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Journal articles on the topic 'Team'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 May 2024

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1

Thompson, Britta M., Paul Haidet, Nicole J. Borges, Lisa R. Carchedi, Brenda J. B. Roman, Mark H. Townsend, Agata P. Butler, David B. Swanson, Michael P. Anderson, and Ruth E. Levine. "Team cohesiveness, team size and team performance in team-based learning teams." Medical Education 49, no. 4 (March 20, 2015): 379–85. http://dx.doi.org/10.1111/medu.12636.

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Jenkins, Donald H. "Team of Teams or Team of Rivals." Journal of Trauma and Acute Care Surgery 81, no. 1 (July 2016): 8–12. http://dx.doi.org/10.1097/ta.0000000000001094.

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3

van der Haar, Selma, Mieke Koeslag-Kreunen, Eline Euwe, and Mien Segers. "Team Leader Structuring for Team Effectiveness and Team Learning in Command-and-Control Teams." Small Group Research 48, no. 2 (February 10, 2017): 215–48. http://dx.doi.org/10.1177/1046496417689897.

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Due to their crucial and highly consequential task, it is of utmost importance to understand the levers leading to effectiveness of multidisciplinary emergency management command-and-control (EMCC) teams. We argue that the formal EMCC team leader needs to initiate structure in the team meetings to support organizing the work as well as facilitate team learning, especially the team learning process of constructive conflict. In a sample of 17 EMCC teams performing a realistic EMCC exercise, including one or two team meetings (28 in sum), we coded the team leader’s verbal structuring behaviors (1,704 events), rated constructive conflict by external experts, and rated team effectiveness by field experts. Results show that leaders of effective teams use structuring behaviors more often (except asking procedural questions) but decreasingly over time. They support constructive conflict by clarifying and by making summaries that conclude in a command or decision in a decreasing frequency over time.

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4

Piccoli, Gabriele, Anne Powell, and Blake Ives. "Virtual teams: team control structure, work processes, and team effectiveness." Information Technology & People 17, no. 4 (December 2004): 359–79. http://dx.doi.org/10.1108/09593840410570258.

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5

Tiejun, Wu, Wang Wenjun, Bi Xin, and Liu Dianzhi. "Mediating Effect of Team Trust Between Team Conflict and Team Effectiveness in Self-management Teams." Journal of Applied Sciences 13, no. 9 (April 15, 2013): 1504–8. http://dx.doi.org/10.3923/jas.2013.1504.1508.

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6

Costa, Deena Kelly. "The Team, the Team, the Team: What Critical Care Research Can Learn from Football Teams." Annals of the American Thoracic Society 16, no. 12 (December 2019): 1492–94. http://dx.doi.org/10.1513/annalsats.201903-202ip.

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Agnew, Thelma. "Dynamic teams and team dynamics." Nursing Management 12, no. 1 (April 2005): 7. http://dx.doi.org/10.7748/nm.12.1.7.s10.

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Onağ, Zeynep, and Mustafa Tepeci. "Team Effectiveness in Sport Teams: The Effects of Team Cohesion, Intra Team Communication and Team Norms on Team Member Satisfaction and Intent to Remain." Procedia - Social and Behavioral Sciences 150 (September 2014): 420–28. http://dx.doi.org/10.1016/j.sbspro.2014.09.042.

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9

Fujimura, Makoto. "The influence of team reflections on team performance in sports teams." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 3A—010–3A—010. http://dx.doi.org/10.4992/pacjpa.83.0_3a-010.

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10

Ong, Yu Han, Mervyn Yong Hwang Koh, and Wee Shiong Lim. "Shared leadership in interprofessional teams: beyond team characteristics to team conditions." Journal of Interprofessional Care 34, no. 4 (October 1, 2019): 444–52. http://dx.doi.org/10.1080/13561820.2019.1653834.

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11

Guchait, Priyanko. "The Mediating Effect of Team Engagement between Team Cognitions and Team Outcomes in Service-Management Teams." Journal of Hospitality & Tourism Research 40, no. 2 (July 10, 2013): 139–61. http://dx.doi.org/10.1177/1096348013495698.

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12

Watson, Warren, Danielle Cooper, M. A. Jose Luis Neri Torres, and Nancy G. Boyd. "Team processes, team conflict, team outcomes, and gender: An examination of U.S. and Mexican learning teams." International Journal of Intercultural Relations 32, no. 6 (November 2008): 524–37. http://dx.doi.org/10.1016/j.ijintrel.2008.01.002.

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13

Sharma, Anshu, and Jyotsna Bhatnagar. "Emergence of team engagement under time pressure: role of team leader and team climate." Team Performance Management: An International Journal 23, no. 3 (June 13, 2017): 171–85. http://dx.doi.org/10.1108/tpm-06-2016-0031.

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Purpose This paper aims to identify the determinants of team engagement emerging as a collective team-level phenomenon under time pressure context. The paper particularly explores how teams working under time pressure conditions use their social resources to develop into highly engaged teams. Design/methodology/approach The paper develops a conceptual framework along with related propositions by integrating diverse literature from the field of team processes, leadership and engagement. The arguments are theoretically embedded into the job demands-resources (JD-R) model to explain the emergence of team engagement under time pressure conditions. Findings The suggested conceptual model based on the JD-R model reveal that teams working under time pressure conditions view it as a challenging job demand and, hence, use their social resources as a coping mechanism, thereby developing into highly engaged teams. However, the paper finds that for team engagement to emerge under time pressure, teams require two important determinants. These two main determinants are team leader engaging behaviors and team climate. Engaging team leader’s behaviors include four sub-components: emotional agility, use of humor, efficient delegation and quality of feedback. Team climate constitute three sub-components: open communication, fun at work and compassion within the team. Only teams which have a strong team climate and team leaders’ engaging behaviors tend to have high team engagement under time pressure contexts. Research limitations/implications The paper offers implications for both HR and line managers in team-based organizations to promote factors that enhance team engagement, for teams to perform under time pressure situations. Originality/value The paper identifies determinants of team engagement under time pressure context and further adds to the understanding of team processes by theoretically exploring how time pressure as a job demand can be channeled in a positive manner for promoting team engagement by using teams’ social resources: team leader’s engaging behaviors and team climate.

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14

Travillian, Kimberly K., Catherine E. Volpe, Janis A. Cannon-Bowers, and Eduardo Salas. "Cross-Training Highly Interdependent Teams: Effects on Team Processes and Team Performance." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 37, no. 18 (October 1993): 1243–47. http://dx.doi.org/10.1177/154193129303701809.

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15

Ammeter, Anthony P., and Janet M. Dukerich. "Leadership, Team Building, and Team Member Characteristics in High Performance Project Teams." Engineering Management Journal 14, no. 4 (December 2002): 3–10. http://dx.doi.org/10.1080/10429247.2002.11415178.

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16

Dineen, Brian R. "Teamxchange: A Team Project Experience Involving Virtual Teams and Fluid Team Membership." Journal of Management Education 29, no. 4 (August 2005): 593–616. http://dx.doi.org/10.1177/1052562905276275.

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17

Hajro, Aida, and Markus Pudelko. "Multinational Teams: How Team Interactions Mediate Between Cultural Differences and Team Performance." Academy of Management Proceedings 2012, no. 1 (July 2012): 15783. http://dx.doi.org/10.5465/ambpp.2012.166.

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18

Van Mierlo, Heleen, and Edwin A. J. Van Hooft. "Team Achievement Goals and Sports Team Performance." Small Group Research 51, no. 5 (May 8, 2020): 581–615. http://dx.doi.org/10.1177/1046496420913119.

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This study focuses on team achievement goals and performance outcomes in interdependent sports teams. Team achievement goals reflect shared motivational states that exist exclusively at the team level. In a survey among 310 members of 29 premier-league field-hockey teams, team-level performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance achievement goals explained 69% of the overall variance in team performance and 16% after controlling for previous performance. Teams performed better to the extent they were more approach- and less avoidance oriented in terms of both mastery and performance, although mastery-approach goals related to early-season team performance rather than predicting later changes in team performance.

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19

Eveleth, Daniel M., and Alex B. Eveleth. "Team Identification, Team Performance and Leader-Member Exchange Relationships in Virtual Groups." International Journal of Virtual Communities and Social Networking 2, no. 1 (January 2010): 52–66. http://dx.doi.org/10.4018/jvcsn.2010010104.

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While previous research has identified group identification as an important factor in affecting relevant outcomes (e.g., satisfaction, turnover, commitment) in face-to face environments, this paper provides initial evidence to support the proposition that group identification also matters in virtual environments. In particular, the authors found that team membersâ€™ perceptions of the leader-member exchange relationship and the teamâ€™s past performance are related to individualsâ€™ identification with the virtual team and that identification affects satisfaction and behavioral intentions. Individuals who perceive leader-member exchange as high (e.g., the leader displays a willingness to help the team member solve problems and the leader recognizes the memberâ€™s potential) and who report that their teams perform well had stronger identification with the team. Individuals who reported strong identification with their team were more satisfied with the team and had greater intentions to perform positive behaviors in the future.

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20

Vangrieken, Katrien, Filip Dochy, and Elisabeth Raes. "Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice." European Journal of Psychology of Education 31, no. 3 (January 6, 2016): 275–98. http://dx.doi.org/10.1007/s10212-015-0279-0.

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21

Budianto, Tarman, Ely Susanto, Sari Sitalaksmi, and Gugup Kismono. "Team Monitoring, Does it Matter for Team Performance? Moderating role of Team Monitoring on Team Psychological Safety and Team Learning." Journal of Indonesian Economy and Business 35, no. 2 (May 20, 2020): 81. http://dx.doi.org/10.22146/jieb.54522.

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Introduction: The use of work teams is a strategy that allows organizations to move faster and more proactively. Team performance is an interesting issue that needs to be studied more extensively. Background Problems: Team psychological safety and team learning have a positive effect on team performance. But in some of the literature, psychological safety has also been shown to have a negative impact on teams when team monitoring is low. This research was conducted to investigate the moderation role of team monitoring and the influence of team learning and team psychological safety on team performance. Novelty: This research contributes new insights related with team monitoring and its interaction to team learning and team psychological safety on team performance. Team psychological safety has been proven to be able to directly influence team performance indirectly through team learning, but we tested the two separately. Research Methods: This study involved 215 respondents who joined 38 teams. The collected data were analyzed using a regression analysis and bootstrap techniques. Findings: Team monitoring has been shown to have a moderate role in influencing team learning on team performance, but it has not been proven to influence team psychological safety on team performance. The learning and psychological safety of each team proved to have a direct effect on team performance. Conclusion: This paper can guide managers since, at a certain level team monitoring can improve team performance, but too much team monitoring actually has no effect on team performance. Managers need to consider team monitoring policies carefully, to optimizing team performance by managing team learning and building team psychological safety.

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22

Guo, Weixiao, Chenjing Gan, and Duanxu Wang. "The mobility of team members and team creativity: exploring the mediating role of team cognition." Journal of Organizational Change Management 33, no. 6 (July 28, 2020): 1111–22. http://dx.doi.org/10.1108/jocm-03-2020-0073.

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PurposeThe purpose of this paper is to investigate how the mobility of team members affects team creativity in knowledge-worker teams and the mediating role of team transactive memory system (TMS) and team creative efficacy.Design/methodology/approachMultiple surveys were conducted on team leaders and members in knowledge-worker teams in China. A total of 94 teams were analyzed by adopting the confirmatory factor analyses, hierarchical regression analysis and bootstrap analysis method.FindingsThe results show that frequent team member mobility is negatively related to a knowledge-worker team's creativity, and the relationship is mediated by team TMS and creative efficacy.Originality/valueThis study contributes to a deeper understanding of how the mobility of team members affects team creativity in knowledge-worker teams by exploring the underlying mechanisms from the perspective of team cognition. Specifically, team TMS and creative efficacy mediate the relationship between team member mobility and team creativity.

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23

Kneisel, Evi. "Team reflections, team mental models and team performance over time." Team Performance Management: An International Journal 26, no. 1/2 (February 28, 2020): 143–68. http://dx.doi.org/10.1108/tpm-09-2018-0061.

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Purpose Although previous research proved positive impacts of team reflection on team outcomes, especially team performance and innovation, there are only a few insights in to which factors (mediators) account for these positive effects and over what period these effects unfold (temporal effects). To close this gap, this paper aims to investigate the direct effects of team reflection on team performance over time, as well as indirect effects because of the development of similar and accurate team mental models to explain this relationship. Design/methodology/approach Within a longitudinal experimental study on 22 student project teams working on a complex problem-solving task, the effects of repeated team reflection interventions on the development of team performance and team mental models over six measuring times were analysed. Findings Results show that team reflections caused significant increases in team performance and team mental models over time. Results also provide evidence that team mental models’ quality mediates the effects of team reflections on team performance. Research limitations/implications The results are interesting for both research fields, team reflection and team mental models, as the findings indicate the merits of recurrent reflection for improving team mental models’ quality. Practical implications For organisational practice, the question of how reflection processes can be deliberately triggered in teams and effectively integrated into the daily routine should be considered. Originality/value The findings accentuate the role of team reflections for improving team performance team mental models over time. By continuous reflecting teams increase awareness and insights into effective team processes and strategies (i.e. shared and accurate team mental models), which lead to better performance.

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24

Hernández-López, Adrián, Ricardo Colomo-Palacios, Ángel García-Crespo, and Pedro Soto-Acosta. "Team Software Process in GSD Teams." International Journal of Human Capital and Information Technology Professionals 1, no. 3 (July 2010): 32–53. http://dx.doi.org/10.4018/jhcitp.2010070103.

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Distributed software development is becoming the norm for the software industry today as an organizational response to globalization and outsourcing tendencies. In this new environment, centralized models for software development team building models have to be reanalyzed. Team Software Process (TSP) guides engineering teams in developing software-intensive products and is intended to improve the levels of quality and productivity of a team’s software development project. In this paper, the authors assess the difficulty of using TSP in distributed software development environments. The objective of this assessment is twofold; firstly, know the general difficulty for using TSP in these environments, and secondly, know the caveats to be addressed in future software development team building models designed specifically for distributed environments.

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Loo, Robert. "Assessing “team climate” in project teams." International Journal of Project Management 21, no. 7 (October 2003): 511–17. http://dx.doi.org/10.1016/s0263-7863(02)00058-3.

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26

Leigh, Jennifer S. A., Joy E. Beatty, and Paul S. Szwed. "Team on teams: a collaborative inquiry." Organization Management Journal 5, no. 4 (December 2008): 194–205. http://dx.doi.org/10.1057/omj.2008.30.

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Stowell, Frank, and Shavindrie Cooray. "Addressing Team Dynamics in Virtual Teams." International Journal of Information Technologies and Systems Approach 9, no. 1 (January 2016): 32–53. http://dx.doi.org/10.4018/ijitsa.2016010103.

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Computer Mediated Communication (CMC) is providing businesses with the means of assembling virtual teams comprising of members in diverse locations. However research shows that virtual team dynamics are different from face to face dynamics. Recent research adds force to the view that conflicts are more prevalent within virtual teams since participants are less likely to change their initial points of view when discussions are held virtually. This insight has implications for IS development since many IS are developed by virtual project teams. It is relevant to systems analysis since according to systems thinkers the process should include a discussion about alternative points of view leading to a group level shared view of the situation under analysis. If recent research is taken into account then conflict resolution in virtual teams is difficult which raises doubts about whether a group level view of a situation can be reached during systems analysis. In this paper, the authors strive to identify challenges associated with the application of soft methods in synchronous virtual teams since a review of literature shows that soft methods have not been used previously in synchronous virtual teams. The authors also explore if concerns about conflicts in synchronous virtual teams can be overcome through the use of soft systems methods.

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Curşeu, Petru L., Patrick Kenis, Jörg Raab, and Ulrik Brandes. "Composing Effective Teams through Team Dating." Organization Studies 31, no. 7 (July 2010): 873–94. http://dx.doi.org/10.1177/0170840610373195.

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Edwards, C. "From team to teams [venture capital]." Engineering Management 16, no. 3 (June 1, 2006): 10–13. http://dx.doi.org/10.1049/em:20060301.

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Mugg, Joan Canby. "Team-building strategies for multimedia teams." Performance + Instruction 35, no. 6 (July 1996): 10–11. http://dx.doi.org/10.1002/pfi.4170350604.

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31

Cauwelier, Peter, Vincent M. Ribière, and Alex Bennet. "Team psychological safety and team learning: a cultural perspective." Learning Organization 23, no. 6 (September 12, 2016): 458–68. http://dx.doi.org/10.1108/tlo-05-2016-0029.

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Purpose The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team members have on the antecedents of team psychological safety are analyzed. Design/methodology/approach The core of the sequential explanatory mixed method research was an experiment with nine teams from a single engineering organization (three teams from each the USA, France and Thailand). Team learning behaviors were analyzed from the conversations between team members. Team psychological safety was analyzed through a quantitative instrument and one-on-one structured interviews with each team member. Findings The results showed that the original model is confirmed for the teams from the USA and France but not confirmed for teams from Thailand. The thematic analysis of the one-on-one interviews highlights important differences between teams from the USA and France on the one hand and teams from Thailand on the other hand when it comes to the role of the team manager and the views that team members have on the diversity between them. Originality/value This research confirms that the concept of team psychological safety, and its impact on the way teams learn, needs to be adjusted if it is to be applied to teams in countries with national cultures different from those prevalent in the West. The implications are that researchers who develop theories in the social sciences field should evaluate how cultural differences impact their models, and that managers who implement learning and solutions should take national cultural differences into consideration.

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Glover, Jonathan, and Eunhee Kim. "Optimal Team Composition: Diversity to Foster Implicit Team Incentives." Management Science 67, no. 9 (September 2021): 5800–5820. http://dx.doi.org/10.1287/mnsc.2020.3762.

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We study optimal team design. In our model, a principal assigns either heterogeneous agents to a team (a diverse team) or homogenous agents to a team (a specialized team) to perform repeated team production. We assume that specialized teams exhibit a productive substitutability (e.g., interchangeable efforts with decreasing returns to total effort), whereas diverse teams exhibit a productive complementarity (e.g., cross-functional teams). Diverse teams have an inherent advantage in fostering desirable implicit/relational incentives that team members can provide to each other (tacit cooperation). In contrast, specialization both complicates the provision of cooperative incentives by altering the punishment agents can impose on each other for short expected career horizons and fosters undesirable implicit incentives (tacit collusion) for long expected horizons. As a result, expected compensation is first decreasing and then increasing in the discount factor for specialized teams, while expected compensation is always decreasing in the discount factor for diverse teams. We use our results to develop empirical implications about the association between team tenure and team composition, pay-for-performance sensitivity, and team culture. This paper was accepted by Brian Bushee, accounting.

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Park, HeeJin. "The relationship of team learning behavior to team performance." Korean Journal of Industrial and Organizational Psychology 24, no. 3 (August 31, 2011): 651–72. http://dx.doi.org/10.24230/kjiop.v24i3.651-672.

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The purpose of this study was to meta-analyze the research examining the effects of team learning behavior on team performance. In addition, team size, team type and study setting were investigated as potential moderators of the relationship between team learning behavior and team performance. In total, the database consisted of 21 effect sizes of 17 studies. They were analyzed by using Hunter & Schmidt (2004) meta-analytic procedure. The results indicated that team learning behavior was positively related to team performance and team innovation. The findings suggested that team size, team type, and study setting moderate the relationship of team learning behavior to team performance. The relationship of team learning behavior and team performance was stronger in small teams than in medium and large teams. The stronger relationship of team learning to team performance in project teams was found. Finally, the stronger relationship of team learning behavior to team performance in academic setting than organizational setting was shown. However, in small teams and the academic setting the number of independent studies was less than 5, so it was important to interpret with caution. The implication and limitations of this research were discussed.

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Tang, Chaoying, and Stefanie E. Naumann. "Team diversity, mood, and team creativity: The role of team knowledge sharing in Chinese R & D teams." Journal of Management & Organization 22, no. 3 (November 6, 2015): 420–34. http://dx.doi.org/10.1017/jmo.2015.43.

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AbstractResearch on the team diversity-team creativity relationship has been mixed. We present and empirically examine a model of mediated moderation in which team knowledge sharing intervenes in the impact of the interaction of team work value diversity and positive mood on team creativity. Survey participants included 458 employees working in 47 R&D teams from 17 research institutes in China. The interaction of team work value diversity and team positive mood positively affected team creativity and was mediated by team knowledge sharing. Our findings suggest that knowledge sharing and positive mood are necessary to facilitate the positive link between value diversity and creativity; otherwise, diversity can have negative effects on creativity. Thus, value diversity, mood, and knowledge sharing should be considered in the formation, training, and performance evaluation of teams.

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Leicher, Veronika, and Regina H. Mulder. "Team learning, team performance and safe team climate in elder care nursing." Team Performance Management 22, no. 7/8 (October 10, 2016): 399–414. http://dx.doi.org/10.1108/tpm-04-2016-0017.

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Purpose This study aims to determine whether elder care nurses engage in knowledge sharing and reflection within their teams and if these team-learning activities influence an elder care nursing team’s performance. Furthermore, the authors investigated the relation between elder care nurses' estimation of the team climate as being safe and team-learning activities. Design/methodology/approach For this research, a questionnaire survey of 30 elder care nursing teams (N = 30, n = 149) working in 17 different retirement homes was conducted. Findings Structural equation model showed significant positive relations between knowledge sharing and team performance, and between reflection and knowledge sharing. A safe team climate had a significantly positive influence on reflection. Originality/value Little is known about the performance of elder care nursing teams, how to measure team performance in this domain and how performance is influenced by learning activities. This study fills these gaps by providing an insight into the relationship between team-learning activities and team performance. Team performance was measured by the estimation of the team members and by using performance assessments from an independent institution.

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Mach, Merce, and Yehuda Baruch. "Team performance in cross cultural project teams." Cross Cultural Management 22, no. 3 (August 3, 2015): 464–86. http://dx.doi.org/10.1108/ccm-10-2014-0114.

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Purpose – The purpose of this paper is to test the conditional effect of team composition on team performance; specifically, how collective team orientation, group consensus, faultline configurations and trust among team members explain the objective performance of project teams in cross-cultural contexts. Design/methodology/approach – Employing path analytical framework and bootstrap methods, the authors analyze data from a sample of 73 cross cultural project teams. Relying on ordinary least-squares regression, the authors estimate the direct and indirect effects of the moderated mediation model. Findings – The findings demonstrate that the indirect effect of collective team orientation on performance through team trust is moderated by team member consensus, diversity heterogeneity and faultlines’ strength. By contrast, high dispersion among members, heterogeneous team configurations and strong team faultlines lead to low levels of trust and team performance. Research limitations/implications – The specific context of the study (cross-cultural students’ work projects) may influence external validity and limit the generalization of the findings as well as the different compositions of countries-of-origin. Practical implications – From a practical standpoint, these results may help practitioners understand how the emergence of trust contributes to performance. It will also help them comprehend the importance of managing teams while bearing in mind the cross-cultural contexts in which they operate. Social implications – In order to foster team consensus and overcome the effects of group members’ cross-cultural dissimilarities as well as team faultlines, organizations should invest in improving members’ dedication, cooperation and trust before looking to achieve significant results, specially in heterogeneous teams and cross-cultural contexts. Originality/value – The study advances organizational group research by showing the combined effect of team configurations and collective team orientation to overall team performance and by exploring significant constructs such as team consensus, team trust and diversity faultline strength to examine their possible moderated mediation role in the process.

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Puente-Palacios, Katia Elizabeth, and Raquel Trinchão de Jesus Barouh. "Relationship between team learning and team effectiveness." Journal of Workplace Learning 33, no. 7 (May 18, 2021): 534–46. http://dx.doi.org/10.1108/jwl-11-2020-0180.

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Purpose The purpose of this paper is two-fold: first, to demonstrate that learning occurs as a collective process in addition to traditional individual learning and second, to identify its antecedents and consequences at the team level. Design/methodology/approach Data were gathered using questionnaires answered by 356 participants organized in 90 teams. Quantitative analytic strategies were applied to verify if individual answers of team members were similar enough to compound team scores and to measure the predictive power of the proposed model. Findings Results showed that team learning is a collective phenomenon: intra-team differences were small and differences between teams were significant. Additional results demonstrated that team learning is predicted by team potency (34%) and, at the group level, explains 5% of the team’s satisfaction. Practical implications The findings of the present research suggest that organizational managers can improve the results of teams by supporting the development of social processes such as potency and learning. Originality/value Learning in organizations has received close attention in recent years. However, publications are focusing mostly on the individual learning that occurs in teams and organizations. The main contribution of this paper is to demonstrate what characterizes team learning as a collective process and which relations it maintains with other team processes.

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Kocoglu, Ipek, Gary Lynn, Yunho Jung, Peter G. Dominick, Zvi Aronson, and Pamela Burke. "Actions speak louder than words." Management Decision 58, no. 3 (September 16, 2019): 465–94. http://dx.doi.org/10.1108/md-09-2018-1018.

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Purpose The purpose of this paper is to expand our understanding on team listening by incorporating an action component. The authors empirically test the effect of this expanded concept, namely team action listening on team success, and investigate how team commitment moderates the relationship between team trust and team action listening. Design/methodology/approach The authors explored listening in teams in the field and in the lab, both qualitatively and quantitatively, through studying 474 team members representing 100 teams. The authors tested the hypotheses by structural equation modeling augmented with in-depth team interviews. Findings The findings showed that: teams demonstrate that they listen by taking action, teams that exhibit action listening are more successful, there is a direct relationship between team trust and team action listening and team commitment negatively moderates this relation in larger teams. Practical implications Managers should encourage taking action in team discussions. Yet, they should be wary of the detrimental effects of team commitment to team action listening particularly in teams with high trust. Commitment increases the risk of groupthink and decreases the participation to team discussions and listening. In particular, managers may benefit from keeping the team smaller, as in large teams, commitment suppresses the relationship between trust and team action listening. Originality/value This study extends research on team listening by adding the action aspect that distinguishes successful teams. It is one of the first to investigate the interrelationships between team trust, commitment, team action listening and success in teams.

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Gorman, Jamie C., David A. Grimm, Ronald H. Stevens, Trysha Galloway, Ann M. Willemsen-Dunlap, and Donald J. Halpin. "Measuring Real-Time Team Cognition During Team Training." Human Factors: The Journal of the Human Factors and Ergonomics Society 62, no. 5 (June 18, 2019): 825–60. http://dx.doi.org/10.1177/0018720819852791.

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Objective A method for detecting real-time changes in team cognition in the form of significant communication reorganizations is described. We demonstrate the method in the context of scenario-based simulation training. Background We present the dynamical view that individual- and team-level aspects of team cognition are temporally intertwined in a team’s real-time response to challenging events. We suggest that this real-time response represents a fundamental team cognitive skill regarding the rapidity and appropriateness of the response, and methods and metrics are needed to track this skill. Method Communication data from medical teams (Study 1) and submarine crews (Study 2) were analyzed for significant communication reorganization in response to training events. Mutual information between team members informed post hoc filtering to identify which team members contributed to reorganization. Results Significant communication reorganizations corresponding to challenging training events were detected for all teams. Less experienced teams tended to show delayed and sometimes ineffective responses that more experienced teams did not. Mutual information and post hoc filtering identified the individual-level inputs driving reorganization and potential mechanisms (e.g., leadership emergence, role restructuring) underlying reorganization. Conclusion The ability of teams to rapidly and effectively reorganize coordination patterns as the situation demands is a team cognitive skill that can be measured and tracked. Application Potential applications include team monitoring and assessment that would allow for visualization of a team’s real-time response and provide individualized feedback based on team member’s contributions to the team response.

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Lehmann-Willenbrock, Nale. "Team Learning." Small Group Research 48, no. 2 (January 23, 2017): 123–30. http://dx.doi.org/10.1177/1046496416689308.

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Team learning is a complex social phenomenon that develops and changes over time. Hence, to promote understanding of the fine-grained dynamics of team learning, research should account for the temporal patterns of team learning behavior. Taking important steps in this direction, this special issue offers novel insights into the dynamics of team learning by advocating a temporal perspective. Based on a symposium presented at the 2016 Interdisciplinary Network for Group Research (INGRoup) Conference in Helsinki, the four empirical articles in this special issue showcase four different and innovative approaches to implementing a temporal perspective in team learning research. Specifically, the contributions highlight team learning dynamics in student teams, self-managing teams, teacher teams, and command and control teams. The articles cover a broad range of methods and designs, including both qualitative and quantitative methodologies, and longitudinal as well as micro-temporal approaches. The contributors represent four countries and five different disciplines in group research.

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Yin, Jielin, Meng Qu, Miaomiao Li, and Ganli Liao. "Team Leader’s Conflict Management Style and Team Innovation Performance in Remote R&D Teams—With Team Climate Perspective." Sustainability 14, no. 17 (September 2, 2022): 10949. http://dx.doi.org/10.3390/su141710949.

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Remote work has become a new way of working due to the influence of the COVID-19 pandemic, which inevitably aggravates team conflicts caused by cognitive differences given the lack of face-to-face communication. With a team climate perspective, this paper investigates the impact of the team leader’s conflict management style on team innovation performance in remote R&D teams in China based on social cognition theory and two-dimension theory. A theoretical model is constructed which describes the mediating effect of team psychological safety and the moderating impact of team trust. Paired data from 118 remote R&D teams in China including 118 leaders and 446 members were collected. The results show that team leader’s cooperative conflict management style is conducive to enhancing team psychological safety and further effectively improves team innovation performance. Therefore, team psychological safety has a mediating effect between team leader’s cooperative conflict management style and team innovation performance. In addition, team trust has a negative moderating effect between team leader’s cooperative conflict management style and team psychological safety. Besides, this study obtains some valuable culture-related insights and provides more views for conflict management research in the cross-cultural context since the samples in this study are from China, a society with high collectivism, which is different from the western cultural context from which many conflict management theories develop.

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Tang, Chaoying, and Stefanie E. Naumann. "Team diversity, mood, and team creativity: The role of team knowledge sharing in Chinese R & D teams – CORRIGENDUM." Journal of Management & Organization 23, no. 1 (December 12, 2016): 163. http://dx.doi.org/10.1017/jmo.2016.57.

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Graham, Christian, and Harold Daniel. "Fault Lines in Virtual Team Leadership and Team Performance in Undergraduate Virtual Team Short-Term Projects." International Journal of e-Collaboration 17, no. 1 (January 2021): 1–14. http://dx.doi.org/10.4018/ijec.2021010101.

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This article provides a literature review on virtual team leaderships impact on project quality, team effectiveness, and team commitment to short-term projects. The authors summarize several negative findings related to virtual teams and posit that these negative outcomes contribute to the negative impact of organisational fault lines. The article concludes by exploring a theoretical model on the relationship between fault lines in virtual teams and team performance. The authors specifically propose that transformational leadership in virtual teams will positively moderate this relationship.

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Sanchez, Diana R., Amanda Rueda, Hana R. Zimman, Reese Haydon, Daniel Diaz, and Kentaro Kawasaki. "Team Success: A Mixed Methods Approach to Evaluating Virtual Team Leadership Behaviors." Multimodal Technologies and Interaction 7, no. 5 (May 5, 2023): 48. http://dx.doi.org/10.3390/mti7050048.

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The virtuality of organizational teams have gained interest and popularity in recent years, and have become more prevalent amidst the COVID-19 pandemic. Organizational productivity and team relationship-building may suffer certain pitfalls in virtual communication and support without the understanding of the dynamics of short-term, project-based virtual teams. The manuscript aimed to expand what is currently known about short-term virtual team dynamics related to types of effective leadership behaviors. The present study employed a mixed method approach to understanding the dynamics of these teams at both the individual and team level. Small teams were formed and instructed to collaborate on a virtual survival task. Team-related outcomes were measured at the individual level, such as team coordination, team support, and team success. Additionally, distinct latent profiles of leadership behaviors were developed and analyzed at the team level. Team support, more so than team coordination, significantly predicted team success at the individual level, with instrumental support having the strongest effect. Distinct leadership behaviors emerged in teams and were classified through a latent profile analysis, but none of the profiles were significantly related to team performance scores. Demonstrating instrumental support in short-term virtual teams may improve team success. It is important to understand that distinct leadership behaviors exist and future research should explore the impact of these leadership behaviors on other team-related outcomes.

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den Hartog, Sophie C., J. Malte Runge, Gudrun Reindl, and Jonas W. B. Lang. "Linking Personality Trait Variance in Self-Managed Teams to Team Innovation." Small Group Research 51, no. 2 (September 24, 2019): 265–95. http://dx.doi.org/10.1177/1046496419865325.

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Researchers have suggested that some personality traits are associated with better team functioning when team members are homogeneous, whereas other personality traits improve team functioning when team members are heterogeneous. This article extends these ideas to team innovation and examines (a) how team variance in extraversion, agreeableness, openness, and conscientiousness relates to innovation in teams; and (b) how these relationships dynamically evolve over time. Our study included 704 surveys completed by 243 team members in 32 teams, at three time points. Results revealed that teams with less variance in extraversion showed higher levels of team innovation. For agreeableness and openness, we did not find main effects of team heterogeneity on team innovation. For teams with low heterogeneity in agreeableness, however, team innovation decreased over time. Team variance in conscientiousness was negatively associated with team innovation. Our findings provide support that team personality plays a role for innovation.

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Arnold, Markus C., R. Lynn Hannan, and Ivo D. Tafkov. "Mutual Monitoring and Team Member Communication in Teams." Accounting Review 95, no. 5 (October 25, 2019): 1–21. http://dx.doi.org/10.2308/accr-52659.

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ABSTRACT This study investigates whether the benefit firms can extract from team member communication to the team manager—who may use such information for rewarding individual team members—is affected by differences in the type of mutual monitoring information available to team members. We predict and find that team performance is higher when team members can observe only each other's effort than when they can observe both each other's effort and output levels; conversely, team performance is lower when team members can observe only each other's output than when they can observe both each other's effort and output levels. The intuition behind these results is that the type of observable mutual monitoring information creates different degrees of ambiguity regarding what should be considered a fair reward allocation for team members' contributions. Such ambiguity reduces the usefulness of team member communication to the manager for allocating rewards, resulting in lower team performance. Data Availability: Data are available from the authors upon request.

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Xu, Huimin, Maytal Saar‐Tsechansky, Min Song, and Ying Ding. "Using Explainable AI to Understand Team Formation and Team Impact." Proceedings of the Association for Information Science and Technology 60, no. 1 (October 2023): 469–78. http://dx.doi.org/10.1002/pra2.804.

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ABSTRACTThe citation of scientific papers is considered a simple and direct indicator of papers' impact. This paper predicts papers' citations through team‐related variables, team composition, and team structure. Team composition includes team size, male/female dominance, academia/industry collaboration, unique race number, and unique country number. Team structures are made up of team power level and team power hierarchy. Team members' previous citation number, H‐index, previous collaborators, career age, and previous paper numbers are a proxy of team power. We calculated the mean value and Gini coefficient to represent team power level (the collective team capability) and team power hierarchy (the vertical difference of power distribution within a team). Taking 1,675,035 CS teams in the DBLP dataset, we trained the XGBoost model to predict high/low citation. Our model has reached 0.71 in AUC and 70.45% in accuracy rate. Utilizing Explainable AI method SHAP to evaluate features' relative importance in predicting team citation categories, we found that team structure plays a more critical role than team composition in predicting team citation. High team power level, flat team power structure, diverse race background, large team, collaboration with industry, and male‐dominated teams can bring higher team citations. Our project can provide insights into how to form the best scientific teams and maximize team impact from team composition and team structure.

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Cowen, Ron. "Red Team, Blue Team." Science News 163, no. 22 (May 31, 2003): 341. http://dx.doi.org/10.2307/4014466.

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Lackner, Karin, and Ewald E. Krainz. "Team oder nicht Team." Gruppendynamik und Organisationsberatung 46, no. 2 (June 2015): 207–12. http://dx.doi.org/10.1007/s11612-015-0278-2.

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BAGGISH, AARON L., BRIAN J. COLE, L. BRUCE GLADDEN, MARK R. HUTCHINSON, MARGOT PUTUKIAN, STEVEN D. STOVITZ, and THOMAS M. BEST. "Team Physician, Team Subspecialist." Medicine & Science in Sports & Exercise 51, no. 3 (March 2019): 393–94. http://dx.doi.org/10.1249/mss.0000000000001874.

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