplinary Studies of Work Teams, and has served as an ad hoc reviewer for The Academy of Management Review. She has been a member of the Jossey-Bass/Pfeiffer Collaborative Works Systems series since its inception. Susan has published book reviews on contemporary business offerings in Business and the Contemporary World, and her work has also appeared in Structural Equation Modeling: A Multidisciplinary Journal, Journal of Management Education, Empirical Studies of the Arts, and Multiple Linear Regression Viewpoints. She is a member of the Academy of Management, Beta Gamma Sigma – the honor society for collegiate schools of business, and Phi Kappa Phi National Honor Society.
Complex collaboration refers to situations where working together effectively across boundaries is critical for complex projects and problems. This work often involves…
Complex collaboration refers to situations where working together effectively across boundaries is critical for complex projects and problems. This work often involves projects of large scope and long duration. The knowledge of a variety of disciplines may be involved. Such projects may cross organizational, national, and/or cultural boundaries. The problem of managing such situations includes ambitious schedules, conflict of cultures and practices, massive amounts of information, multiple languages, and ambiguity of roles and responsibilities. Complex collaboration represents a capability that is essential to effective execution in such situations as new product development, mergers and acquisitions, joint ventures, and supply chain management, as well as large government projects. A number of issues emerge in examining complex collaboration, including: unit of analysis, critical relationships, resource development, virtual teaming, key skills, and improvement processes.
The Mankato (MN) public school district has created a districtwide computer network which allows all its staff and students full Internet access. Discusses a snapshot of the work‐in‐progress. Includes the goals, scope, and history of the project; provides a technical overview and cost analysis; and projects future direction. Concludes with some suggestions for other educators who are considering similar projects.
Present research on Concurrent Engineering (CE) mainly focusses on technological aspects like information sharing, and common communication platforms, or coordination…
Present research on Concurrent Engineering (CE) mainly focusses on technological aspects like information sharing, and common communication platforms, or coordination systems such as CE-Tools like CAD, CAM, DFA or QFD. In the European context, the implementation of Concurrent Engineering certainly involves changes of organizational management and people. traditional way of work. For the success of Concurrent Engineering, organizational, managerial and human issues are very important.
This chapter presents the results of a current research project that is being carried out at the Chair and Institute of Industrial Engineering and Ergonomics of the University of Technology in Aachen, Germany. It shows the results of a study about cross functional teams in a Concurrent Engineering environment. Based on a multi-dimensional model of self directed work organization for teams in Concurrent Engineering, preconditions were generated to design and develop learning organizations which use Concurrent Engineering. Based on this team model for a learning organization in CE, requirements for soft skill qualification for team members were developed.
In the core of the Concurrent Engineering Team research, there are three levels: individual issues, team issues and organizational issues. Individual issues focus on the differences among team members that may influence the cooperation in the team (different specialization, different work departments, different values, different socializations etc.). The team level issue focusses on the internal management of a CE team (goal system, distribution of tasks, sharing of team rules, interaction style, interpersonal relations, team leadership etc.). Finally, the organizational level can be regarded as a team-external support environment for team management (management, commitment and involvement, empowerment of the team leader etc.). The individual and organizational levels influence the team level factors.
But cross functional organization effectiveness in a Concurrent Engineering environment is more than the design of teams. The implementation of Concurrent Engineering must change the whole organization. An effective organization can be based on eight principles of the Learning Organization, as pointed out by Senge or Probst. The objective for the design of this organization is to be self-organized.
To reach these principles in a CE team environment, the involved team members must be qualified to be prepared for new work in a crossfunctional organization. A soft skill qualification system for Concurrent Engineering will be presented at the end of the research project. Contents of this qualification model include communication in teams, techniques of group discussion and project management.