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Готові списки джерел за темами / Team e performance / Статті в журналах

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Статті в журналах з теми "Team e performance"

Автор: Grafiati

Опубліковано: 11 березня 2023

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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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2

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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3

English, Andrew, Richard L. Griffith, and Lisa A. Steelman. "Team Performance." Small Group Research 35, no. 6 (December 2004): 643–65. http://dx.doi.org/10.1177/1046496404266320.

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4

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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5

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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6

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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7

Semrau, Thorsten, Norbert Steigenberger, and Hendrik Wilhelm. "Team political skill and team performance." Journal of Managerial Psychology 32, no. 3 (April 10, 2017): 239–53. http://dx.doi.org/10.1108/jmp-03-2016-0074.

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Purpose The purpose of this paper is to examine the relation between team political skill, i.e., the mean level of political skill among team members, and team performance. Specifically, it proposes that the link between team political skill and team performance is ambiguous and contingent upon a common professional background as well as collective team commitment within the team. Design/methodology/approach Data from 45 service teams with 295 team members and their supervisors were analyzed. Hypotheses were tested using OLS regression. Findings The results show that a common professional background and collective team commitment serve as crucial contingencies for the relationship between team political skill and team performance. Research limitations/implications This study complements previous individual-level research demonstrating a positive relation between political skill and relevant outcomes by highlighting that the link between team political skill and team performance is ambiguous and contingent upon other team characteristics. Practical implications To enhance team performance, managers should carefully consider the interplay between team political skill and other team characteristics when making staffing decisions. Originality/value The study highlights the relation of political skill with team performance and points to a potential downside of political skill in organizations.

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8

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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9

Jha, Sumi. "Team psychological safety and team performance." International Journal of Organizational Analysis 27, no. 4 (September 2, 2019): 903–24. http://dx.doi.org/10.1108/ijoa-10-2018-1567.

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Purpose The purpose of this paper is to examine the relationships between team psychological safety and team performance and to test the mediating effect of learning orientation and moderating effect of psychological empowerment on that relationship. Design/methodology/approach Data were collected from 50 teams and 345 team members from 20 different organizations. The moderated mediation analysis of psychological empowerment was tested using hierarchical regression analysis (PROCESS Macro) in SPSS. Findings The results show that higher the psychological empowerment, higher is the effect of psychological safety and learning orientation on team performance. Results supported the moderated mediation analysis of psychological empowerment. Practical implications Given that psychological empowerment and learning orientation of team members will effect team performance, organizational efforts to foster psychological empowerment should be rewarding. Focusing on channelizing team psychological safety to improve team members’ relationship, openness and comfort with each other will increase team performance. Originality/value The study incorporated learning orientation and psychological empowerment to redefine the relationship between psychological safety and team performance.

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10

Tchupo, Dominique Engome, Sivamanoj Sreeramakavacham, Jung Hyup Kim, and Gretchen A. Macht. "Fuzzy Logic Patterns Communication and Team Performance." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 145–49. http://dx.doi.org/10.1177/1541931213601519.

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Analyzing the complex maze of content and flow in communication between team members could help unlock researchers’ understanding of team performance. This research analyzes the communication patterns of two teams, based on their team performance, in order to test and expand a developing team mapping technique to assess content and flow between team members. A two-pronged methodology was executed: (1) communication data processing by (a) classifying utterances into content topics and flow, (b) indexing the speech acts, and (c) validation, and (2) analyzing the communication patterns using augmented fuzzy cognitive maps (FCMs). The strengths of the relationships among key communication concepts were estimated and compared between the two, low and high, performance teams’ FCMs. The results indicated that FCMs could apply to larger teams and in an alternate domain. The FCM communication patterns recognized that the “providing information” concept was significantly different between the high and low team performances. This research demonstrates that, using fuzzy logic, different patterns can assist in understanding team performance while providing insights into complex team communication dynamics.

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11

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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12

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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13

Carpenter, James E., James P. Bagian, Rebecca G. Snider, and Kyle J. Jeray. "Medical Team Training Improves Team Performance." Journal of Bone and Joint Surgery-American Volume 99A, no. 18 (September 2017): 1604–10. http://dx.doi.org/10.2106/jbjs.16.01290.

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14

Doorewaard, Hans, Geert Van Hootegem, and Rik Huys. "Team responsibility structure and team performance." Personnel Review 31, no. 3 (June 2002): 356–70. http://dx.doi.org/10.1108/00483480210422750.

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15

van de Water, Henny, Kees Ahaus, and Robert Rozier. "Team roles, team balance and performance." Journal of Management Development 27, no. 5 (May 23, 2008): 499–512. http://dx.doi.org/10.1108/02621710810871817.

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16

Stashevsky, Shmuel, and Meni Koslowsky. "Leadership team cohesiveness and team performance." International Journal of Manpower 27, no. 1 (January 2006): 63–74. http://dx.doi.org/10.1108/01437720610652844.

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17

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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18

Lin, Chieh-Peng, Chu-Chun Wang, Shih-Chih Chen, and Jui-Yu Chen. "Modeling leadership and team performance." Personnel Review 48, no. 2 (March 4, 2019): 471–91. http://dx.doi.org/10.1108/pr-10-2017-0313.

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Purpose The purpose of this paper is to develop a research model that explains team performance based on social cognitive theory and social exchange theory. In the model, team performance indirectly relates to three kinds of leadership (i.e., charismatic, autocratic and considerate) via the full mediation of collective efficacy. At the same time, team justice as a focus in this study is examined as a moderator in the model. Design/methodology/approach The research hypotheses of this study were empirically tested using two-wave data collection across insurance sales teams from a leading bank holding company which is the largest bank holding company in Taiwan. In the first-wave data collection, researchers of this study surveyed six people anonymously from each sales team, including a team leader and five team members. Three months later, the researchers conducted the second-wave data collection by obtaining team performance data from the department of human resource management, which was an independent rater for each team’s performance. Two-wave data collection from 59 teams was achieved for verifying the hypothesized effects. Findings The team-level test results show that collective efficacy fully mediates the relationship between charismatic leadership and team performance and between considerate leadership and team performance. Justice moderates the relationship between collective efficacy and team performance and between charismatic leadership and collective efficacy. Originality/value This study has two major theoretical implications. First, this study conceptualized three distinct kinds of leadership as major determinants of team performance from a social exchange perspective. Such a theoretical conceptualization of leadership not only broadens the boundary of leadership beyond traditional one such as transactional leadership based on the theory of contingent reward but also closely reflects the practical status quo of leadership of teams. Second, this research incorporated social exchange theory into the framework of team performance in social cognitive theory. Specifically, this study theorized and validated justice as a moderator in the development of team performance.

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19

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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20

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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21

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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22

Dominguez, Caroline, Isabel C. Moura, and João Varajão. "High Performance Teams." International Journal of Information Technology Project Management 7, no. 2 (April 2016): 72–82. http://dx.doi.org/10.4018/ijitpm.2016040105.

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Effective team management is one of the key factors that allow companies to tackle the challenges of today's demanding business environment. Although high-performing teams have been studied for some time, very little has been written on them from the construction industry's perspective. Based on the conclusions of previous work and on a project involving 44 professionals of seven teams, this exploratory case study intends to evaluate if there is a gap between what team members and leaders perceive as being (a) the most important features for managing teams into high performance and (b) the features that are present in their teams. The present study shows that, although teams under investigation had some high-performing features at the leadership dimension, there is room for improvement, in particular when it comes to empowering team members, involving them in planning the work, and creating proper reward systems.

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23

Driskell, James E., and Eduardo Salas. "Collective Behavior and Team Performance." Human Factors: The Journal of the Human Factors and Ergonomics Society 34, no. 3 (June 1992): 277–88. http://dx.doi.org/10.1177/001872089203400303.

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Modern complex systems require effective team performance, yet the question of which factors determine effective teams remains to be answered. Group researchers suggest that collective or interdependent behavior is a critical component of team interaction. Furthermore, anecdotal evidence suggests that some team members are less collectively oriented than others and that the tendency to ignore task inputs from others is one factor that contributes to poor team performance. In this study we develop a procedure for differentiating collectively oriented versus egocentric team members. Experimental results confirm that collectively oriented team members were more likely to attend to the task inputs of other team members and to improve their performance during team interaction than were egocentric team members.

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24

Weidmann, Ben, and David J. Deming. "Team Players: How Social Skills Improve Team Performance." Econometrica 89, no. 6 (2021): 2637–57. http://dx.doi.org/10.3982/ecta18461.

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Most jobs require teamwork. Are some people good team players? In this paper, we design and test a new method for identifying individual contributions to team production. We randomly assign people to multiple teams and predict team performance based on previously assessed individual skills. Some people consistently cause their team to exceed its predicted performance. We call these individuals “team players.” Team players score significantly higher on a well‐established measure of social intelligence, but do not differ across a variety of other dimensions, including IQ, personality, education, and gender. Social skills—defined as a single latent factor that combines social intelligence scores with the team player effect—improve team performance about as much as IQ. We find suggestive evidence that team players increase effort among teammates.

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25

Lynn, Gary S., and Richard R. Reilly. "Measuring Team Performance." Research-Technology Management 43, no. 2 (March 2000): 48–56. http://dx.doi.org/10.1080/08956308.2000.11671341.

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26

Lin, Chieh-Peng, and Yi-Fan Chen. "Modeling Team Performance." Journal of Leadership & Organizational Studies 23, no. 1 (November 19, 2015): 96–107. http://dx.doi.org/10.1177/1548051815616252.

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27

Hon, Alice H. Y., and Wilco W. H. Chan. "Team Creative Performance." Cornell Hospitality Quarterly 54, no. 2 (August 9, 2012): 199–210. http://dx.doi.org/10.1177/1938965512455859.

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28

Natale, Samuel M., Anthony F. Libertella, and Brian Rothschild. "Team performance management." Team Performance Management: An International Journal 1, no. 2 (June 1995): 6–13. http://dx.doi.org/10.1108/13527599510075236.

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29

Lynn, G. "Measuring team performance." Journal of Product Innovation Management 18, no. 2 (March 2001): 121–22. http://dx.doi.org/10.1016/s0737-6782(01)00079-0.

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30

Beck, Nikolaus, and Mark Meyer. "Modeling team performance." Empirical Economics 43, no. 1 (April 21, 2011): 335–56. http://dx.doi.org/10.1007/s00181-011-0463-2.

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31

Zigon, Jack. "Team Performance Measurement: A Process for Creating Team Performance Standards." Compensation & Benefits Review 29, no. 1 (January 1997): 38–47. http://dx.doi.org/10.1177/088636879702900106.

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32

Weaver, Jeanne L., Julie M. Urban, Nalini Maniam, and Clint A. Bowers. "Team Skill Acquisition: Team and Individual Performance Effects of Feedback." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1209–13. http://dx.doi.org/10.1177/154193129403801814.

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Анотація:

Although team development research has, to some extent, addressed the various components of team functioning, later studies have failed to sufficiently clarify what influences teams as they acquire the various skills that constitute complex team performance. Similarly, research regarding team structure, as of yet, has failed to fully determine how teams under various structures should be trained in order to optimize their ability to perform complex (i.e., both team and individual) tasks. Thus, there is a need to investigate differential developmental trends in teams of varying structure. Additionally, research is required to identify interventions which might optimize the developmental process. Although the effects of feedback are becoming increasingly well investigated, there has been relatively little investigation regarding the impact of feedback given on multiple task performance. The current study investigates the impact of feedback given, over time, regarding team vs. individual tasks in teams of two structures: non-hierarchical vs. product. Results supported the hypothesized differential effects of feedback type during skill acquisition under varying levels of structure.

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Fisher, S. G., W. D. K. Macrosson, and M. R. Yusuff. "Team Performance and Human Values." Psychological Reports 79, no. 3 (December 1996): 1019–24. http://dx.doi.org/10.2466/pr0.1996.79.3.1019.

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In the field of management the values, attitudes, and beliefs of individuals are significant indicators of high performance and corporate success. What has not been widely shown is that, in the context of work teams, the sharing of values, attitudes, and beliefs are also related to high performance, although there appears to be tacit agreement among writers on the subject of team work that this is so. A study was undertaken to provide evidence by testing the hypothesis that team performance is positively influenced by the extent to which values are shared amongst the members of the team. Kendall's W was calculated for the values of 10 teams, and, within the constraints of the experiment, significant correlations supported the hypothesis; however, confirmatory studies are also required.

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Morrissette, Amy M., and Jennifer L. Kisamore. "Trust and performance in business teams: a meta-analysis." Team Performance Management: An International Journal 26, no. 5/6 (July 17, 2020): 287–300. http://dx.doi.org/10.1108/tpm-02-2020-0012.

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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.

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Ruigrok, Winfried, Peder Greve, and Martin Engeler. "International experiential diversity and performance at project organizations." Sport, Business and Management: An International Journal 1, no. 3 (October 11, 2011): 267–83. http://dx.doi.org/10.1108/20426781111162675.

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PurposeThe purpose of this paper is to shed new light on the link between diversity in project teams and team performance by examining the effects of players’ international career diversity on the performance of national football teams.Design/methodology/approachThe paper draws upon the literature on project organizations and experiential diversity in teams. Using data on players’ international career backgrounds and team performance from the FIFA World Cup 2006, the authors test two hypotheses linking experiential diversity in teams and a measure of relative team performance. The dataset includes detailed individual background profiles of the 736 participating players and performance data from the 64 games played at the tournament.FindingsThe findings suggest that different types of experiential diversity have contrasting effects on team performance in a time‐limited project team setting.Research limitations/implicationsThese findings encourage team diversity researchers to further examine the impact of experiential diversity in teams on team process and performance outcomes in future research.Practical implicationsThe findings particularly highlight the need to carefully manage experiential diversity in project team settings in order to benefit from access to diverse tacit resources, while at the same time avoiding that the integrative capacities of teams becoming overstretched.Originality/valueThe paper is a step towards a better understanding of how diversity of individual career backgrounds affects team performance outcomes in project teams.

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Jiang, Xueting, Hector R. Flores, Ronrapee Leelawong, and Charles C. Manz. "The effect of team empowerment on team performance." International Journal of Conflict Management 27, no. 1 (February 8, 2016): 62–87. http://dx.doi.org/10.1108/ijcma-07-2014-0048.

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Purpose – Based on extant literature on empowerment and team management, this paper aims to examine the effect of power distance and collectivism on the relationship between empowerment and team performance through the mechanisms of knowledge sharing and intra-group conflict. Design/methodology/approach – This paper conceptualizes a model depicting the relationship between team empowerment and team performance across cultures. Findings – The authors argue that team empowerment can increase both knowledge sharing and intra-group conflict in working teams. Knowledge sharing facilitates team performance, while intra-group conflict impairs team performance in the long run. Team empowerment yields different team performance across cultures due to the respective moderating effects of power distance and collectivism. Originality/value – This paper explicates the moderating roles of power distance and collectivism on the relationship between empowerment, knowledge sharing, intra-group conflict and team performance. The authors suggest that the effectiveness of team empowerment is contingent on the cultural context that the team operates in.

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Stout, Renee J., James E. Driskell, and Eduardo Salas. "Collective Orientation and Team Performance." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (October 1997): 1190–94. http://dx.doi.org/10.1177/1071181397041002104.

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A lack of team coordination or collective behavior has been a prominent factor in many real-world accidents. Although collective orientation is purported to be a critical ability, it is a team skill that is very seldom fostered in individual training. This paper describes a program of research designed to address three primary questions regarding collective orientation. First, can we measure it? Second, does collective orientation make a difference in how well teams perform? Third, in what ways does behavior differ in collectively-oriented versus non collectively-oriented teams?

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Valcea, Sorin, Maria Hamdani, and Bret Bradley. "Weakest Link Goal Orientations and Team Expertise: Implications for Team Performance." Small Group Research 50, no. 3 (January 28, 2019): 315–47. http://dx.doi.org/10.1177/1046496418825302.

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Using prior theory and research, we argue that a team member with a low learning goal or a high avoid orientation is detrimental for the expertise–performance relationship in team tasks. Results from a study of 82 teams showed that, after controlling for goal orientation team composition, expertise improved team performance only when teams did not have a weak link team member. In contrast, when teams had this weak link teammate, expertise did not improve performance, and in some cases damaged it. Implications for theory and practice are discussed.

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de Jong, Jeroen P., and Oana C. Fodor. "Attuning to individual work routines and team performance." Team Performance Management: An International Journal 23, no. 7/8 (October 10, 2017): 385–406. http://dx.doi.org/10.1108/tpm-01-2017-0001.

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Purpose The authors first examine the extent to which having an accurate understanding of and anticipate on one another’s work routines (defined as crossattuning) explains additional variance of team performance above and beyond other implicit coordination concepts such as team familiarity and transactive memory. Furthermore, the authors aim to propose that social sensitivity interacts with team size and team longevity in supporting the emergence of cross-attuning. Design/methodology/approach The authors first use a quasi-experimental design with 35 student-teams in Study 1 to test the discriminant validity of their construct. In Study 2, the authors use a field study with 66 work teams to test their hypotheses. Findings Study 1 shows that cross-attuning has a positive effect on team performance and that it explains additional variance above other implicit coordination-concepts. In Study 2, the authors confirm cross-attuning associates with supervisor-rated team performance and find that team social sensitivity is more positively related to cross-attuning in small teams with low longevity and in large teams with high longevity in comparison to large teams with low longevity. Originality/value The study of implicit coordination mechanisms in teams has primarily focused on having knowledge about other team members’ expertise and competencies and how teams cope with unexpected events. How teams deal with individual work routines – repetitive work-related behavior that is limited in considering alternative actions and the task environment – have received limited attention, despite the potential of these individual routines to thwart successful team task completion.

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Kratzer, Jan, Roger Th A. J. Leenders, and Jo M. L. van Engelen. "Team Polarity and Creative Performance in Innovation Teams." Creativity and Innovation Management 15, no. 1 (March 2006): 96–104. http://dx.doi.org/10.1111/j.1467-8691.2006.00372.x.

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Chatiketu, Piyanart, Chitrlada Burapharat, Nopasit Chakpitak, and Piya Siriphant. "Team Performance Drivers of Thai Health Promoting Teams." International Journal of Knowledge, Culture, and Change Management: Annual Review 8, no. 8 (2008): 111–28. http://dx.doi.org/10.18848/1447-9524/cgp/v08i08/50641.

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Cauwelier, Peter. "Building high-performance teams through team psychological safety." Research Outreach, no. 108 (July 10, 2019): 62–65. http://dx.doi.org/10.32907/ro-108-6265.

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Hill, Andrew P., Joachim Stoeber, Anna Brown, and Paul R. Appleton. "Team Perfectionism and Team Performance: A Prospective Study." Journal of Sport and Exercise Psychology 36, no. 3 (June 2014): 303–15. http://dx.doi.org/10.1123/jsep.2013-0206.

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Perfectionism is a personality characteristic that has been found to predict sports performance in athletes. To date, however, research has exclusively examined this relationship at an individual level (i.e., athletes’ perfectionism predicting their personal performance). The current study extends this research to team sports by examining whether, when manifested at the team level, perfectionism predicts team performance. A sample of 231 competitive rowers from 36 boats completed measures of self-oriented, team-oriented, and team-prescribed perfectionism before competing against one another in a 4-day rowing competition. Strong within-boat similarities in the levels of team members’ team-oriented perfectionism supported the existence of collective team-oriented perfectionism at the boat level. Two-level latent growth curve modeling of day-by-day boat performance showed that team-oriented perfectionism positively predicted the position of the boat in midcompetition and the linear improvement in position. The findings suggest that imposing perfectionistic standards on team members may drive teams to greater levels of performance.

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Ahmad Zawawi, Azlyn, and Aizzat Mohd. Nasurdin. "Association Between Team Skills and Nursing Team Performance: A Malaysian Perspective." INTERNATIONAL JOURNAL OF CARE SCHOLARS 3, no. 2 (July 31, 2020): 3–16. http://dx.doi.org/10.31436/ijcs.v3i2.130.

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Objective: Nursing team performance is essential because nurses work interdependently with others and their routines require them to create an effective synergy through collective effort. Nursing teams must be effective in order to reduce medical errors and deliver the best safe care to patients. For that reason, members must possess skills that are relevant and imperative to team functioning. This article aims to examine the association between team skills and team performance. Team performance is categorized into two dimensions; team task performance and team contextual performance. Methods: This study was done on selected nursing teams in Peninsular Malaysia. Data was collected from 1436 individual nurses and responses were aggregated to 300 teams from seven major specialist public hospitals in Peninsular Malaysia. Analysis was done via structural equation modeling using Partial Least Squares (PLS). Results: Results indicated that team skills positively relate to both dimensions of team performance. The findings of this study support previous studies which posit that team members often display team performance behaviors when they perceive that they are collectively competent in task accomplishments.

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Tabassi, Amin Akhavan, Kamand M. Roufechaei, Abu Hassan Abu Bakar, and Nor'Aini Yusof. "Linking Team Condition and Team Performance: A Transformational Leadership Approach." Project Management Journal 48, no. 2 (April 2017): 22–38. http://dx.doi.org/10.1177/875697281704800203.

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Because project teams in the construction industry shape the primary focus of the industry's project life cycle, a high-performance construction workplace facilitates employees’ technical and innovation skills through team development. Drawing on the current research in general teamwork and leadership, this study, from a theoretical perspective, extends the team condition as a hierarchical construct, incorporating six associated components. This article argues that team building and team development can be studied as ongoing processes that are crucial to project success. In order to reduce the risk of common method variance, the research analysis was completed using 94 construction teams from three different sources, within which team members rated their leader's transformational leadership behavior. The team leaders evaluated the team's conditions, and, lastly, the supervisor of each team rated the team's performance. The model shows that the team condition, which is defined as the factors that contribute to making a great team, has significant direct and indirect impacts on team performance. Furthermore, the transformational leadership behavior of team leaders showed a mediating role between the team condition and the performance.

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Wang, Yilin, and Jiasu Lei. "The action mechanism of team learning orientation in promoting team performance." Social Behavior and Personality: an international journal 46, no. 4 (April 5, 2018): 581–96. http://dx.doi.org/10.2224/sbp.6597.

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We applied the motivated information processing in group (MIP-G) model to examine the relationship between team learning orientation and team performance by conducting a field study of 226 employees in 35 teams. The results showed that team learning orientation was positively related to team performance, and that team task reflexivity played a partially mediating role in this relationship. Further, team leader–member exchange differentiation strengthened the positive effect of team learning orientation on team task reflexivity, which, in turn, strengthened the indirect effect of team learning orientation on team performance via the mediator of team task reflexivity. From a theoretical standpoint, we have extended the literature on team-level performance, and from a practical perspective, our results have implications for the management of teams.

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Pak, Jongwook, and Seongsu Kim. "Team Manager’s Implementation, High Performance Work Systems Intensity, and Performance: A Multilevel Investigation." Journal of Management 44, no. 7 (May 9, 2016): 2690–715. http://dx.doi.org/10.1177/0149206316646829.

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Recently, capturing within-organization variability during the implementation of high performance work systems (HPWS) has received considerable attention; however, the source of such variability has rarely been considered. If the utilization of HPWS is positively related to performance outcomes, examining factors contributing to an effective implementation may yield significant theoretical and practical implications. For this purpose, this study extends the extant HPWS literature in two ways. First, we attempt to conceptualize team-level HPWS intensity and identify antecedents of variance across teams. Specifically, we regard the visible role of team managers in the process of HPWS implementation as a primary interpretive filter that makes team members perceive differences in HPWS intensity, which in turn affects team performance. Second, we posit that if human resources (HR) policies are viewed as an exchange agreement between the organization and its employees, then a team manager more actively enforcing espoused HR practices may positively influence the sense of human resource management (HRM)–induced psychological contract fulfillment of team members, which in turn influences individual in-role performance and organizational citizenship behavior (OCB). Our hypotheses are tested with data from 183 matched responses from 51 teams, and the results generally support both the team-level and multilevel hypotheses. We discuss the theoretical and managerial implications of our study.

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Smolska, Małgorzata. "Team coaching as a tool to improve team performance." Scientific Journal of the Military University of Land Forces 192, no. 2 (April 1, 2019): 378–89. http://dx.doi.org/10.5604/01.3001.0013.2611.

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Coaching is now used as a tool to develop the potential of leaders and even entire teams, especially when introducing groundbreaking changes in an enterprise. In the first part of the article, the essence of team coaching and the specificity of the team coaching process is characterized on three levels: team, leader, team–leader, together with detailing specific tools at each level. The second part of the article is aimed at presenting evidence of the impact of coaching on team performance.

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Wing, Linda S. "Leadership in high‐performance teams: a model for superior team performance." Team Performance Management: An International Journal 11, no. 1/2 (January 2005): 4–11. http://dx.doi.org/10.1108/13527590510584285.

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Eisenberg, Julia, Corinne Post, and Nancy DiTomaso. "Team Dispersion and Performance: The Role of Team Communication and Transformational Leadership." Small Group Research 50, no. 3 (February 12, 2019): 348–80. http://dx.doi.org/10.1177/1046496419827376.

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Organizations increasingly rely on virtual teams to access geographically dispersed expertise. Yet, team dispersion introduces challenges to team communication that may negatively influence team performance. Using a sample of 53 innovation teams representing a variety of geographic dispersion configurations from completely collocated to highly dispersed, we examined the moderating role of transformational leadership on the relationship between team dispersion, team communication, and team performance. Our findings suggest that while transformational leadership is effective in reducing the negative effects of dispersion in collocated teams or ones with low levels of geographic dispersion, it is less effective helping improve the performance of highly dispersed teams. This effect may be due to a transformational leader’s difficulty in facilitating team communication in highly dispersed teams, where his or her influence might actually have counterproductive effects. We discuss the implications of our findings for theory, future research, and practice.

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