摘要：In this paper, research in cross-functional work and the impact of successful teaming is
extended to investigate the manufacturing engineering – finance interface and to determine
whether differences that exist between learning-style preferences related to a teaming project
would be attributable to the choice of discipline-specific majors, and/or personality differences
as measured by the Myers-Briggs Personality Indicator (MBTI). Some differences are explained
by academic major while others are better explained by personality type. Application for
education and practice are offered as a result of the findings.
This research supports the difficulty in successful implementation of cross-functional
teams and provides an avenue for study of other dyads and triads in such teams. There are also
implications for practice from this study. As students from one discipline have opportunities to
interact in a team environment with students from another discipline, they have the ability to gain
a better understanding of differences that exist not only between others with whom they may
directly work, but also in the cross-disciplinary teams for which they are likely to be involved.
The more cross-functional team-based experiences that college students can experience, the
better prepared they will be as they enter the work force
关键词：Keywords: learning styles, personality, MBTI, cross-functional teams
