Team Learning and the Human Resource Development/Human Resource Management Interface

This editorial reviews my work on team learning published in HRDR, celebrating the 20th anniversary of the journal. The articles conceptualized the value and need for member expansiveness; team’s and individual members’ readiness to change; and the effects of environmental pressures for adaptive, generative, and transformative team learning. I conclude this review with directions for future research and practice in HRD and HRM to support changing conditions, collective self-awareness, and variations in team interactions using advancing technologies.

Capturing Workplace Gossip as Dynamic Conversational Events: First Insights From Care Team Meetings

Even though gossip is a ubiquitous organizational behavior that fulfils important social functions (e.g., social bonding or emotion venting), little is known about how workplace gossip and its functions unfold in situ. To explore the dynamic nature and social embeddedness of workplace gossip, we develop a behavioral annotation system that captures the manifold characteristics of verbal gossip behavior, including its valence and underlying functions. We apply this system to eight elderly care team meetings audio- and videotaped in the field, yielding a sample of N = 4,804 annotated behaviors. On this empirical basis, we provide first insights into the different facets and functions of workplace gossip in real-life team interactions. By means of lag sequential analysis, we quantify gossip patterns that point to the temporal and structural embeddedness of different types of workplace gossip expressions. Though exploratory, these findings help establish workplace gossip as a dynamic conversational event. We discuss future interdisciplinary research collaborations that behavioral observation approaches offer.

Problems and Challenges in the Interactions of Design Teams of Construction Projects: A Bibliometric Study

There is no comprehensive understanding of the problems that may impact the performance of the different actors that participate in the design of construction projects. In the absence of clarity about the problems and challenges that may impact the interactions, it is not possible to propose action plans to optimize the performance of the design teams. Therefore, this study proposes to identify the main problems and challenges in the interactions of design teams in building projects. A mixed review method is used to integrate bibliometric reviews, systematic reviews, and social network analysis to build a complete picture of the reviewed topic while highlighting certain key areas to ensure in-depth research. To achieve the objective of this work, the research was divided into three stages: (1) study of interactions in design teams; (2) identification of problems in design team interactions; and (3) study of problems in design team interactions. Through this study, four current major trends of research were identified: (1) Collaboration and BIM; (2) Design teams in the construction industry; (3) Design management; and (4) Collaborative design methodologies and processes. In addition, the most relevant problems or challenges within design team interactions arise in communication, collaboration, coordination, trust, and role identification.

Comparing Team Interactions in Traditional and BIM-Lean Design Management

There is qualitative evidence showing that design teams that use BIM-lean management have a higher level of interaction than design teams that do not use this management approach. However, there is no quantitative empirical evidence of this higher level of interaction. Therefore, the objective of this paper is to present quantitative empirical evidence of the differences among the various types of interactions of a design team. Two case studies were analyzed, and their design management was assessed from a lean BIM perspective while their team interactions were assessed using social network analysis (SNA). To achieve the aim of this paper, four steps were performed: (1) case study selection; (2) description of the design management of the projects from the lean design management and BIM perspectives; (3) assessment of design team interaction; and (4) comparison using SNA. The results show that the project that applied BIM-lean management exhibited higher levels of interactions among its design team members than the traditional team; transparent, orderly, and standardized information flows; a collaborative, trusting, and learning environment; and commitment management. None of these interaction elements were visible in the project that did not apply BIM-lean management. It is suggested that an analysis be performed on a representative sample of projects in the future so that conclusive statistical inferences could be made.

The effect of practicing skills with different coordination requirements on the executive functions of 9 to 10 year old girls

<p>The aim of this study was to determine the effect of practicing skills with different coordination requirements (soccer, volleyball and golf) in terms of physical and intra-team interactions on children's cognitive functions and compare them with each other.</p>

The effect of practicing skills with different coordination requirements on the executive functions of 9 to 10 year old girls

<p>The aim of this study was to determine the effect of practicing skills with different coordination requirements (soccer, volleyball and golf) in terms of physical and intra-team interactions on children's cognitive functions and compare them with each other.</p>

Gender differences in academic entrepreneurship: experience, attitudes and outcomes among NSF I-CORPS participants

PurposeExpanding access to entrepreneurship training programs can be a method to increase female involvement in technology commercialization only if these programs adequately address the specific challenges facing female faculty and graduate students. In the context of the US National Science Foundation's Innovation Corps (NSF I-Corps) program, this study examines gender differences in prior experience and attitudes towards the training in order to propose improvements to the program design.Design/methodology/approachThis quantitative study uses Pearson's Chi-Square and ANOVA tests on survey data from the I-Corps national program (n = 2,195), which enrolls faculty members, graduate students, postdoctoral researchers and industry experts.FindingsIn comparison to male participants, female I-Corps participants reported less entrepreneurial experience prior to the program, poorer team relationships during the program and lower entrepreneurial intention and technology commercialization readiness at both the beginning and the end of the program. However, no gender differences were found in positive or negative perceptions of the instructional climate or perceptions of program usefulness.Originality/valueThis study is unique as it is based on a large-scale dataset drawn from sites across the United States. The results support potential changes to I-Corps and similar programs, including providing more explicit instructions for tasks with which female participants have less prior experience than males (e.g. in applying for patents), offering guidance for team interactions, and providing mentorship to assess whether low self-efficacy is leading women to underestimate the potential success of their projects.

The copycat effect: do social influences allow peer team members' dysfunctional audit behaviors to spread throughout the audit team?

PurposeThis study seeks to identify the role that peer team members' behaviors and superiors' preferences play in influencing the likelihood that staff auditors engage in dysfunctional audit behavior (DAB).Design/methodology/approachThis study uses an experiment that manipulates peer team member behavior (DAB present or DAB absent) and superior preference (efficiency or effectiveness). Students enrolled in a graduate accounting course, proxying for inexperienced staff auditors, receive an internal control sample selection task. Participants assess the likelihood that a typical staff auditor would engage in DAB or non-DAB.FindingsFirst, staff auditors with a peer team member who engages in DAB are more likely to engage in DAB. Second, staff auditors who have a superior with a preference toward efficiency are more likely to engage in DAB. Finally, when considered simultaneously, the effect of the superior's preference on the likelihood of staff auditors engaging in DAB is not different for staff auditors, subject to a peer engaging in DAB versus those subject to a peer who engaged in a non-DAB.Research limitations/implicationsThis study uses a hypothetical audit team, a written script of team member communication, and students proxying for inexperienced staff auditors. As such, future studies might consider improving the realism of the team setting, the manner in which a message is portrayed, and implications at higher levels within the audit team hierarchy.Practical implicationsTeam interactions contribute to the prevalence of DAB within the profession. Specifically, inexperienced auditors are influenced by the behavior of peer and superior team members and this may be one cause of the prevalence of DAB within the profession. As such, future firm considerations could include well-structured mentorship programs and rewards structures.Originality/valueThis study adds to the audit team literature by investigating the influence of audit team dynamics on staff auditors' behaviors. This paper extends the current audit team literature, that is mostly focused on supervisor–subordinate relationships, by investigating social influences from peers and superiors. This study's findings inform public accounting firms of areas in which personnel may negatively affect audit quality through intra-team interactions.

Team Leadership and Trust to Assess Project Performance in Higher Education: An Empirical Study

Leaders have a significant role in teams and groups, as they affect employee performance, motivation, and productivity. Given the significant position that leaders occupy in teams and group projects, this paper argues that it is important to simultaneously examine how trust in a leader, team interactions, and team performance interact with each other. Specifically, we formulated three hypotheses: First, we predicted a positive relationship between the level of trust that team members have in their team leader and the level of team performance; second, we predicted a positive relationship between the level of trust in a leader and the level of team interactions; last, we predicted that increased trust in a leader will increase team interactions and team performance. To test the model, we utilized data from 112 MBA students engaged in a web-based simulation game wherein students develop and execute the strategies for manufacturing and distributing a product. We used structural equation modeling to test these hypotheses. Our results support the importance and value of leader trust in team interactions. The results also indicate that team interaction positively influences team performance. However, they do not support our hypothesis that trust in a leader will positively influence team performance.