Power Asymmetry and Learning in Teams: The Moderating Role of Performance Feedback
Organization Science
Senior Executive Information Behaviors and Decision Support: A Research Agenda
Proceedings of the 2010 conference on Bridging the Socio-technical Gap in Decision Support Systems: Challenges for the Next Decade
Power, Status, and Learning in Organizations
Organization Science
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This article reports partial results of an eight-year field study of the Top Management Teams (TMTs) of a global multidivisional financial services corporation and compares those results with large-sample work in the TMT literature. In particular, it investigates the operationalization of TMT cognitive diversity by the proxies of age, team tenure, industry experience, and functional background heterogeneity most often used in statistical work, and compares those operationalizations with cognitive diversity itself. In addition to highlighting which proxies seemed to most closely approximate cognitive diversity and why, it demonstrates the confounding impact of power on all operationalizations. A comparison of the field results with three representative studies with respect to the operationalization of the dependent variables of diversification, innovation, and performance helps to explain why previous TMT heterogeneity research has often produced inconsistent results or nonfindings. It offers some suggestions that should improve the robustness of statistical research and demonstrates the reciprocal usefulness of case and large-sample research.