Anand, V., Clark, M. A., & Zellmer-Bruhn, M. (in press, accepted spring 2002). Implementing organizational knowledge processes: The role of team knowledge structures. Journal of Managerial Issues.
Organizations increasingly use workteams to acquire, integrate, and create new knowledge. However, such teams vary in the manner in which they hold knowledge – some are comprised of members who know similar things, while the membership of others may reflect more unique knowledge stores. These variations can significantly affect the efficiency with which teams process knowledge. We develop a typology of four knowledge configurations that may exist in workteams. Dimensions considered are the extent to which knowledge is externalized from (whether members depend on outside knowledge sources) and differentiated within (whether members know similar or different things). We then discuss tasks best suited to each team type and the impact of time, offering general propositions.
An earlier version of this paper was also presented at the 2000 Southern Management Association conference, Orlando.

Ostroff, C., Kinicki, A. J., & Clark, M. A. (2002). Substantive and operational issues of response bias and method variance across levels of analysis: An example of climate and satisfaction. Journal of Applied Psychology, 87, 355-368.
Two studies tested whether method variance is present at multiple levels of analysis and whether a methodological procedure can be employed to minimize the spurious impact of method variance. In Study 1, 8052 employees from 71 hotels completed measures of climate, work environment characteristics, and satisfaction. A comparison of correlations at the individual-level, cross-level, cross-level split, aggregate level, and aggregate-split level revealed that response bias was present at multiple levels of analysis. Results suggest that samples should be split in half when computing cross-level and aggregate correlations in order to avoid potential response bias problems. In Study 2, a field experiment determined that the temporal spacing of measures of climate and satisfaction in self-report surveys influences response bias. Implications of results and recommendations for future research are discussed. 

Ostroff, C., & Clark, M. A. (2001). Maintaining an internal market: Antecedents of willingness to change jobs. Journal of Vocational Behavior, 3, 425-453.
Abstract: The relative importance of demographic, job-related, family/community related moving concerns, and attitudinal factors in influencing employees’ willingness to accept intra-organizational job changes were investigated in a sample of 544 employees of a Fortune 100 company. Specifically, the influence of antecedent factors was examined across eight mobility opportunities: lateral, upward, change in job discipline, and no change in discipline by geographic and non-geographic relocation. Results indicated that employees are differentially willing to accept distinct types of mobility opportunities. Further, results of hierarchical regressions and tests of mediated relationships indicated that different sets of antecedent factors are more or less important depending on the type of internal mobility required, highlighting the need to examine a range of mobility types for understanding intra-organizational mobility. Theoretical and practical implications of these results are discussed.
An earlier version of this paper was presented at the 1999 Society for Industrial & Organizational Psychology Annual Conference, Atlanta.

Clark, M. A., Blancero, D., Luce, C., & Marron, G. (2001). Teaching workgroup-task congruence: The "Fit for Performance" exercise. Journal of Management Education, 25, 531-552.
Abstract: An activity description, debriefing guide, and instructional appendices are presented through which students may learn about the optimal use of workgroups in addressing organizational tasks of varying functional complexity. Student groups assigned to four conditions design and build Lego® products, learning how "fit" or "mismatch" between task and group composition can improve quality, learning, and affective outcomes. Discussion centered on the student’s development both as a member and as a manager of such workgroups. Favorable reactions to the utility of the activity were obtained from student participants and outside business facilitators.

Clark, M. A., Amundson, S. D., & Cardy, R. L. (under revision). Matching functional diversity and task complexity in workgroups..
Abstract: We examine the impact of the fit between a workgroup’s functional composition and the complexity of its task on performance outcomes of quality, individual perceptions of group efficacy, and multifaceted satisfaction. One hundred twenty-eight student project groups were assigned to "matched" or "unmatched" treatment conditions based upon two levels of functional diversity and two levels of task complexity. Outcomes were measured at both group (time, completion, task quality) and individual (efficacy and satisfaction with outcomes, process, and relationships) levels. Results indicated significant benefits of the fit between functional composition and task complexity for outcomes of task completion and task quality, but not for individual satisfaction with the group outcomes, and member relationships as well as for perceived group efficacy. In general, closer alignment between functional composition and task complexity was associated with more positive outcomes for group-level variables, while individual dependent variables were impacted by main effects. Directions for further testing and managerial implications are offered.
An earlier version of this paper was presented at the 2000 Academy of Management annual conference, Toronto.

Gove, S., Clark, M. A., & Boyd, B. (1999). Moving metaphors: Recipes for teaching management via experiential exercises. Proceedings of the Academy of Management Annual Meeting, D1-D6.
Abstract: Experiential learning exercises – ropes courses, team initiatives, and other mental and physical challenges – have become popular and, arguably, effective as pedagogy in both academic and corporate arenas. Linking such exercises to management content areas will enhance the learning experience of participants. We present three experiential exercises, including materials necessary, directions for use, and metaphors to establish such links.
 

Boyd, B.K., Muth, M., Gove, S. & Clark, M.A. (September, 2000). Teamwork at the top: Assessing and improving team skills among senior managers. Strategic Management Society Annual Meeting, Vancouver.
Abstract: Management teams play a significant role in organizational activities, ranging from new product development to corporate governance. Much of the research on upper echelons has focused on the similarity of demographic variables as a determinant of firm outcomes, and has relied primarily on archival data. Drawing from the work teams literature, we examine the effect of executive development programs on team knowledge, skills, and abilities (KSAs), and subsequent implications for team effectiveness. Hypotheses are tested using a sample of 250 Australian senior executives.
 

Alsua, C. J., Clark, M. A., & Sundie, J. M. (1998). Selecting for performance: The value of tolerance in diverse workgroups. Proceedings of the Production & Operations Management Society Annual Meeting, Santa Fe.
Abstract: Personal need for structure (NFS), is presented as a predictor of individual identification and performance within a diverse workgroup as well as of workgroup outcomes. Hypotheses supported predict a negative correlation between NFS and both identification with group and performance in conditions of actual demographic diversity or perceived differences in values beliefs. Implications for individual selection to workgroups are suggested.