Theoretical Basis for Team Character Development
In group dynamics and organizational learning theories, Argyris (1993) and Dixon (1994) note that project teams often “get stuck” in defensive routines that inhibit effective learning and may “remain stuck” unless these dysfunctional behaviors are changed. More specifically, such self-fueling, counterproductive group dynamic processes jeopardize projects in the following ways:
Issues that are perceived as embarrassing or threatening in projects become undiscussable or are dismissed by being attributed to organizational politics.
Sensitive project issues are bypassed or covered up to protect project members while inhibiting organizational learning.
Measures that excuse or maintain the original bypassing ...
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