Organization Management Dynamic Creative Team Coordination

This open access book, through an in-depth process study of the interactions of two creative groups (film production crew) in temporary organizations during two media projects, explores how a team developmental process unfolds and proposes a model illustrating how the groups repeatedly change formation so that individuals can manage job interdependencies and new issues arising while developing, building up, and synthesizing new ideas into a final creative solution. This theory on creative group dynamic coordination builds theory on how and why creative groups coordinate, challenges assumptions about the role of formal structures and informal practices by demonstrating how the two dynamically interact and complement each other to facilitate coordination via the emergence of what one would expect to be “un-coordinated methods”, and provides an alternative perspective to the stages the groups have to go through by emphasizing a cyclical and not a linear team developmental process. About the author Stavros Georgiades is Professor W2 of Management at the Stuttgart Media University (Visiting Post), Assistant Professor of Management at Frederick University, a research collaborator of the University of Digital Sciences Berlin and the founder of the Anagnorisis Institute of Media Management (AIMM). He holds a PhD in Management from the Henley Business School, University of Reading, UK. His research focuses on media employee engagement and creativity, team coordination and adaptation in media settings, and digital entrepreneurship.

This book focuses on the core theoretical concept of “Ma thinking” - an idea that serves as springboard for the thoughts and actions of distinguished practitioners, innovators, and researchers. The theoretical and practical importance of the Ma concept in new innovation activities lies in the thinking and activities of the leading practitioners. However, there is little academic research clarifying these characteristic dynamic transition mechanisms and the synthesis of diverse paradoxes through recursive activities between formal and informal organizations to achieve integration of dissimilar knowledge.

Technology and organizations co-evolve, as is illustrated by the growth of information and communication technology (ICT) and global software engineering (GSE). Technology has enabled the development of innovations in GSE. The literature on GSE has emphasized the role of the organization at the expense of technology. This book explores the role of technology in the evolution of globally distributed software engineering. To date, the role of the organization has been examined in coordinating GSE activities because of the prevalence of the logic of rationality (i.e., the efficiency ethos, mechanical methods, and mathematical analysis) and indeterminacy (i.e., the effectiveness ethos, natural methods, and functional analysis). This logic neglects the coordination role of ICT. However, GSE itself is an organizational mode that is technology-begotten, technology-dominated, and technology-driven, as is its coordination. GSE is a direct reflection of ICT innovation, change, and use, yet research into the role technology of GSE has been neglected. Global Software Engineering: Virtualization and Coordination considers existing fragmented explanations and perspectives in GSE research, poses new questions about GSE, and proposes a framework based on the logic of virtuality (i.e., creativity ethos, electrical methods, and technological analysis) rather than of rationality and indeterminacy. Virtuality is the primary perspective in this book’s comprehensive study of GSE. The book concludes with an integrated explanation of GSE coordination made possible through ICT connectivity and capitalization.

Groups and organizations vary dramatically in their ability to learn. Some acquire substantial knowledge as a function of experience, while others do not. In groups, learning can occur at the level of the individual member and/or the group as a whole. In organizations, learning can occur at both of these levels as well as that of the wider collective. Besides varying in the amount and kind of information they acquire, groups and organizations also vary regarding their success in retaining knowledge and transferring it to other units. In general, groups and organizations that are proficient in acquiring, retaining, and transfering knowledge are more productive and more enduring than their less able counterparts. The goal of this handbook is to bring together cutting-edge theoretical and empirical work on group and organizational learning by leading scholars from several disciplines. Because many of the same processes influence learning in groups and organizations, including both kinds of learning in the same volume has the potential to facilitate the integration of knowledge and the cross-fertilization of ideas. These benefits are reciprocal, in that research at the group level can shed light on how organizations learn whereas research at the organizational level can illuminate how groups learn. By clarifying similarities and differences in the processes that underlie learning in groups and organizations, the handbook advances understanding of the causes and consequences of learning in collectives of varying size and complexity.

This book develops a unified framework to explain the phenomena of competitive advantage and firm value creation in dynamic environments. Through a new strategic value creation theory, it explores how a firm can measure and sustain its competitive advantage through management incentives, capital market forces, organizational culture and structure, and social complexity. It also considers how management can utilize their resources and capabilities, shadow options, product market forces, customer needs, and organizational learning as a means to differentiate them from the competition. With an innovative approach to theory and research, it will be positioned to inform both scholars and practitioners in management, business strategy, and entrepreneurship on the process of competitive and sustainable value creation.

Today's workers spend upwards of 80% of their time collaborating and teams have become the fundamental unit within organizations. Creative Success in Teams summarizes for practitioners and researchers what drives team creativity. Utilizing research from psychology, organizational behavior/management, business, and education, the book discusses how best to start, manage, and foster creativity in team environments, how to encourage participation and collaboration, what makes for the most creative team, and how best to lead and evaluate creative teams. Summarizes creativity research from psychology, education, and business Identifies how best to form a team for creative output Discusses how to foster team participation and collaboration Includes multicultural, interdisciplinary, and diverse teams

Teaches students how to” think like an APRN” This book describes an innovative model for helping APRN students develop the clinical reasoning skills required to navigate complex patient care needs and coordination in advanced nursing practice. This model, the Outcome-Present-State-Test (OPT), encompasses a clear, step-by-step process that students can use to learn the skills of differential diagnosis and hone clinical reasoning strategies. This method facilitates understanding of the relationship among patient problems, outcomes, and interventions that focus on promoting patient safety and care coordination. It moves beyond traditional ways of problem solving by focusing on patient scenarios and stories and juxtaposing issues and outcomes that have been derived from an analysis of patient problems, evidence-based interventions, and desired outcomes. The model offers a blueprint for using standardized health care languages and provides strategies for developing reflective and complex thinking that becomes habitual. It embodies several levels of perspective related to patient-centered care planning, team-centered negotiation, and health care system considerations. Through patient stories and case scenarios, the text highlights care coordination strategies critical in complex patient situations. It provides students with the tools to collect patient information, determine priorities for care, and test interventions to reach health care outcomes by making clinical judgments during the problem-solving process. Concept maps illustrate complex patient care issues and how they relate to each other. For faculty use, the text provides links to relevant APN competencies and provides guidelines for using the OPT when supervising students in field settings. Key Features: Delivers a concrete learning model for developing creative thinking and problem solving in the clinical setting Offers a blueprint and structure for using standardized health care languages Includes patient stories and case scenarios to illustrate effective use of the OPT model Highlights care coordination strategies associated with complex client situations with the use of the Care Coordination Clinical Reasoning model Reinforces methods of reaching a diagnosis, outcomes, and interventions and how to duplicate the process