Based on the premise that self-managing team members need political skills, we examine the relationship between members’ political skills and job performance. We hypothesized that achievement-oriented motivation, degree of self-management, and pro-social motivation would each positively affect the relationship between political skills and job performance. Findings revealed that a degree of self-management positively affects the relationship between political skills and job performance. Also results suggest that team members with low political skills may experience a significant decline in job performance when the degree of self-management is high. This study contributes to the theory of the efficient operation of self-managed teams and suggests, vis-à-vis practice, that selecting team members with political skills is necessary when increasing the degree of team autonomy.

This paper summarizes the series of discussions on Howard-Grenville et al. (2016) and explores the contributions, challenges, and future directions of the process school of organizational routines. The process school conceptualizes routines not as a theoretical construct but as a concrete phenomenon that emerges from interdependent actions, aiming to explain both organizational change and stability. However, empirical studies face challenges in effectively capturing the micro-macro loop, clarifying the relationship between performative and ostensive aspects, and strengthening managerial relevance. By integrating Weick’s theory of organizing and the concept of collective mind with the process school’s perspective on routines, this paper examines new directions for organizational routine research.