Text-Based Collaborative Work and Innovation: Effects of Communication Media Affordances on Divergent and Convergent Thinking in Group-Based Problem-Solving

Abstract

Introduction Computer-mediated communication (CMC) is increasingly being used to support collaborative work in a variety of organizational settings (Kuo & Yu, 2009). An example of this is frequent occurrence of virtual groups involved with new product development and innovation (de Leede, Kraan, den Hengst, & van Hooff, 2008; Malhotra, Majchrzak, Carman, & Lott, 2001). In order to generate new knowledge of desirable use of CMC in innovative group work, it is important to investigate how distinctive characteristics of different communication media influence group dynamics and innovative thinking processes. Studies focusing on innovative work in groups communicating by use of electronic media generally apply different quality measures (e.g., number of ideas generated, average quality of ideas, and total quality produced) as outcome variables (Girotra, Terwiesch, & Ulrich, 2010; Reinig, Briggs, & Nunamaker, 2007). Little emphasis has been put on how properties of CMC influence innovative thinking processes which in turn may impact on performance outcomes. This research applies such a process perspective, and main objective of study is to investigate how electronic communication media influence innovative thinking. There are many theories focusing on underlying features of CMC. Theories like Media Richness Theory (Daft & Lengel, 1986), Media Synchronicity Theory (Dennis, Fuller, & Valacich, 2008; Dennis & Valacich, 1999) and Burgoon et al.'s (1999) interactivity model all attempt to describe constituent parts of mediated communication. Drawing on existing theoretical contributions, this study focuses on effects of three communication affordances (synchronicity, parallelism, and identification) on divergent and convergent thinking processes in computer-mediated problem-solving in groups in a text-based collaboration environment. The paper is organized as follows. First, theoretical basis for research is presented, followed by development of hypotheses. The methodological approach is thereafter described, and results of hypotheses tests are presented. The paper concludes with a discussion of results, study limitations and directions for future research. Theoretical Background Communication Affordances Many theories have been developed to categorize media qualities and explain effects on communication processes and outcomes. One of most widely used theories in this respect is Media Richness Theory (MRT) (Daft & Lengel, 1986), which posits that task performance will be improved when task information needs (i.e., need for reduction of uncertainty and creation of a shared understanding) are matched to a medium's capacity for processing rich information. Daft and Lengel (1986) define information as the ability of information to change understanding within a time interval (p. 560), and capacities of communication media to process rich information vary owing to differences in their abilities to provide rapid feedback, carry multiple cues, convey personality traits, and support language variety (Kock, 2005). Empirical tests involving new communication media have not been very supportive of MRT, however (see e.g., Burke & Chidambaram, 1999). A particular weakness of theory is that richness is perceived as an intrinsic and unalterable property of communication media. Yet media are not monolithic, and media is thus not invariant (Dennis et al., 2008). Recognizing weaknesses of MRT, Media Synchronicity Theory (MST) focuses on abilities of media to support communication processes of group work (Dennis et al., 2008; Dennis & Valacich, 1999). MST identifies five capabilities of media (transmission velocity, symbol sets, parallelism, rehearsability, and reprocessability) that are important for understanding effects of media use on ability to communicate and process information. …