Disentangling the effect of perceived performance management system accuracy on intrinsic and extrinsic motivation

Purpose This study aims to explore the effects of performance management systems’ (PMS) perceived accuracy on employees’ motivation. More specifically, this study draws on motivation crowding theory and self-determination theory to hypothesize the relationships between perceived PMS accuracy and intrinsic and extrinsic motivation and introduce two contextual moderating factors: participation in decision-making and task uncertainty. Design/methodology/approach Data were collected through a questionnaire distributed to a sample of local government employees. Data were collected longitudinally over two measurement waves (T1 and T2), each separated by a four-month lag. Findings The results revealed that perceived PMS accuracy is positively associated with both intrinsic and extrinsic motivation, and participation in decision-making and task uncertainty both positively moderate the relationship between perceived PMS accuracy and extrinsic motivation. Originality/value This study contributes to clarifying the relevance of perceived PMS accuracy and the role played by significant contextual variables and offers recommendations to help design and implement PMS more effectively.

Meta-Reinforcement Learning by Tracking Task Non-stationarity

Many real-world domains are subject to a structured non-stationarity which affects the agent's goals and the environmental dynamics. Meta-reinforcement learning (RL) has been shown successful for training agents that quickly adapt to related tasks. However, most of the existing meta-RL algorithms for non-stationary domains either make strong assumptions on the task generation process or require sampling from it at training time. In this paper, we propose a novel algorithm (TRIO) that optimizes for the future by explicitly tracking the task evolution through time. At training time, TRIO learns a variational module to quickly identify latent parameters from experience samples. This module is learned jointly with an optimal exploration policy that takes task uncertainty into account. At test time, TRIO tracks the evolution of the latent parameters online, hence reducing the uncertainty over future tasks and obtaining fast adaptation through the meta-learned policy. Unlike most existing methods, TRIO does not assume Markovian task-evolution processes, it does not require information about the non-stationarity at training time, and it captures complex changes undergoing in the environment. We evaluate our algorithm on different simulated problems and show it outperforms competitive baselines.

Expertise diversity, informal leadership hierarchy, and team knowledge creation: A study of pharmaceutical research collaborations

Knowledge creation increasingly requires experts from diverse domains to collaborate in teams, yet the effect of expertise diversity on team knowledge creation is inconclusive. We focus on task uncertainty and informal leadership hierarchies—the disparity in team members’ engagement in leadership activities (task- and relationship-oriented)—to answer the questions when and why expertise diversity may hinder team knowledge creation. We develop a model in which informal leadership hierarchy mediates the conditional indirect effect of the team’s expertise diversity on its knowledge creation under different levels of task uncertainty. We test this moderated mediation model using multi-source data from self-managing project teams comprised of collaborators from a pharmaceutical company and its research partners. We find that when task uncertainty is low, the indirect effect of expertise diversity on team knowledge creation is positive, whereas when task uncertainty is high, it is negative. This conditional indirect effect occurs via task-oriented but not relationship-oriented leadership hierarchy. Our findings provide insights into the mechanisms and boundary conditions for expertise diversity to hinder, rather than facilitate, knowledge creation in collaborations.

Exploring the development of entrepreneurial identity in a learning-by-doing entrepreneurial project environment

PurposeUnderstanding the construction of individual entrepreneurial identity for entrepreneurship education is an important but understudied issue. Prior studies indicate that entrepreneurship learning is associated with not only learning critical entrepreneurial skills and knowledge but also facilitating the construction of a personal entrepreneurial identity. However, educators are constantly challenged by the task of facilitating such an identity within students via learning-by-doing processes in the context of entrepreneurial teams. Additionally, while effective conflict management is essential to productive entrepreneurial learning in entrepreneurial teams, studies that investigate the relationships between interpersonal conflicts of entrepreneurial teams and the students' entrepreneurial identity are absent.Design/methodology/approachThe approach of an in-depth case study was adopted to achieve our research purpose.FindingsA conceptual model that describes the construction of the entrepreneurial identity of students of entrepreneurial teams in a learning-by-doing environment from the perspectives of conflicts and task characteristics are developed.Research limitations/implicationsThe research findings highlight the preliminary relationships between task characteristics (i.e. task interdependence, task uncertainty, resource competition and tension regarding responsibility allocation) and interpersonal conflicts of entrepreneurial teams, and their impacts on the entrepreneurial identity of team members.Originality/valueThis study is among the first group of studies that especially explores the relationships among task characteristics of entrepreneurship projects, interpersonal conflicts and the development of students' entrepreneurial identity.

PENGARUH KOMUNIKASI ORGANISASI TERHADAP EFEKTIVITAS KERJA APARAT DI KANTOR KELURAHAN ARATENG KECAMATAN TELLU LIMPOE KABUPATEN SIDENRENG RAPPANG

This study aims to determine the effect of Organizational Communication on the Work Effectiveness of Apparatus in the Arateng Village Office, Sidenreng Rappang District. The population of this study was 2,133 people and a sample of 32 people. The sampling technique used is saturated samples. This type of research is quantitative descriptive. Data collection techniques are observation, interviews, library research and questionnaires. Data analysis techniques using descriptive analysis, data quality tests (validity and reliability), classic assumption tests, linear regression and hypothesis testing.The results showed that organizational communication 62.68% influential categories include wise and politeness 61.8%, feedback acceptance 63%, information sharing 60%, giving information assignments 66.8%. reduce task uncertainty 61.8%. work effectiveness 61.4% influential categories include the quantity of work 61.8%, work quality 62.4%, time utilization 60.%. The factors that influence organizational communication 58.26% are quite influential include horizontal communication 62.4%, diagonal communication 56.2%, vertical communication 56.2%. This shows the effect of Organizational Communication on the Effectiveness of Workers in the Arateng Village Office Sidenreng Rappang District is 61% of the 100% expected results, which is classified in the category of "influence".

Team learning in interdisciplinary research teams: antecedents and consequences

Purpose Team learning is critical to interdisciplinary research teams (IDR teams) to use heterogeneous knowledge effectively. Nevertheless, team learning is rarely addressed in the IDR team literature. Also, few studies investigate the antecedents and consequences of team learning in IDR teams, leading to a lack of guidance for management practices. This study aims to investigate how team learning can be developed and how team learning influences team outcomes in IDR teams. Design/methodology/approach A questionnaire survey on 304 members of 37 IDR teams in a research university in China is conducted. Data are analyzed using a partial least square structural equation modeling. Findings The results support most hypotheses in general. For the antecedent variables, task interdependence, trust and constructive conflict positively affect team learning. For the outcome variables, team learning improves shared mental models, coordination quality and team performance significantly. Additionally, task uncertainty positively moderates the team learning-coordination quality relation and team learning-team performance relation. However, this paper does not find support for the moderating role of task uncertainty on the team learning-shared mental models relation. Originality/value To the best of the knowledge, this is the first study investigating the antecedents and consequences of team learning in IDR teams. A multidimensional measurement of team learning for the IDR team context is developed. This study investigates how team behavioral factors influence team learning and the effect of team learning on shared mental models, coordination quality and team performance. This study also explores the contingency role of task uncertainty in the effects of team learning.