Team Learning Behaviors and Performance: A Meta-Analysis of Direct Effects and Moderators

2021 ◽  
pp. 105960112110169
Author(s):  
Christopher W. Wiese ◽  
C. Shawn Burke ◽  
Yichen Tang ◽  
Claudia Hernandez ◽  
Ryan Howell
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Task Complexity ◽  
Meta Analysis ◽  
Sample Type ◽  
Learning Behaviors ◽  
Learning Teams ◽  
And Performance ◽  
The Relationship ◽  
Team Familiarity

Under what conditions do team learning behaviors best predict team performance? The current meta-analytic efforts synthesize results from 113 effect sizes and 7758 teams to investigate how different conceptualizations (fundamental, intrateam, and interteam), team characteristics (team size and team familiarity), task characteristics (interdependence, complexity, and type), and methodological characteristics (students vs. nonstudents and measurement choice) affect the relationship between team learning behaviors and team performance. Our results suggest that while different conceptualizations of team learning behaviors independently predict performance, only intrateam learning behaviors uniquely predict performance. A more in-depth investigation into the moderating conditions contradicts the familiar adage of “it depends.” The strength of the relationship between intrateam learning behaviors and team performance did not depend on team familiarity, task complexity, or sample type. However, our results suggested this relationship was stronger in larger teams, teams with moderate task interdependence, teams performing project/action tasks, and studies that use measures that capture a wider breadth of the team learning behavior construct space. These efforts suggest that common boundary conditions do not moderate this relationship. Scholars can leverage these results to develop more comprehensive theories addressing the different conceptualizations of team learning behaviors as well as providing clarity on the scenarios where team learning behaviors are most needed. Further, practitioners can use our results to develop more guided team-based policies that can overcome some of the challenges of forming and developing learning teams.

scholarly journals Interteam Cooperation and Competition and Boundary Activities: The Cross-Level Mediation of Team Goal Orientations

2019 ◽  
Vol 16 (15) ◽  
pp. 2738 ◽  
Author(s):  
Shin ◽  
Kim ◽  
Hur
Keyword(s):  
Goal Orientation ◽  
Team Performance ◽  
Team Learning ◽  
Boundary Spanning ◽  
Goal Orientations ◽  
Cooperation And Competition ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
And Performance ◽  
The Relationship

Drawing on Dragoni’s cross-level model of state goal orientation, this research aims to examine the cross-level mediating effect of team goal orientation on the relationships between interteam cooperation and competition and three forms of boundary activities. Study 1 tested the proposed mediating relationships by collecting survey data from 249 members of 45 South Korean work teams. Additionally, we conducted a two-wave longitudinal study (Study 2) on 188 undergraduate students to replicate the relationships between three types of team goal orientation and their relevant forms of boundary activities. In Study 1, we found positive associations between interteam cooperation and team learning goal orientation, and between interteam competition and team performance-prove and performance-avoid goal orientations. Team learning and performance-prove goal orientations were positively related to boundary spanning and reinforcement. As predicted, team learning goal orientation had a stronger relationship with boundary spanning than team performance-prove goal orientation, whereas team performance-prove goal orientation had a stronger relationship with boundary reinforcement than team learning goal orientation. While team learning goal orientation mediated the relationship between interteam cooperation and boundary spanning and reinforcement, team performance-prove goal orientation mediated the relationship between interteam competition and boundary spanning and reinforcement. The results of Study 2 demonstrated the positive lagged effects of team performance-prove goal orientation on boundary reinforcement and of team performance-avoid goal orientation on boundary buffering.

scholarly journals Trust and performance in business teams: a meta-analysis

2020 ◽  
Vol 26 (5/6) ◽  
pp. 287-300 ◽  
Author(s):  
Amy M. Morrissette ◽  
Jennifer L. Kisamore
Keyword(s):  
Team Performance ◽  
Meta Analysis ◽  
Performance Criteria ◽  
Team Size ◽  
Criterion Measure ◽  
Cross Sectional ◽  
Content Type ◽  
And Performance ◽  
The Relationship ◽  
Team Trust

Purpose The purpose of this study is two-fold. First, the nature of the relationship between team trust and team performance in the business context is determined. Second, both team design (team size and team type) and methodological moderators (source of criterion measure and study date) of the relationship are assessed. Design/methodology/approach A random-effects meta-analysis was performed on published and unpublished empirical studies. Subgroup moderator analyses were conducted using Cochran’s Q. Continuous moderator analyses were conducted using meta-regression. Findings Data from 55 independent studies (3,671 teams) were pooled. Results indicated a large, positive relationship between team trust and team performance in real business teams. Further analyses indicated that the relationship was significantly moderated by business team type, team size and source of criterion measure. Research limitations/implications Results indicate that different team types, sizes and performance criteria should not be treated as equivalent. Results are based on cross-sectional research and can only be generalized to business teams. Practical implications Managers should be attentive to trust issues in work teams, as they may portend future performance problems or mirror other organizational issues that affect team performance. Team function and size predict how team trust is related to team performance. Originality/value The present study answers a call by Costa et al. (2018) for additional investigation of moderators of the trust-performance relationship in teams using a quantitative review of studies.

Diversity in Alliance Portfolios and Performance Outcomes: A Meta-Analysis

2014 ◽  
Vol 43 (5) ◽  
pp. 1472-1497 ◽  
Author(s):  
Donghun (Don) Lee ◽  
Katie Kirkpatrick-Husk ◽  
Ravi Madhavan
Keyword(s):  
Positive Impact ◽  
Theoretical Orientation ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Alliance Portfolio ◽  
Quantitative Synthesis ◽  
And Performance ◽  
The Relationship ◽  
Level Of Analysis ◽  
Alliance Portfolios

Given the increasing interest in alliance portfolios, alliance portfolio diversity (APD) has been the focus of many recent studies. Yet, the performance consequences of APD—or of diversity in general—are neither theoretically clear nor empirically consistent. With meta-analytic analyses, we assess extant research on the APD–performance link. Across studies, APD has a positive impact on performance, although the level of analysis and how performance is measured influence the relationship. Going beyond conventional quantitative synthesis, however, we also systematically uncover patterns in how theoretical orientation and the operationalization of diversity moderate the APD–performance relationship. Our study serves as an invitation for future APD studies to employ more sophisticated theoretical and operationalization approaches as they expand our knowledge of diversity in alliance portfolios.

scholarly journals Ambivalent sexism and violence toward women: A meta-analysis

2021 ◽  
Author(s):  
Elena Agadullina ◽  
Andrey Lovakov ◽  
Olga Gulevich ◽  
Maryana Balezina
Keyword(s):  
Physical Violence ◽  
Meta Analysis ◽  
Violent Behavior ◽  
Ambivalent Sexism ◽  
Benevolent Sexism ◽  
Effect Sizes ◽  
Hostile Sexism ◽  
Sample Type ◽  
Attitudes Toward Violence ◽  
The Relationship

We analyzed 498 effect sizes about the relationship between ambivalent sexism and attitudes toward male-to-female violence, and 133 effect sizes about the relationship between ambivalent sexism and violent behavior. The results showed that hostile sexism is more strongly associated with both attitudes toward violence (r = .517) and violent behavior (r = .250) than benevolent sexism is (r = .328 and r = .049, respectively). The type of violence and the target of violence are the significant moderators for hostile sexism: the smallest effect size was observed for attitudes toward physical violence and the weaker correlation between hostile sexism and violent behavior was where an intimate partner was involved. Our findings revealed that gender and sample type were not significant moderators while the higher the level of equality in the country where the study was conducted, the higher the correlation between benevolent sexism and attitudes toward violence.

Innovative Approaches to Improving the Transfer and Sustainability of Learning

2014 ◽  
pp. 111-126 ◽  
Author(s):  
Michael P. Leimbach
Keyword(s):  
Literature Review ◽  
Competitive Advantage ◽  
Learning Transfer ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Performance Impact ◽  
Difference Scores ◽  
Effective Learning ◽  
And Performance ◽  
The Relationship

The importance of learning transfer in ensuring that learning contributes to an organization's competitive advantage has been undermined in organizational practice. There are two major reasons for this: 1) few studies directly explore the relationship between transfer and performance improvement, and 2) most existing transfer models are too complex for practitioners to implement. The purpose of this chapter is to explore the link between learning transfer activities and performance outcomes, and to create a framework for implementing an effective learning transfer solution. A targeted literature review meta-analysis was used to explore the performance impact of training vs. training plus transfer activities. The authors compute “difference scores” representing the percentage of improvement from the transfer activities over training alone. Activities are categorized into a framework of eleven critical learning transfer actions. They then implement the elements of the Learning Transfer Framework in three demonstration projects. By incorporating findings from the literature review, meta-analysis, and the demonstration projects, the authors propose a new transfer framework that is effective and easy to implement. Implications and directions for future researchers are advanced.

scholarly journals Examining the effects of interorganizational learning on performance: a meta-analysis

2018 ◽  
Vol 33 (4) ◽  
pp. 574-584 ◽  
Author(s):  
Anni Rajala
Keyword(s):  
Meta Analysis ◽  
Moderating Effects ◽  
Interorganizational Learning ◽  
Content Type ◽  
Positive Effects ◽  
Research Designs ◽  
Different Types ◽  
And Performance ◽  
The Relationship ◽  
Practical Implications

Purpose Relationship learning is viewed as an important factor in enhancing competitiveness and an important determinant of profitability in relationships. Prior studies have acknowledged the positive effects of interorganizational learning on performance, but the performance measures applied have varied. The purpose of this study is to examine the relationship between interorganizational learning and different types of performance. The paper also goes beyond direct effects by investigating the moderating effects of different research designs. Design/methodology/approach This paper applies a meta-analytic approach to systematically analyze 21 independent studies (N = 4,618) to reveal the relationship between interorganizational learning and performance. Findings The findings indicate that interorganizational learning is an important predictor of performance, and that the effects of interorganizational learning on performance differ in magnitude under different research conditions. Research limitations/implications The paper focuses on interorganizational learning, and during the data collection, some related topics were excluded from the data search to retain the focus on learning. Practical implications The study evinces the breadth of the field of interorganizational learning and how different research designs affect research results. Moreover, this meta-analysis indicates the need for greater clarity when defining the concepts used in studies and for definitions of the concepts applied in the field of interorganizational learning to be unified. Originality/value This study is the first to meta-analytically synthesize literature on interorganizational learning. It also illuminates new perspectives for future studies within this field.

Reliability Generalization as a Seal of Quality of Substantive Meta-Analyses: The Case of the VIA Inventory of Strengths (VIA-IS) and Their Relationships to Life Satisfaction

2018 ◽  
Vol 122 (3) ◽  
pp. 1167-1188 ◽  
Author(s):  
Mercedes Ovejero Bruna ◽  
Andreea C. Brabete ◽  
Jesús M. Alvarado Izquierdo
Keyword(s):  
Life Satisfaction ◽  
Test Scores ◽  
Character Strengths ◽  
Meta Analysis ◽  
Self Regulation ◽  
Reliability Estimation ◽  
Assessment Instrument ◽  
Sample Type ◽  
Reliability Generalization ◽  
The Relationship

Reliable test scores are essential to interpret the results obtained in statistical analyses correctly. In this study, we used the Values in Action Inventory of Strengths (VIA-IS) as an example of a widely applied assessment instrument to analyze its metric quality in what is known as reliability generalization (RG). In addition, we conducted a meta-analysis of the correlations between character strengths and life satisfaction to examine the potential relationship between the reliability of test scores and the intensity of these correlations. The overall variability of alpha coefficients supports the argument that reliability is sample dependent. Indeed, there were statistically significant mean reliability differences for scores across the 24 scales, with the highest level of reliability observed for Creativity and the lowest for scores on Self-regulation. Significant moderators such as the standard deviation of the scores and the sample type contribute to understand the high variability observed in the reliability estimation. The second meta-analysis showed that Zest, Hope, Gratitude, Curiosity, and Love were the character strengths that were highly related to life satisfaction, while Modesty and Prudence were less related to life satisfaction. Furthermore, the high heterogeneity between samples might be an indicator of the relationship between the variability of reliability of character strengths' scores and the intensity of their correlations with life satisfaction. Those character strengths with high-potential RG are related or unrelated to life satisfaction, whereas character strengths with less-potential RG showed unstable correlation patterns. The results of both studies point out the role of the relationship between the reliability of test scores and substantive studies, such as Pearson's correlations meta-analysis.

The impact of service innovation on firm performance: a meta-analysis

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Changli Feng ◽  
Ruize Ma ◽  
Lin Jiang
Keyword(s):  
Firm Performance ◽  
Positive Impact ◽  
Meta Analysis ◽  
Service Innovation ◽  
Future Research ◽  
Quantitative Review ◽  
Content Type ◽  
And Performance ◽  
The Impact ◽  
The Relationship

PurposeWith the rise of service economy, many companies are attempting to gain a competitive advantage through service innovation. However, the existing research has not drawn consistent conclusions about the relationship between service innovation and firm performance. Hence, the purpose of this paper is to provide a quantitative review on the service innovation-performance relationship based on research findings reported in the extant literature.Design/methodology/approachStudies from 46 peer-reviewed articles were sampled and analyzed. A meta-analytic approach was adopted to conduct a quantitative review on the relationship between service innovation and firm performance, and the effects of any potential moderators were further explored.FindingsThe results found that service innovation has a significant positive impact on firm performance. Additionally, the relationship between service innovation and firm performance is influenced by measurement moderators (economic region and performance measurement), and contextual moderators (firm type, innovation type, customer factors and attitudes toward risk).Originality/valueThe meta-analysis has been used to explore the relationship between service innovation and firm performance, and the findings have contributed to the literature on service innovation, as well as providing future research directions.

TEAM COMPOSITION AND LEARNING BEHAVIORS IN CROSS-FUNCTIONAL TEAMS

2005 ◽  
Vol 33 (4) ◽  
pp. 391-402 ◽  
Author(s):  
Ying-Jung Yeh ◽  
Huey-Wen Chou
Keyword(s):  
Team Performance ◽  
Enterprise Resource Planning ◽  
Team Learning ◽  
Resource Planning ◽  
Learning Behaviors ◽  
Erp System ◽  
Study Results ◽  
Negative Effect ◽  
Performance Functional ◽  
Functional Teams

This study examines the effects of two types of team diversity (functional and positional diversity) and team learning behaviors on the performance of cross-functional teams. Enterprise resource planning (ERP) system implementation teams were selected for investigation because of their cross-functional characteristics. The study results indicate that team learning behaviors had a significant and consistently positive effect on team performance. Functional diversity had a negative effect on team satisfaction, while the effect of positional diversity was positive. Task and relational conflicts were also found to be negatively associated with team performance, but the results did not confirm the hypothesized mediating and moderating effect. Recommendations are provided to improve the effectiveness of cross-functional teams.

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