scholarly journals Team Processes

Management ◽  
2020 ◽  
Author(s):  
Eean R. Crawford

Team processes refer to the actions team members take to combine their individual resources, knowledge, and skill to resolve their task demands and achieve collective goals. These are distinct from team emergent states which refer to characteristic levels of feelings or thoughts among team members. The distinguishing feature between team processes and emergent states is that team processes represent actions team members take, whereas emergent states represent team member attitudes, values, cognitions, and motivations. Both team processes and emergent states are conceptually dynamic and can vary as a function of the other. Conceptual clarity regarding the nature of team processes has developed only in the prior two decades. Prior to that time team processes were broadly and ill-defined. Team processes have occupied the mediating role in traditional input-process-outcome (IPO) models. However, these models have evolved to position team processes within a larger category of mediating mechanisms in organizing frameworks of overlapping domains capturing team structural features, team compositional features, and mediating mechanisms, all embedded within organizational structure and culture. Team processes are increasingly recognized as having taskwork and teamwork dimensions, with taskwork being represented as creative behavior, decision-making, and boundary spanning; and teamwork being represented by transition, action, and interpersonal processes. The subject of team processes has been represented in nearly all general reviews of small groups and teams, in many primary studies that examine both general and specific team processes, and in several meta-analyses. The fundamental conclusion of this body of research is that teams can learn how to have more effective processes, and teams with more effective processes exhibit higher performance.

2018 ◽  
Vol 6 (3) ◽  
pp. 413
Author(s):  
Marie-Josée Fleury ◽  
Guy Grenier ◽  
Jean-Marie Bamvita ◽  
Marie-Pierre Markon ◽  
François Chiocchio

Rationale, aims, and objectives: Team effectiveness is associated not only with team design, but also with team dynamics such as work role performance. This study aimed to: (1) identify variables associated with perceived work role performance in a sample of 315 mental health professionals and (2) assess the contributions of team members and team characteristics; organizational and territorial context; team emergent states and team processes.Method: Mental health professionals from 4 health service networks in Quebec, Canada, completed a self-administered questionnaire consisting of standardized scales. Based on a conceptual framework adapted from the Input-Mediator-Output-Input (IMOI) model, independent variables were organized according to: (1) characteristics of team members and their teams, (2) organizational and territorial context, (3) team emergent states and (4) team processes. Their respective contributions to perceived work role performance were tested using a hierarchical regression analysis.Results: Perceived work role performance was associated with younger age (characteristics of team members and their team), familiarity between co-workers (Team emergent states) and belief in interprofessional collaboration, knowledge-sharing, team interdependence and team support (Team processes). Most variation in work role performance was explained by Team emergent states, followed by Team processes.Conclusion: This study tested a large number of variables associated with perceived work role performance in mental healthcare based on a comprehensive and innovative, theory-driven framework. The inclusion of mental health professionals from several types of teams representing mental health networks in different geographical areas added value to the study. The results confirm the need for managers to optimize team emergent states and team processes in order to improve work role performance. Initiatives such as training in teamwork and clinical guidelines are recommended.


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Diana Sachmpazidi ◽  
Alice Olmstead ◽  
Amreen Nasim Thompson ◽  
Charles Henderson ◽  
Andrea Beach

Abstract Background Team-based instructional change is a promising model for improving undergraduate STEM instruction. Teams are more likely to produce sustainable, innovative, and high-quality outcomes than individuals working alone. However, teams also tend to involve higher risks of failure and can result in inefficient allocation of valuable resources. At this point, there is limited knowledge of how teams in the context of STEM higher education should work to achieve desirable outcomes. Results In this study, we collect semi-structured interview data from 23 team members from a total of 4 teams at 3 institutions across the USA. We analyze the results using a grounded theory approach and connect them to the existing literature. This study builds upon the first part of our work that developed a model of team inputs that lead to team outcomes. In this part, we identify the mechanisms by which input characteristics influence teamwork and outcomes. Team member data expand this initial model by identifying key aspects of team processes and emergent states. In this paper, we present five team processes: strategic leadership, egalitarian power dynamics, team member commitment, effective communication, and clear decision-making processes, that shape how teams work together, and three emergent states: shared vision, psychological safety, and team cohesion, that team members perceived as important aspects of how teams feel and think when working together. Conclusions This work furthers our understanding of how instructional change teams can be successful. However, due to the highly complex nature of teams, further investigation with more teams is required to test and enrich the emerging theory.


2020 ◽  
Author(s):  
Jennifer E Dannals ◽  
Emily Reit ◽  
Dale T. Miller

Social norm perception is ubiquitous in small groups and teams, but how individuals approach this process is not well understood. When individuals wish to perceive descriptive social norms in a group or team, whose ad- vice and behavior do they prefer to rely on? Four lab studies and one Teld survey demonstrate that when in- dividuals seek information about a team’s social norms they prefer to receive advice from lower-ranking indi- viduals (Studies 1–4) and give greater weight to the observed behavior of lower-ranking individuals (Study 5). Results from correlation (Study 3) and moderation (Study 4) approaches suggest this preference stems from the assumption that lower-ranking team members are more attentive to and aware of the descriptive social norms of their team. Alternative mechanisms (e.g., perceived similarity to lower-ranking team members, greater honesty of lower-ranking team members) were also examined, but no support for these was found.


2021 ◽  
pp. 104649642199789
Author(s):  
Patrícia L. Costa ◽  
Lisa Handke ◽  
Thomas A. O’Neill

Team virtuality has been mostly conceptualized as structural features, such as the percentage of time team members communicate via technology. However, the perception of distance and of information deficits (team perceived virtuality, TPV) may be an indispensable construct to understand virtual teams’ functioning. The lockdowns imposed on most countries due to COVID-19 created virtual teams with high degrees of structural virtuality. With structural virtuality held constant among teams, we explore configurations of work characteristics (autonomy, interdependence, and organizational support) that influence TPV. With a sample of 296 multinational workers, a Latent Profile Analysis identified four distinct profiles of those work characteristics. Those profiles related differently to TPV. Contrary to previous findings, interdependence seems to play an important role in these teams high in structural virtuality when their autonomy is also high, highlighting the pivotal role of frequent interaction among team members, under conditions of high structural virtuality.


2012 ◽  
Vol 12 (2) ◽  
pp. 193-210 ◽  
Author(s):  
Audra I. Mockaitis ◽  
Elizabeth L. Rose ◽  
Peter Zettinig

This paper investigates the perceptions of members of 43 culturally diverse global virtual teams, with respect to team processes and outcomes. Despite widespread acknowledgement of the challenges presented by cultural differences in the context of global teams, little is known about the effect of these differences on team dynamics in the absence of face-to-face interaction. Using a student-based sample, we study the relationship between global virtual team members’ individualistic and collectivistic orientations and their evaluations of trust, interdependence, communication and information sharing, and conflict during the team task. Our results suggest that a collectivist orientation is associated with more favorable impressions regarding global virtual team processes and that cultural differences are not concealed by virtual means of communication.


2017 ◽  
Vol 44 (4) ◽  
pp. 745-776 ◽  
Author(s):  
Woonki Hong ◽  
Lu Zhang ◽  
Kwangwook Gang ◽  
Boreum Choi

Drawing on expectation states theory and expertise utilization literature, we examine the effects of team members’ actual expertise and social status on the degree of influence they exert over team processes via perceived expertise. We also explore the conditions under which teams rely on perceived expertise versus social status in determining influence relationships in teams. To do so, we present a contingency model in which the salience of expertise and social status depends on the types of intragroup conflicts. Using multiwave survey data from 50 student project teams with 320 members at a large national research institute located in South Korea, we found that both actual expertise and social status had direct and indirect effects on member influence through perceived expertise. Furthermore, perceived expertise at the early stage of team projects is driven by social status, whereas perceived expertise at the later stage of a team project is mainly driven by actual expertise. Finally, we found that members who are being perceived as experts are more influential when task conflict is high or when relationship conflict is low. We discuss the implications of these findings for research and practice.


1998 ◽  
Vol 62 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Ravindranath Madhavan ◽  
Rajiv Grover

Because new product development (NPD) teams are engaged in knowledge creation, NPD management should emphasize cognitive team processes rather than purely social processes. Using the notions of tacit knowledge and distributed cognition as a basis, the authors propose that the T-shaped skills, shared mental models, and NPD routines of team members, as well as the A-shaped skills of the team leader, are key design variables when creating NPD teams. The authors propose that trust in team orientation, trust in technical competence, information redundancy, and rich personal interaction are important process variables for the effective and efficient creation of new knowledge.


2019 ◽  
Vol 9 (2) ◽  
pp. 158
Author(s):  
Erik R. Eddy ◽  
Caroline P. D’Abate ◽  
Melinda Costello

There is evidence that teamwork is proliferating in organizations and, in many ways, is replacing working individually. Academia has responded by integrating teamwork into curricula, but the use of teams as a pedagogical approach is also driven by evidence that it can lead to enhanced learning and more engaged learners. Researchers have examined factors in team effectiveness, activities and assignments for student teams and ways to optimize team formation. The current study was designed to focus on an under-explored and critical area of managing teamwork in classroom pedagogy: peer feedback. Students were placed into two conditions - a “conventional” approach using general, non-benchmarked feedback and an “enhanced” behaviorally-specific, benchmarked approach. Findings suggest enhanced teammate evaluations held substantial benefits over conventional evaluations resulting in better student perceptions of team processes (i.e., action, transition, and interpersonal processes) as well as more enthusiasm for teamwork. These findings have important implications for classroom pedagogy and student career development.


2021 ◽  
Author(s):  
Marketa Gross

Patient safety in health care remains a serious concern in Canada. Adverse events can lead to physiological and psychological complications and pose a significant economic burden on the health care system. The purpose of this descriptive qualitative study was to explore the team processes, roles and factors that underpin effective communication between team members during an OR-PACU handover. Content analysis revealed four major categories: Ownership, Distractions and Interruptions, Transfer of Information and Workflow. The results of this study, informed by the Theory of Collective Competence enhance our understanding of the OR-PACU handover and support the need for the development of a structured OR-PACU team handover process.


2018 ◽  
Vol 44 (1) ◽  
pp. 165-210 ◽  
Author(s):  
Andrew C. Loignon ◽  
David J. Woehr ◽  
Misty L. Loughry ◽  
Matthew W. Ohland

Emergent states are team-level attributes that reflect team members’ collective attitudes, values, cognitions, and motivations and influence team effectiveness. When measuring emergent states (e.g., cohesion, conflict, satisfaction), researchers frequently collect ratings from individual group members and aggregate them to the team level. After aggregating to the team level, researchers typically focus on mean differences across teams and ignore variability within teams. Rather than focusing on the mean level of emergent states, this study draws on recent advances in multilevel theory and describes an approach for examining the specific patterns of dispersion (i.e., disagreement) across five emergent states. Our findings suggest that teams reliably demonstrate different patterns of rating dispersion that are consistent with existing theoretical frameworks and typologies of dispersion, yet have not previously been empirically demonstrated. We also present evidence that the different patterns of dispersion in emergent states are significantly related to key team outcomes, even after controlling for the mean levels of those emergent states. These findings underscore the importance of exploring additional forms of team-level constructs and highlight ways of extending our understanding of group-level phenomena.


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