DOI
https://doi.org/10.25772/6RVA-CT56
Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Robin Hurst
Abstract
Cross functional teams (CFTs) are groups of diverse professionals leveraged by organizations to address a variety of complex issues. While CFTs have the potential for rapid problem solving, product or service innovation, and knowledge creation, they sometimes underachieve or fail to meet their goals at great cost to the organization. Prior research points to the barriers that diverse professional identities create to CFT performance and learning. This study aims to explore the relationship between the professional identities of cross functional team members, and what and how they learn. A conceptual framework for the study sought to view a CFT as a type of community of practice (CoP), given the socially embedded learning associated with CoPs. The data for this single, qualitative case study included CFT member and stakeholder interviews, meeting observations, and a review of relevant CFT and company materials. Nine themes emerged from the study that provided insight into how the team operated as a community, and how the team integrated within the organization. The team was enabled as a community because of (a) a shared, motivating purpose; (b) space for personal lives, interests and identities; (c) multifaceted, multilayered expressions of professional identity; (d) minimization of hierarchical roles, (e) high frequency and variety of communication, (f) rich team learning, and (g) shared experiences that created stories. The team integrated with the organization through (a) managing organization tensions and issues of alignment, and (b) ensuring outward bound and cross organizational learning. These findings have implications for organizations interested in leveraging CFTs as learning entities. A new conceptual framework for viewing CFTs as an “adolescent” CoP is proposed.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-28-2025