Fostering Design Team Performance: A University Design Collaborative Environment
González Mendívil, Eduardo
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The learning process that comes from learning by doing activities, promotes new knowledge transferring vehicles that improves design team performance. However, there is still limited understanding of "how� Knowledge is acquired and how it varies using collaborative and conversational technologies to improve product development performance. The main contribution of this research is to establish a set of indicators that can be used as guides to help identify effective Knowledge practices that can be useful for design teams whose performance rely upon effective new product development activities. These indicators are obtained evaluating and comparing documents stored in a Product Data Management System (PDM) for differing levels of semantic significance, applying Latent Semantic Analysis (LSA). This provides a linkage between knowledge acquisition and the development of capabilities for knowledge mobilization, and a better understanding of "how" design teams improve their performance. The present research is contextualized in an academic environment within project design courses at ITESM University.