scholarly journals Rivals When We Work Together: Team Rivalry Effects on Performance in Collaborative Learning Groups

2019 ◽  
Vol 9 (3) ◽  
pp. 61
Author(s):  
Oțoiu ◽  
Rațiu ◽  
Rus
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Negative Impact ◽  
Performance Outcomes ◽  
Learning Behaviors ◽  
Learning Groups ◽  
Team Members ◽  
Mediation Analyses ◽  
Positive Performance ◽  
Time Lagged

Team rivalry has been mostly studied in competition settings, between competing individuals or teams, and has been linked to positive performance outcomes due to its impact on increasing motivation. However, rivalry is not limited to such contexts, it can also occur in collaborative settings, among team members working on a collaborative task. We argue that in such settings rivalry in teams has a negative impact on team performance, due to its negative impact on team learning behaviors. We employed a time-lagged, survey-based design with a sample of 176 students (55 teams) to investigate the relationship between rivalry and team performance through team learning behaviors. Our results based on simple mediation analyses show that, for our sample, rivalry in teams was not in fact negatively correlated to learning behaviors. Furthermore, we did not find support for the hypothesized positive relationship between learning behaviors and team performance, nor for the partial mediation model we proposed. We show how a series of team and task characteristics could explain our results and discuss potential future directions in the study of rivalry in collaborative settings.

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 Virtual Team Leader Communication: Employee Perception and Organizational Reality

2019 ◽  
Vol 57 (4) ◽  
pp. 452-473 ◽  
Author(s):  
Sean A. Newman ◽  
Robert C. Ford ◽  
Greg W. Marshall
Keyword(s):  
Team Performance ◽  
Balanced Scorecard ◽  
Virtual Team ◽  
Performance Outcomes ◽  
Communication Effectiveness ◽  
Team Members ◽  
Leader Communication ◽  
Perceptions Of Leaders ◽  
Effective Use ◽  
The Relationship

Based on a study of leader communication effectiveness conducted in a large human resource outsourcing firm, this article reports how virtual team members’ perceptions of their leaders’ effective use of communication tools and techniques affect team performance outcomes. The study also investigates the role that trust plays in moderating the relationship between virtual team members’ perceptions of their leaders’ effective use of communication and team performance. Analysis of 458 responses from 68 teams found a positive relationship between virtual team members’ perceptions of leaders’ effective use of communications and team members’ perception of their team’s performance. The study also found that trust strengthens the relationship between perceived leader communication effectiveness and team performance results. Last, the study also revealed serious organizational alignment issues between what team members perceived to be effective leader communication, their perception of team performance outcomes, and the organizations performance measured by a balanced scorecard.

From orientation to behavior: The interplay between learning orientation, open-mindedness, and psychological safety in team learning

2019 ◽  
Vol 72 (11) ◽  
pp. 1726-1751 ◽  
Author(s):  
Jean-François Harvey ◽  
Kevin J Johnson ◽  
Kate S Roloff ◽  
Amy C Edmondson
Keyword(s):  
Team Learning ◽  
Psychological Safety ◽  
Theory And Practice ◽  
Team Development ◽  
Learning Orientation ◽  
Key Factors ◽  
Team Members ◽  
New Ideas ◽  
Time Lagged ◽  
Learning Team

Do teams with motivation to learn actually engage in the behaviors that produce learning? Though team learning orientation has been found to be positively related to team learning, we know little about how and when it actually fosters team learning. It is obviously not the only factor that may impact learning in teams. Team psychological safety, or the way team members feel about taking interpersonal risks, is another important factor associated with team learning. Team open-mindedness, or the degree of curiosity that teams have for new ideas, is also likely to impact team learning. So far, these factors have been investigated independently of each other. In this article, we draw from theory on team development and goal achievement to develop a model of team learning that includes them. We report the results from a time-lagged, survey-based study designed to test our model. We found that the relationship between team learning orientation and team learning is mediated by team psychological safety. Yet, this is only true when team open-mindedness is low, not when it is high. We thus reveal initial patterns of interaction and discrimination among key factors that are related to team learning in ways that contribute to both theory and practice.

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.

scholarly journals The Effect of Diversity towards Team Conflict and How Emotional Intelligence Role as Moderating Variable in Improving Team Performance: A Theoretical Study

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Setria Feri ◽  
Keyword(s):  
Emotional Intelligence ◽  
Team Performance ◽  
Organizational Support ◽  
Negative Impact ◽  
Negative Effects ◽  
Team Processes ◽  
Team Members ◽  
Team Conflict ◽  
Values And Beliefs ◽  
Relationship Of

This article is a literature review that discusses the effect of diversity on the occurrence of team conflict and how emotion al intelligence role as a moderating variable to improve team performance. Diversity may trigger relationship conflicts within the team that affect their performance. However, not all diversity has a negative impact if the organization concerned can create a cohesiv e team. Team members with higher levels of expertise on the team should be given more influence over team processes and outcomes. Organizational support and openness have different effects on the relationship of diversity to the occurrence of conflict within the organiz ation. The emotional intelligence of team members was found to play an important role in reducing the negative effects that might be trigg ered by diversity. Emotionally intelligent team members are generally more capable of dealing with differences. Thus, they are more aware of the creative potential of their different thoughts, values, and beliefs. In conclusion, one of the efforts to improve team performance is to reduce or prevent conflicts within the team through emotional intelligence.

The relationships between perceived team psychological safety, transactive memory system, team learning behavior and team performance among individual team members

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Su Min Kim ◽  
Moon Jung Kim ◽  
Sung Jun Jo
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Psychological Safety ◽  
Transactive Memory ◽  
Memory System ◽  
Learning Behavior ◽  
Cross Sectional ◽  
Content Type ◽  
Team Members ◽  
Transactive Memory System

PurposeThis study aimed to investigate the relationships between individual team member's perception of team psychological safety (TPS), individual team member's perception of transactive memory system (TMS), individual team member's perception of team learning behavior (TLB) and individual team member's perception of team performance (TP).Design/methodology/approachThis cross-sectional study used a paper-based questionnaire that was distributed to 500 employees in travel-related industries and responses were received from 467 employees. Finally, 394 surveys were used after excluding insincere responses. Using SPSS & AMOS version 25.0, factor analysis, correlation, path analysis and mediation analysis were performed.FindingsThe findings reveal that there is a significant association between TPS, TMS, TLB and TP, except for the specialization subdimension of TMS and reflective communication and knowledge codification subdimensions of TLB. There was no mediation role of TLB; however, credibility and task coordination subdimensions of TMS showed partial mediating effects between TPS and TP.Originality/valueThis study offers suggestions for management, emphasizing the importance of TPS. Recent and rapid organizational changes have dramatically increased employees' job insecurity, which can affect their psychological safety. Therefore, organizations should actively support employees to feel psychologically stable to improve performance by utilizing TMS and TLB among individual team members.

Curvilinear effect of transformational leadership on innovative behavior among R&D teams in South Korea

2018 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dong Seop Chung ◽  
Jinxi Michelle Li
Keyword(s):  
Transformational Leadership ◽  
South Korea ◽  
Team Learning ◽  
Negative Impact ◽  
Moderating Effect ◽  
Innovative Behavior ◽  
Team Leaders ◽  
Content Type ◽  
Team Members ◽  
Multi Level

Purpose The purpose of this paper is to examine the potential consequences of transformational leadership on follower innovative behavior as well as to investigate the moderating effect of team learning on the relationship. It is argued that an excessive level of transformational leadership may even decrease the subordinates’ innovative behavior due to their negative emotions derived from the leadership, while an appropriate level of transformational leadership can positively influence innovative behavior. Furthermore, the situational factor of team learning, which reinforces the positive feelings of team members through their improved competency, can amplify the positive impact and diminish the negative impact of transformational leadership on innovative behavior. Design/methodology/approach Data were collected from R&D teams of large- and mid-sized companies in Korean industries. Survey data from 307 team members and 51 team leaders from 51 project teams were tested using hierarchical linear modeling analysis. Team members evaluated the transformational leadership of their team leaders as well as the perceived level of learning in their teams, and team leaders evaluated the innovative behavior of their team members. Findings Multi-level analysis confirmed a non-linear relationship (an inverted U shape) between transformational leadership of team leaders and innovative behavior of team members. It means innovative behavior was negatively related to excessive transformational leadership and positively related to a modest level of the leadership. Furthermore, statistical analysis confirmed the positive multi-level moderating effect of team learning. Research limitations/implications The core dimension of transformational leadership, charisma, was the only measurement of the leadership in this study. Most South Korean companies adopted performance-based compensation systems and charisma is a prevailing leadership behavior at emerging market of the nation. As such, other dimensions of transformational leadership such as “individualized consideration” or “intellectual stimulation” are relatively neglected in most companies of South Korea. Future research needs to consider these other dimensions for the generalization in research. Practical implications Leaders in emerging markets, such as project team leaders or R&D team leaders, should avoid immoderate transformational leadership and should maintain a proper level of transformational leadership. The contemporary leaders also need to utilize team learning to maximize innovative behavior. Originality/value These findings illustrate the disadvantage of excessive transformational leadership and highlight the neutralization effect of team learning on the negative impact of the excessive leadership. Team learning has the potential to enhance members’ innovative behaviors, and it could moderate the perceptions of excessive transformational leadership.

scholarly journals Does Team Formation Impact Student Performance, Effort and Attitudes in a College Course Employing Collaborative Learning?

2017 ◽  
Vol 17 (3) ◽  
pp. 19-33 ◽  
Author(s):  
Sarah E. Pociask ◽  
David Gross ◽  
Mei-Yau Shih
Keyword(s):  
General Education ◽  
Student Performance ◽  
Team Performance ◽  
Student Attitudes ◽  
Performance Outcomes ◽  
Team Formation ◽  
Team Members ◽  
College Course ◽  
Formation Method ◽  
Team Design

The literature on team-based learning emphasizes the importance of team composition and team design, and it is recommended that instructors organize teams to ensure diversity of team members and optimal team performance. But does the method of team formation actually impact student performance? The goal of the present study was to examine whether different team formation methods would affect individual and team performance outcomes and student attitudes in an undergraduate general education course. Across three different sections of the same course, teams were either designed by the instructor, by the students, or randomly by a computer program. We found that teams designed by the course instructor were more diverse, but that students in these teams performed no better than their peers in self-selected or randomly assigned teams. Because student performance was similar regardless of team formation method, these findings suggest that student formed teams can be a reasonable option for instructors to consider when planning a team-based course. 

Procedural and interactional justice perceptions and teamwork quality

2008 ◽  
Vol 23 (8) ◽  
pp. 566-576 ◽  
Author(s):  
Mumin Dayan ◽  
Anthony Di Benedetto
Keyword(s):  
Organizational Justice ◽  
New Product Development ◽  
Team Performance ◽  
Team Learning ◽  
Interactional Justice ◽  
Environmental Turbulence ◽  
Content Type ◽  
Team Members ◽  
Justice Perceptions ◽  
Speed To Market

PurposeThis paper aims to understand the role of organizational justice (procedural and interactional justice) as a precursor to new product development teamwork quality and team performance; to study the moderating impact of environmental turbulence on these relationships.Design/methodology/approachThis is a survey‐based empirical study of 117 product/project managers based in Ankara and Istanbul, Turkey. A series of multiple regression analyses were used to obtain results.FindingsOnly two of the six facets of teamwork quality (coordination and balance of member contribution) are significantly associated with interactional justice; all six facets (coordination, balance of member contribution, communication, mutual support, effort and cohesion) are associated with procedural justice. Teamwork quality is significantly related to team learning and speed to market; environmental turbulence partially moderates these relationships.Research limitations/implicationsPerceived organizational justice is an important precursor to NPD teamwork quality and team performance. The components of organizational justice (procedural and interactional justice) have different effects on the facets of teamwork quality. The relationships between these precursors and team performance are moderated by environmental turbulence.Practical implicationsTo generate new products, NPD managers rely on teams that function well together and show good performance (good team learning and speedy time to market). The findings suggest that NPD managers can significantly improve NPD team performance by increasing team members' perceived level of organizational justice.Originality/valueWhile organizational justice has been previously shown to influence team performance, this relationship has not yet been examined in an NPD setting. This is valuable because of the overriding importance of well‐functioning teams in NPD.

Trust Consensus Within Culturally Diverse Teams: A Multistudy Investigation

2020 ◽  
pp. 014920632094365
Author(s):  
Bart de Jong ◽  
Nicole Gillespie ◽  
Ian Williamson ◽  
Carol Gill
Keyword(s):  
National Culture ◽  
Team Performance ◽  
Negative Impact ◽  
Work Team ◽  
Cross Sectional ◽  
Team Members ◽  
Team Outcomes ◽  
Initial Support ◽  
Positive Direct ◽  
Team Trust

Despite tremendous progress toward understanding trust within teams, research has predominately conceptualized team trust as a shared group construct, focusing almost exclusively on trust magnitude (i.e., mean level of trust) while ignoring trust dispersion (i.e., within-team differences in trust). As a result, we know little about this critical property of team trust, its determinants, and independent impact on team outcomes. We address this limitation by examining “team trust consensus”—a configural group construct capturing the extent to which team members share their levels of trust in the team—as a variable of theoretical and empirical interest in its own right. Cross-sectional data from a work team sample (Study 1, N = 120) provide initial support for our propositions that national culture diversity negatively affects trust consensus and that trust consensus positively affects team performance. Expanding on these findings, we propose a contingency model in which the negative impact of national culture diversity is mitigated by team virtuality and collective leadership. Multiwave data from an MBA team sample (Study 2, N = 95) offer support for these propositions and replicate the positive direct effect of trust consensus on team performance. Our findings indicate trust consensus is an important predictor of team performance and provide unique insight into the factors that jointly influence trust consensus within teams.

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