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This paper aims to investigate the impact of relationship quality among team members in the project team on knowledge transfer effectiveness and analyze the role of organizational structure in the influencing process.

The hypotheses are verified by the Structural Equation Modeling (SEM) analysis using Smart PLS 3 software with the data collected from 236 questionnaire samples in Chinese construction industry.

The results indicate that relationship quality has a direct impact on knowledge transfer in project teams and centralization has a negative impact on relationship quality. Moreover, relationship quality plays a mediating role between centralization and knowledge transfer effectiveness and formalization plays a negative moderating role in the effect of relationship quality on knowledge transfer effectiveness.

This paper studies intra-project knowledge transfer from the perspective of relationship quality of project teams and explores the antecedent and moderating role of organizational structure in the influence of relationship quality on knowledge transfer.

Drawing on goal-setting theory and team effectiveness theory, the study aims to examine the impact of agile taskwork and agile teamwork on team performance. In addition, it investigates the mediating effect of project commitment on the impact of agile taskwork and agile teamwork on team performance. Furthermore, the study also tests the moderating role of career level on the impact of agile taskwork and agile teamwork on team performance.

Survey data were collected from 563 employees working in 290 information technology (IT) companies in India using a self-reporting structured questionnaire. Partial least squares path modeling was used to test the hypothesized model, and the Process macro was used to test the moderating effect.

The results show that agile taskwork and agile teamwork positively affect team performance and project commitment, and project commitment positively impacts team performance. Furthermore, project commitment fully mediates the relationship between agile taskwork and team performance and partially mediates the relationship between agile teamwork and team performance. Furthermore, the career level negatively moderates the impact of agile taskwork and agile teamwork on team performance.

The study shows the importance of agile work practices and project commitment to enhance team performance. Thus, the study provides managers with two strategies to improve their team performance.

There is a scarcity of research examining the distinct effects of agile taskwork and agile teamwork on team performance and the mediating role of project commitment in these relationships. Furthermore, as per the empirical evidence, no previous research has empirically examined the moderating role of career level in the agile taskwork-team performance and agile teamwork-team performance relationships.

In today's digital and post-pandemic era, construction teams can span their boundary to obtain important resources and support in computer-mediated ways. However, the benefits of computer-mediated team boundary spanning (TBS) are mostly assumed. Empirical evidence for these benefits is in lack. Thus, this study attempts to investigate the influence of computer-mediated (instant messaging in this study) TBS on construction project performance and the underlying mechanism.

From the multiteam system (MTS) perspective, this study employs the input-process-outcome (IPO) framework and coordination theory to explore the influence of instant messaging-based team boundary spanning (IMTBS) on construction project coordination processes and project performance. A theoretical model is built and validated with a survey involving 206 construction projects.

Results show that IMTBS positively affects knowledge integration and project coordination, but negatively affects project commitment. The positive link between IMTBS and project performance is attributable to knowledge integration and project coordination. Further, project commitment is also found to negatively mediate the relationship between IMTBS and construction project performance.

To the best of the authors’ knowledge, this study is the first to empirically investigate the influence of TBS on construction project performance. As such, this study contributes to the literature on TBS in the construction field. In addition, the findings of this study unveil the double-edged characteristic of IMTBS, which should attract managers' attention. This also indicates that the form of TBS is a significant determinant of its effectiveness, which should attract scholars' attention in the future.

The link between relationship typologies and effectiveness of conflict resolution approaches remains to be tested despite its significance in conflict management in construction project delivery. By using the four relationships attributes based on the group attachment theory, the purpose of the study was to explore the cluster of relationships among project teams and organisations and the performance of conflict management strategies across these clusters in the Ghanaian construction industry.

Using a deductive questionnaire survey in the Ghanaian construction industry, a total of 137 responses were gathered and analyzed using cluster analysis, mean scores and ANOVA to reveal the relationship clusters and performance of conflict management strategies across these clusters.

The results revealed eight relationship clusters that exist among project teams and organisations with distinct influence of roles & tasks function, cognition, emotions and behavior attributes across the relationship clusters. In the aspect of the effectiveness of conflict management strategies, it was noted that the performance of these strategies were significantly different across the groups. For instance, integrating as a conflict management strategy was deemed to be effective in resolving conflict in unitary, adversarial, pluralist, mutuality, collaborative and partnering relationship clusters. In the case of coopetitive and coercive relationships, the performance of integrating as a conflict management strategy was less effective. This study thus has empirically proved that, different relationship clusters of teams and organizations exist within the Ghanaian construction industry, and that they perform different roles & tasks functions, cognition, emotions and behavioural attributes in their formation. Additionally, the performance effectiveness of conflict management strategies differed across the relationship clusters.

By aligning the relationship attributes to the dynamics of relationship clusters experienced in project teams and organisations, relationship quality, suitability and effectiveness of conflict management strategies can be optimized. The findings can inform project teams and stakeholders to develop fit-for-purpose relationship attributes among teams and organisations to enhance team effectiveness, relationship quality and conflict management in the industry.

An enterprise system (ES) implementation proceeds as a multi-team system (MTS), with multiple project teams spanning time and business functions to meet organization-wide goals. Thus, the focus shifts from the output of a single project team to the outcomes of all ES project teams as part of the larger MTS. This study extends concepts of shared mental models (SMMs) in aspects of goals and plans in both MTS level and project team level and further examines SMMs' interactive impact on the MTS-based project performance.

This study tests the model with survey data from 140 MTS-based ES implementations in China. Partial Least Squares Structural Equation Modeling (PLS SEM) served to test the hypothesized relationships.

SMMs of project team-level goals and plans contribute to the cooperation and coordination in the ES implementation and thereby improve final implementation efficiency either directly or in combination. However, SMMs of MTS-level goal and plans contribute integration only when considered with achievements at the project level.

Prior literature suggests a critical role of integration among ES project teams but finds challenges in achieving such integration. By leveraging shared mental model theory, the authors' results show that both common goal and plan understandings in the integration team critically influence integration in ES implementation and, thus, the final ES implementation efficiency, though not in a strictly linear relationship.

Concept of “organisational learning” has been widely advocated as one of the solutions for organisational development, especially for those companies requiring high level of technology and knowledge. While being applied to the entire organisation, the concept of organisational learning can also be applied to specific function or project teams, which can be named as “project” based organisations. This paper presents a new approach of learning for the project‐based teams, which integrates learning and project in one, towards organisational learning ideals. Performance evaluation mechanism is also developed. With the developed evaluation, three dimensions of team performance, within the scope of project action‐learning framework would be measured. It would tell the team where it stands at a particular point of time. In order to track the critical variables required to reach the goals, the developed measurement system framework will be adopted in the implementation phase.

Although the use of project teams is on the rise, there is a limited understanding of how project managers can ensure project team success. Research to date is relatively broad and does not pinpoint how and why leadership influences success in a project team context. Along these lines, we draw from social learning theory to illustrate that ethical leadership influences project success through leader trust and knowledge sharing.

We collected data from 175 project team members from the information technology and software industry to evaluate our hypotheses. The results were analyzed using structural equation modeling.

Our findings support our hypotheses, illustrating that ethical leadership is related to leader trust and knowledge sharing, and that leader trust and knowledge sharing mediate the relationship between ethical leadership and project success.

Our work illustrates that the behaviors inherent in ethical leadership may be particularly well-suited for these project team challenges. Ethical leaders help team members understand that project success is possible when team members are transparent with one another, discussing their goals and challenges, and then working together to ensure their actions are coordinated in a way that increases the success of the overall project.

For those in industries or organizations where project teams are commonly used, our study may help to attract, select, and retain project managers that exhibit ethical leadership tendencies. Project managers are likely to be attracted to settings that align with their leadership style. Thus, organizations could focus on developing a culture that focuses on process over results.

We sought to align with the contingency approach to leadership, which suggests that the ideal leadership style depends on the followers, and the context in which the leader and followers interact. Specifically, we investigate ethical leadership as an ideal approach for project managers influencing members of their project teams. Our study demonstrates how ethical leadership is an ideal, context-specific approach that project managers can apply to increase the chances of project success.

The purpose of this paper is to present a process for managing project problem‐solving patterns. It focuses on shifting the emphasis of project teams toward a more collaborative and knowledge‐based style of dealing with challenges to project performance. The methods proposed in this paper encourage project managers to integrate processes for becoming more agile by tapping into lesson learned and knowledge gained to create higher quality solutions to problems.

This paper proposes a conceptual framework for recognizing problem‐solving patterns and transforming problem solving from an individual passive event to a more open, agile active, systemic process. Several actual case examples are provided to illustrate applications.

The paper examines how taking a more open approach to problem solving in projects leads to better solutions. The proposed method and lessons from actual cases offer support to these proposals.

The proposed models in this paper originate from the conclusions and observations drawn by the authors over many years of experience. However, they are not the product of a systematic research effort. This paper is intended to provide a new lens for project managers to view projects. It does not purport to declare findings of any research or analyze any sort of research.

The conceptual framework provided in this paper is a practical one derived from the practices used in leading companies. The paper provides practical guidelines to aid project managers in recognizing and managing problem‐solving patterns to create better solutions to problems.

Modern society is plagued by the effects of ineffective problem‐solving initiatives in business, government, and not‐for‐profit organizations. Flawed proposed solutions exact a toll on organizations, their members, and the constituents they serve. This paper proposes a way of improving the quality of problem‐solving processes that may benefit a broad scale of people.

The concept of a problem‐solving pattern and a typology of problem‐solving patterns presented in this paper, provide project managers with a new way of conceiving of how problem solving can be used to improve project performance and adaptability.

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.

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.

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.

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.

Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project?

The study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis.

The results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data.

The findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning.

The multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.