Functional diversity (organizational)
Functional diversity encapsulates the cognitive resource diversity theory, which is the idea that diversity of cognitive resources promotes creativity and innovation, problem solving capacity, and organizational flexibility. This differs from social diversity, which in accordance with the similarity attraction (homophily) paradigm, is the idea that individuals who are more similar together are able to work together more effectively. There is a degree of ambiguity in academic literature in the definition of functional and social diversity due to many studies in this matter either focusing on one or the other or mashing up the different characteristics. Functionally diverse  teams “consist of individuals with a variety of educational and training backgrounds working together." Psychologists, economists, sociologists have conducted numerous studies on diversity within groups to examine the effects on group performance. There are debates about benefits and costs of working in a functionally diverse groups. Milliken and Martins (1996) concluded that “diversity appears to be a double-edged sword”. Benefits. According to Kent & McGrath (1969) diversity in the laboratory or classroom setting can improve “the quality of a given decision or the creativity of an idea”. Functionally diverse teams prevent excessive homogeneity, which has been found to be directly  related to highly cohesive groups where groupthink, a phenomenon where there is an absence of critical thinking in a group partly caused by excessive preoccupation with maintaining cohesiveness, may occur. Most examples of groupthink in the literature have been negative and could potentially have disastrous consequences. There is also a higher level of critical analysis of decision issues and alternatives in diverse teams due to minority views. Regardless of whether the minority view prevailed, the presence of minority views encouraged consideration of alternative decisions and thorough examination of assumptions and implications of alternative scenarios. In dealing with cognitive or creative  tasks, functional diversity proved to helpful. Diversity in educational backgrounds and level of knowledge can lead to an innovative idea. In a meta-analysis conducted by Bell, Villado, Lukasik, and Briggs (2011), the team found out that functional background variety diversity was positive for design and product development teams. A team composed of members from diverse functional backgrounds are exposed to broader range of perspectives and knowledge. Functionally diverse teams can spread its members across different functions, which could lead to positive team performance (Chattopadhyay, Glick, Miller & Huber, 1999). In addition, there is an argument that functional diversity in teams  would make the system “less determinant, less standardized, and therefore more fluid,” which is likely to allow an organization to react to changing environments. Creative tasks. IDEO, a design firm, successfully integrates engineering and design to produce creative innovation. Founder David Kelly on a 60 minutes segment mentioned the importance of diversity in tasks. Functional diversity allow fresh perspective, broader scope to tasks, and "obvious" questions to be asked. “IDEO’s success rests not just on the abilities of individual designers, but even more on an overall approach to design that emphasizes group work and cross-functional development.” Costs. Although  there has been much research on the benefits of functional diversity in groups, much of this research has been carried out in a laboratory or classroom setting as opposed to examining intact working groups within an organizational context. Contrary to the improved performance seen in laboratory settings, group diversity has seen substantially less benefits in intact working groups. Evidence from research on intact working groups has painted a less optimistic view of the benefits of diversity in groups due to possible dysfunctional elements such as increased stereotyping, in-group/out-group effects, dysfunctional conflict, and turnover. Studies suggest that diversity  in attitudes and values may be associated with negative outcomes. Ineffective teams. In a case study by the Harvard Business school, a diverse group of talented individuals came together at Music Games International, a small start-up company looking to release an innovative “music puzzle” game that would serve as educational software for children and as a music entertainment product. In the team, there was a marketing, sales management, and business development expert, an award-winning composer and pianist, an internationally acclaimed composer with substantial experience in electronic/computer compositions, a graduate student in Brain and Cognitive Sciences at MIT , a Music Business Management and Music Production and Engineering dual degree with expertise in computer music applications, and two MBA candidates in the Harvard business school (HBS). Even though each individual on the team was skilled in their area of expertise, the group quickly ran into problems that negatively affected the group’s performance. There were disagreements that ran unresolved and frustrations as meetings became long without accomplishing much. Team members wanted to take the product in different directions causing rifts within the team. A side formed that wanted to market the product to the education industry while the others  wanted to market the product to the entertainment industry. One of the members “felt that the greatest divide within the team came from the contrast between the creative impulses of the musicians and the more pragmatic approach of the HBS students.” The lack of cohesion among the team and personality conflicts lead to observable tension and heated discussions. A team member remarked after a few months on the team, "if the team continued to operate as it had so far, it had little chance of putting together a coherent business plan." Mechanics. The mechanism in which cases appear to give  functionally diverse groups improved performance seem to lie within the conflict generated. Task conflict is the conflict that originates from different perspectives on how to complete a task whereas emotional conflict involves different and opposing emotions. Task conflict that was generated from diverse groups had a positive association with cognitive task performance whereas emotional conflict due to conflict with out-group members has been suggested to give groups problems and lead to poor performance. This could be the mechanism behind variability in task performance of functionally diverse workgroups. Jehn et al. (1999), proposed that diversity could be split into knowledge  and perspectives, social category, and value diversity. Knowledge and perspectives could be seen as task conflict and had the greatest positive impact while value diversity had the greatest negative effect on team performance. Evidence supports that value diversity creates the greatest conflicts, probably through emotional conflict. Emotional conflict leads to problems in team cohesiveness and team dynamics, which would in turn have a significant effect on team performance, overriding benefits from increased task conflict. Williams and O’Reilly (1998), separates task and emotional conflict by discussing the commonly used information and decision-making theory and social categorization theory. The information and  decision-making theory predicts that availability of information due to diverse backgrounds will increase task conflict and produce new perspectives and ideas. The social categorization theory predicts that emotional conflict will stem from in-group/out-group effects due to diversity separating a team into smaller groups of similar people. Group members will attempt to make their in-group look better at the expense of the out-group, and similar group members will tend to like each other whereas dissimilar group members will tend not to like each other. Job stress that is likely to come from emotional conflict also  had a detrimental on performance.