Team up

How IDEO work?

Key Roles of Teams
Creating Effective Cross function team

Teams

Small group with complementary skills who hold

themselves mutually accountable for common
purpose, goals, and approach

McGraw-Hill

Getting Ideas Out?

What about the team meetings helps to get so
many
ideas
out
on
the
table?
Diverse team composition
Explicit role of process facilitator (not the
boss)
Communication norms based on rules of
improvement:
1. one
conversation at a time
2. stay focused
3. defer judgment
4. encourage wild ideas
5. build on the ideas of
others

Subgroups & Mockups

Subgroups to develop mockups

optimizing different criteria:

Child-safe cart
Theft-proof cart
High-tech cart

Why subgroups focused differently?

Why mockups?

Narrowing in on a solution?

Narrowing it down?
What changes in their process in order to
focus on completing a viable solution?

Vote on preliminary ideas

* narrows the field of ideas to be
considered
* depersonalizes the
judgment (ideas on board, post-its)
Leaders take charge to appoint advocates of
design criteria
Build a prototype
requires win-win negotiation;
enables richer feedback on the
solution

Types of Teams

Task forces
Committees

T-shaped person

What causes a person with deep skills but little wingspan to

suddenly reach out to share information with her teammates?
Namely this: empathy
Tim Brown, CEO and president of IDEO, alludes to the role
empathy plays in the T-shaped person
We look for people who are so inquisitive about the world
that theyre willing to try to do what you do. We call them Tshaped people. They have a principal skill that describes the
vertical leg of the T theyre mechanical engineers or
industrial designers. But they are so empathetic that they can
branch out into other skills, such as anthropology, and do
them as well. They are able to explore insights from many
different perspectives and recognize patterns of behavior
that point to a universal human need. Thats what youre
after at this point patterns that yield ideas.
You can read more about what Tim has to say On Being Tshaped here

A TeamEffectiveness Model

Collaborative vs. Intellectual-Centric Responses

Collaborative Responses

Symptoms of Intellectual-Centrism

Information
Search

Distribute attention to technological

and user benefit information among
both engineers and marketers

Focus attention on technological

information among engineers and user
benefit information among marketers

Idea Sampling

Sample information across

disciplines for marketable innovation

Sample information primarily from

ones own disciplines for marketable
innovation

Idea Generation

Generation of ideas from

multidisciplinary perspectives

Generate ideas primarily from ones

own disciplinary perspective

Idea Editing

Open to suggested revisions of

ones own ideas from people with
different disciplinary backgrounds

Resist suggested revisions of ones own

ideas from people with different
disciplinary backgrounds

Dissemination
Stress

Experience low stress when

presenting ideas to an audience with
different disciplinary backgrounds

Experience heightened stress when

presenting ideas to an audience with
different disciplinary backgrounds

Managing
Conflicts in Work
Team

Attribute conflicts to disputants

personal qualities or experiences;
prefer problem-solving strategies

Attribute conflicts to crash of

disciplinary perspectives; prefer
competitive strategies

Key Roles
of Teams

EXHIBIT

9-4

13

Enhancing performance of
integrative Research
Chiu Cy, Kwan Letty, & Liou Shyhnan
How can developing economies
leverage on cultural diversity to
promote eminent creativity and
profound innovation? Individual,
organizational and national processes

Understand and promote integrative

research
14

Scientific and technological innovations often involve

collaborations across disciplines and functional groups.
Mixed findings for the effects of functional diversity
We propose a model and the research it organizes for
understanding and promoting integrative research.

A cultural perspective to integrative

research
(Chiu & Kwan, 2010; Proctor et al., 2011, Chiu, Kwan & Liou, 2014)

15

1.

2.

We propose that disciplinary or professional cultures

are like national cultures in that they are reproduced
through institutionalization of cultural practices.
Professional enculturation:
Provides a foundational schema to structure
knowledge acquisition, organization, and generation
in a discipline
leads to Intellectual Centrism the belief that
ones disciplinary perspective is the only applicable
and valid perspective in the current domain of
inquiry (Banerjee & Chiu, 2008).

Syndrome of intellectual centrism

16

Definition of integrative research

et al, 2006)
17

(Tress,

A model of culture and integrative

research
18

(Chiu, Kwan & Liou, 2013)

Study 1:
19

Effects of Intellectual Centrism on Information

Search
(Kwan, & Chiu, in preparation)

Experiment

Result1: Participant Major X information type interaction

F(1.69)=5.57, p=.02
B
E
C

4.39 3.90 t(87)=9.05

3.77 3.90 t(87)=2.89

eye movement time

to attend to
information

20

Fig. 1. Presentation of technological information (signaled by the symbol ) and

consumer information (signaled by the symbol ) on a sample information page.

Measure of perceived value differences between business and

engineering students : S(Ei - Bi)2/N

21

Disciplinary Perspective x Orientation

interaction
22

Result 2: The Disciplinary Perspective x Orientation interaction was

significant, F(1,85)=78.66.
B

Market

4.39

3.90

t(87)=9.05

Research

3.77

3.90

t(87)=2.89

among those who perceived relatively large value differences

between engineering and marketing, business students looked at
consumer information 9.41 times more than they looked at
technological information, while engineering students looked at
technological information 2.31 times more than they did
consumer information.

Study 2: interdisciplinary learning goal to mitigate the

23

adverse effect of intellectual centrism (Kwan, & Chiu, in

preparation)

Manipulation the salience of an interdisciplinary learning goal:

Learning
Disciplinary interdisciplinary
Aware

differenc
e
similarity

In the Difference Aware-Interdisciplinary Learning Condition, participants

were instructed to think of five ways in which people in their discipline
approach a problem differently from people in the other disciplines, and
then to recall a personal experience in which they learned something
new and important from an individual coming from a different discipline.
Result: When participants found it difficult to recall either experiences of
learning from their own discipline or similarities between disciplines,
they gave up ideas from their own discipline and relied on ideas from
the other disciplines exclusively.

Study 3 & 4:
24

Effects of perceived disciplinary differences

and interdisciplinary learning motivation on quality of
collaboration and creative
Perceived
value
difference
Study 3
Professional
Orientation
Scale
Study 4

Interdisciplinary
learning goal

Participnts

measure of the
motivation to
broaden ones
abilities through
learning from
others (=.93; 13).

30
multidisciplin
ary student
research
teams (9-10)

measure of
perceived
malleability of
personal attributes

27
multidisciplin
ary student
teams (4)

(Kwan, Chiu, Liou, in preparation)

Study 3 & 4: Effects of perceived disciplinary

25

differences and interdisciplinary learning motivation on

quality of collaboration and creative

Low disciplinary
difference
(- 1 sd)

Low learning High learning

(-1 sd)
(+1 sd)

High disciplinary
difference
(+ 1 sd)
Low learning
(-1 sd)

High learning
(+1 sd)

Overall collaboration
quality
Study 3
Study 4

Empowerment (Study 3)

4.76
6.15

5.10
5.65

4.12
5.73

5.34
6.41

4.70

5.26

4.20

5.56

Task enjoyment (Study

3)

Cooperation (Study 3)

4.70

4.84

4.40

5.08

4.89

5.23

4.13

5.39

22.09

16.77

5.73

20.49

Creative performance
(Study 4)

Study 5:

Intellectual Centrism: Field Study at DCB

(Liou, Kwan, & Chiu, in preparation)
26

We interviewed and surveyed the administrators and

scientists in the Development Center for Biotechnology
(DCB) in Taiwan, a public organization set up to facilitate
synergy of governmental, academic, and industrial efforts
in biotechnology.
Given that the DCB engaged both academics and
nonacademics in integrative research, two subgroups in
the organization, each with its distinctive values, were
identified.
The more motivated or mastery-oriented the participants
were in achieving their valued research goals, the more
strongly they felt that their organization should adopt the
research development policies that were congruent with
these participants value orientations.

Study 5:
27

Intellectual Centrism: A Field Study (Liou,

Kwan, & Chiu, in preparation)

Value clash
between the
subgroups was a
frequently
mentioned source
of disagreement
and mistrust
within the
organization.
different
perceptions of
what constituted
innovation and
preferences for
different policies
for managing
integrative
research.

academics (researchoriented)
Valued intrinsic
motivation for doing
research, emphasizing
the importance of intrinsic
factors (e.g., research
interest, intellectual
challenge) as the primary
drivers of research
engagement.
favored developing basic
science instead of its
marketable applications,
and having global and
predictable research
expectations that
supported long-term
research,

nonacademics
(business-oriented)
Saw marketability of new
ideas and extrinsic factors
(e.g., the feasibility and
profitability of a project,
implications of the outcome
of a project for the
reputation of the DCB) as
the primary drivers of
research activities.
favored marketable
discoveries and a research
environment that allowed
adaptation to unplanned
contingencies through
local, flexible adjustment of
research objectives and
scopes.

Study 6:
28

Need for change X Bicultural Incompatibility X

Polyculturalism: Field Study at ITRI (Chiu, Liou, & Kwan, in
preparation)

Study 6: need for change &

Polyculturalism: Field Study at ITRI (Chiu, Liou, &
29

Kwan, in preparation)

1.

2.

Findings
When employees want stability in their organization, the
belief in mutual influence of seemingly compatible
disciplines leads to more favorable cognitive, motivational
and interpersonal outcomes for employees.
When employees recognize the need for changes in their
organization, belief in mutual influence of seemingly
incompatible disciplines leads to more favorable cognitive,
motivational and interpersonal outcomes for employees.

High need for change

30

Low need for change

31

32

Policy implications
33

Project of Enhancing IR of MOST

34

Program of Enhancing IR of MOST

35

-
-

- (
)
- (

)

A1

B1

-

A2

B2

-
-

- (
-
A3
)
B2

- - (
-
)
-
B3

-

- B4
-

B5

A4
- (

)

-
-
-

Project of Enhancing IR of ITRI

36

Bridging the Missing Middle

37

Source: The Missing Middle (Philip E. Coyle, 2011)

Bridging Missing Middle

38

TW policies
39

3C
20130326

GPS

Idea generation, selection ( pick up), selling

business model)

Successful ideation

1.

2.

3.

Feasibility: what is functional

possible within the foreseeable
future.
Viability: what is likely to become
part of a sustainable business
model
Desirability: what makes sense to
people and for people

Framework of Living Labs

Conceptualizing Living labs