Pub Date : 2020-11-04DOI: 10.1108/tpm-01-2020-0007
Eleni Georganta, Katharina G. Kugler, J. Reif, F. Brodbeck
Purpose Several theoretical models have been developed to describe the process of successful team adaptation. Testing the models through empirical research is lacking. This study aims to empirically examine the way teams adapt to unexpected or novel circumstances and investigate the four-phase team adaptation process (i.e. situation assessment → plan formulation → plan execution → team learning), as proposed by Rosen et al. (2011). Design/methodology/approach To test the positive relationship between the four team adaptation phases and their suggested sequence, a cross-sectional field study was conducted. Data were collected from 23 teams participating during an 8-week team project. Findings Results from random intercept models confirmed that the team adaptation process consisted of four phases that were positively related to each other. As expected, plan formulation mediated the positive relationship between situation assessment and plan execution. However, team learning was independently related to all three previous phases, and not only to situation assessment as theory suggests. Originality/value To the best of the authors’ knowledge, the present study is one of the first attempts to test the theoretical model of the team adaptation process presented by Rosen et al. (2011). Findings illustrated that the team adaptation process is not a simple four-phase sequence, but it constitutes four dynamic phases that are strongly interrelated to each other.
{"title":"The four-phase team adaptation process: a first empirical investigation","authors":"Eleni Georganta, Katharina G. Kugler, J. Reif, F. Brodbeck","doi":"10.1108/tpm-01-2020-0007","DOIUrl":"https://doi.org/10.1108/tpm-01-2020-0007","url":null,"abstract":"\u0000Purpose\u0000Several theoretical models have been developed to describe the process of successful team adaptation. Testing the models through empirical research is lacking. This study aims to empirically examine the way teams adapt to unexpected or novel circumstances and investigate the four-phase team adaptation process (i.e. situation assessment → plan formulation → plan execution → team learning), as proposed by Rosen et al. (2011).\u0000\u0000\u0000Design/methodology/approach\u0000To test the positive relationship between the four team adaptation phases and their suggested sequence, a cross-sectional field study was conducted. Data were collected from 23 teams participating during an 8-week team project.\u0000\u0000\u0000Findings\u0000Results from random intercept models confirmed that the team adaptation process consisted of four phases that were positively related to each other. As expected, plan formulation mediated the positive relationship between situation assessment and plan execution. However, team learning was independently related to all three previous phases, and not only to situation assessment as theory suggests.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, the present study is one of the first attempts to test the theoretical model of the team adaptation process presented by Rosen et al. (2011). Findings illustrated that the team adaptation process is not a simple four-phase sequence, but it constitutes four dynamic phases that are strongly interrelated to each other.\u0000","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/tpm-01-2020-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41351982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-26DOI: 10.1108/tpm-03-2020-0020
V. Hagemann, Greta Ontrup, A. Kluge
Purpose This paper aims to explore the influence of collective orientation (CO) on coordination and team performance for interdependently working teams while controlling for person-related and team variables. Design/methodology/approach A total of 58 two-person-teams participated in a simulation-based firefighting task. The laboratory study took 2 h for each team. The effects of CO in tasks of increasing complexity were investigated under the consideration of control variables, and the relations between CO, coordination and team performance were assessed using a multivariate latent growth curve modeling approach and by estimating indirect effects in simple mediation models. Findings Team members high on CO performed significantly better than low-scoring members. The effect of CO on team performance was independent from an increasing task complexity, whereas the effect of CO on coordination was not. The effect of CO on team performance was mediated by coordination within the team, and the positive relation between CO and performance persists when including group efficacy into the model. Research limitations/implications As CO is a modifiable person-related variable and important for effective team processes, additional research on factors influencing this attitude during work is assumed to be valuable. Practical implications CO is especially important for highly interdependently working teams in high-risk-organizations such as the fire service or nuclear power plants, where errors lead to severe consequences for human beings or the environment. Originality/value No other studies showed the importance of CO for coordination and team performance while considering teamwork-relevant variables and the interdependence of work.
{"title":"Collective orientation and its implications for coordination and team performance in interdependent work contexts","authors":"V. Hagemann, Greta Ontrup, A. Kluge","doi":"10.1108/tpm-03-2020-0020","DOIUrl":"https://doi.org/10.1108/tpm-03-2020-0020","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore the influence of collective orientation (CO) on coordination and team performance for interdependently working teams while controlling for person-related and team variables.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 58 two-person-teams participated in a simulation-based firefighting task. The laboratory study took 2 h for each team. The effects of CO in tasks of increasing complexity were investigated under the consideration of control variables, and the relations between CO, coordination and team performance were assessed using a multivariate latent growth curve modeling approach and by estimating indirect effects in simple mediation models.\u0000\u0000\u0000Findings\u0000Team members high on CO performed significantly better than low-scoring members. The effect of CO on team performance was independent from an increasing task complexity, whereas the effect of CO on coordination was not. The effect of CO on team performance was mediated by coordination within the team, and the positive relation between CO and performance persists when including group efficacy into the model.\u0000\u0000\u0000Research limitations/implications\u0000As CO is a modifiable person-related variable and important for effective team processes, additional research on factors influencing this attitude during work is assumed to be valuable.\u0000\u0000\u0000Practical implications\u0000CO is especially important for highly interdependently working teams in high-risk-organizations such as the fire service or nuclear power plants, where errors lead to severe consequences for human beings or the environment.\u0000\u0000\u0000Originality/value\u0000No other studies showed the importance of CO for coordination and team performance while considering teamwork-relevant variables and the interdependence of work.\u0000","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/tpm-03-2020-0020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42424497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-17DOI: 10.1108/TPM-06-2020-0049
T. Proctor
This paper aims to consider why creative problem-solving techniques may not always produce useful results and sets out to explain why this might be and what steps should be taken to avoid it happening. The paper provides an understanding of how different creative problem-solving techniques are best suited to gaining insights into problems requiring different degrees of paradigm shift. It argues that team members’ personalities and thinking styles and team composition should be taken into account when using the techniques. It examines the role the facilitator plays in planning and conducting the ideation process.,The paper provides simple illustrations of some of the creative problem-solving techniques. It reviews relevant literature and argues how individual differences of team members along with team composition can influence team performance in using the creative problem-solving techniques.,Personality, thinking styles and learning styles are relevant to the effective use of creative problem-solving techniques. Team composition, team motivation and mood factors should also be taken into account. The facilitator is key in ensuring the efficacy of the problem-solving process.,This paper will be helpful to academics who study creative problem-solving as well as informing management practitioners and trainers about the procedures and potential pitfalls to avoid.
{"title":"Creative problem-solving techniques, paradigm shift and team performance","authors":"T. Proctor","doi":"10.1108/TPM-06-2020-0049","DOIUrl":"https://doi.org/10.1108/TPM-06-2020-0049","url":null,"abstract":"This paper aims to consider why creative problem-solving techniques may not always produce useful results and sets out to explain why this might be and what steps should be taken to avoid it happening. The paper provides an understanding of how different creative problem-solving techniques are best suited to gaining insights into problems requiring different degrees of paradigm shift. It argues that team members’ personalities and thinking styles and team composition should be taken into account when using the techniques. It examines the role the facilitator plays in planning and conducting the ideation process.,The paper provides simple illustrations of some of the creative problem-solving techniques. It reviews relevant literature and argues how individual differences of team members along with team composition can influence team performance in using the creative problem-solving techniques.,Personality, thinking styles and learning styles are relevant to the effective use of creative problem-solving techniques. Team composition, team motivation and mood factors should also be taken into account. The facilitator is key in ensuring the efficacy of the problem-solving process.,This paper will be helpful to academics who study creative problem-solving as well as informing management practitioners and trainers about the procedures and potential pitfalls to avoid.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"26 1","pages":"451-466"},"PeriodicalIF":1.7,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-06-2020-0049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46188658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1108/tpm-03-2020-0025
Rebecca Müller, C. Antoni
Virtual teams are on the rise and many companies are implementing them to compete for the most talented experts. However, the use of information and communication technology (ICT), on which virtual teams depend, often ends in communication chaos. Research has shown that shared mental models (SMM), which are knowledge structures on team level, enhance team communication. In teams, which use ICTs, shared mental models of ICTs (ICT SMM) seem to be important. However, few studies that investigated ICT SMM have used different measurements that restrict their generalization. The purpose of this study is to define ICT SMM as well as develop and validate an ICT SMM scale.,This study used a cross-sectional questionnaire in two different samples (N1 = 117 students and N2 = 165 employees).,The results of item and factor analyses indicated that ICT SMM contain at least two facets, ICT functionalities and task-specific ICT use and are distinct from teamwork, taskwork and temporal SMM. The ICT SMM scale reached good validity and reliability. On an individual level, ICT SMM were positively associated with perceived team performance and coordination and negatively with ineffective communication, workload and frustration.,Future research using teams as sample to validate the ICT SMM scale seems to be promising.,To the best of authors’ knowledge, this is the first study that developed and validated a rating scale to measure SMM of ICT in different samples.
{"title":"Scale development and validation of shared mental models of information and communication technology (ICT SMM)","authors":"Rebecca Müller, C. Antoni","doi":"10.1108/tpm-03-2020-0025","DOIUrl":"https://doi.org/10.1108/tpm-03-2020-0025","url":null,"abstract":"Virtual teams are on the rise and many companies are implementing them to compete for the most talented experts. However, the use of information and communication technology (ICT), on which virtual teams depend, often ends in communication chaos. Research has shown that shared mental models (SMM), which are knowledge structures on team level, enhance team communication. In teams, which use ICTs, shared mental models of ICTs (ICT SMM) seem to be important. However, few studies that investigated ICT SMM have used different measurements that restrict their generalization. The purpose of this study is to define ICT SMM as well as develop and validate an ICT SMM scale.,This study used a cross-sectional questionnaire in two different samples (N1 = 117 students and N2 = 165 employees).,The results of item and factor analyses indicated that ICT SMM contain at least two facets, ICT functionalities and task-specific ICT use and are distinct from teamwork, taskwork and temporal SMM. The ICT SMM scale reached good validity and reliability. On an individual level, ICT SMM were positively associated with perceived team performance and coordination and negatively with ineffective communication, workload and frustration.,Future research using teams as sample to validate the ICT SMM scale seems to be promising.,To the best of authors’ knowledge, this is the first study that developed and validated a rating scale to measure SMM of ICT in different samples.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"26 1","pages":"391-407"},"PeriodicalIF":1.7,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/tpm-03-2020-0025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43134396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-13DOI: 10.1108/tpm-05-2020-0036
Zikai Zhou, P. Pazos
The purpose of this study is to synthesize the previous empirical studies on transactive memory systems (TMS) through a meta-analytical approach and test the proposed model for the relationships between TMS and different types of team outcomes.,TMS refers to shared memory systems developed among a group of people for encoding, storage and retrieval of their different knowledge domains. They have been widely used in group or organization settings to describe the cumulative knowledge in a group of multi-disciplinary experts. Previous literature suggests TMS as a critical concept for explaining group performance, but few studies were conducted to integrate the literature findings to identify the relationships between TMS and team outcomes.,The findings suggest that TMS is more strongly linked to affective outcomes than behavioral or performance outcomes. In addition, the authors find that the specific operationalization of TMS does not affect the relationship between TMS and team outcomes. There was not enough support for significant effects of group size and research setting on the relationships between TMS and team outcomes, which indicates that both laboratory and field studies have similar potential to generate valuable results for the research of TMS.,This study contributes to the body of knowledge on team effectiveness by investigating the links between TMS and team effectiveness through a broad definition of outcomes that include tangible constructs, such as performance, as well as behavioral and affective outcomes. By exploring the relationships through this broad conceptualization of team effectiveness, the authors can better understand the particular effects of TMS on different key aspects used to determine success in teams.
{"title":"Empirical perspectives of transactive memory systems: a meta-analysis","authors":"Zikai Zhou, P. Pazos","doi":"10.1108/tpm-05-2020-0036","DOIUrl":"https://doi.org/10.1108/tpm-05-2020-0036","url":null,"abstract":"The purpose of this study is to synthesize the previous empirical studies on transactive memory systems (TMS) through a meta-analytical approach and test the proposed model for the relationships between TMS and different types of team outcomes.,TMS refers to shared memory systems developed among a group of people for encoding, storage and retrieval of their different knowledge domains. They have been widely used in group or organization settings to describe the cumulative knowledge in a group of multi-disciplinary experts. Previous literature suggests TMS as a critical concept for explaining group performance, but few studies were conducted to integrate the literature findings to identify the relationships between TMS and team outcomes.,The findings suggest that TMS is more strongly linked to affective outcomes than behavioral or performance outcomes. In addition, the authors find that the specific operationalization of TMS does not affect the relationship between TMS and team outcomes. There was not enough support for significant effects of group size and research setting on the relationships between TMS and team outcomes, which indicates that both laboratory and field studies have similar potential to generate valuable results for the research of TMS.,This study contributes to the body of knowledge on team effectiveness by investigating the links between TMS and team effectiveness through a broad definition of outcomes that include tangible constructs, such as performance, as well as behavioral and affective outcomes. By exploring the relationships through this broad conceptualization of team effectiveness, the authors can better understand the particular effects of TMS on different key aspects used to determine success in teams.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"26 1","pages":"409-427"},"PeriodicalIF":1.7,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/tpm-05-2020-0036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42965808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-10DOI: 10.1108/tpm-03-2020-0022
Chitra Dey, M. Ganesh
Based on the interpersonal interaction perspective of team cohesion, this study aims to examine the effects of team boundedness, formal coordination and organization tenure diversity on both task and social cohesion. The authors test for the interaction effect of organization tenure diversity on the relationships between the independent variables and the dimensions of team cohesion.,Data was collected from 111 software development teams and aggregated to the team level. Common latent factor test for common method bias showed no significant bias. Structural equation modelling (SEM) was used to test all the hypotheses.,SEM results show that team boundedness and formal coordination have positive and significant association with both dimensions of team cohesion. Formal coordination was found to be a stronger positive predictor for task cohesion than for social cohesion. Organization tenure diversity was found to be a stronger negative predictor for social cohesion than for task cohesion. Organization tenure diversity in the team moderates the relationship between formal coordination and task cohesion.,The data was collected using a cross-sectional design. However, the authors have mitigated the effect of common method variance by adopting both procedural and statistical methods.,This paper expands extant literature by examining the antecedents of two important components of team cohesion, task and social cohesion. The authors proposed and found that the independent variables have different impacts on task and social cohesion. This study furthers both theory and practice by considering team boundedness as a variable of interest and its impact on internal team dynamics.
{"title":"Impact of team design and technical factors on team cohesion","authors":"Chitra Dey, M. Ganesh","doi":"10.1108/tpm-03-2020-0022","DOIUrl":"https://doi.org/10.1108/tpm-03-2020-0022","url":null,"abstract":"Based on the interpersonal interaction perspective of team cohesion, this study aims to examine the effects of team boundedness, formal coordination and organization tenure diversity on both task and social cohesion. The authors test for the interaction effect of organization tenure diversity on the relationships between the independent variables and the dimensions of team cohesion.,Data was collected from 111 software development teams and aggregated to the team level. Common latent factor test for common method bias showed no significant bias. Structural equation modelling (SEM) was used to test all the hypotheses.,SEM results show that team boundedness and formal coordination have positive and significant association with both dimensions of team cohesion. Formal coordination was found to be a stronger positive predictor for task cohesion than for social cohesion. Organization tenure diversity was found to be a stronger negative predictor for social cohesion than for task cohesion. Organization tenure diversity in the team moderates the relationship between formal coordination and task cohesion.,The data was collected using a cross-sectional design. However, the authors have mitigated the effect of common method variance by adopting both procedural and statistical methods.,This paper expands extant literature by examining the antecedents of two important components of team cohesion, task and social cohesion. The authors proposed and found that the independent variables have different impacts on task and social cohesion. This study furthers both theory and practice by considering team boundedness as a variable of interest and its impact on internal team dynamics.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"26 1","pages":"357-374"},"PeriodicalIF":1.7,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/tpm-03-2020-0022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46554288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-10DOI: 10.1108/tpm-03-2020-0024
Kengo Nawata, H. Yamaguchi, Mika Aoshima
This study aims to examine how daily communication and transactive memory systems (TMSs) promote implicit team coordination, meaning when team members cooperate smoothly without engaging in explicit communication, in organizations. In TMSs, members share knowledge of who-knows-what with one another.,A survey was conducted with 216 teams consisting of 1,545 people in three organizations. The relationships among daily communication, TMSs and implicit coordination in the survey data and in team performance were analyzed using multi-level structural equation modeling.,Results confirmed a significant influence process model in which “daily communication → TMS → implicit coordination → team performance” at the team level. Therefore, as hypothesized, implicit coordination is positively related to team performance and daily communication has a positive relationship with implicit coordination through mediation by TMSs.,This study demonstrated the evidence of the relation between implicit coordination, TMS, team performance in organizational settings by using multi-level structural equation modeling.
{"title":"Team implicit coordination based on transactive memory systems","authors":"Kengo Nawata, H. Yamaguchi, Mika Aoshima","doi":"10.1108/tpm-03-2020-0024","DOIUrl":"https://doi.org/10.1108/tpm-03-2020-0024","url":null,"abstract":"This study aims to examine how daily communication and transactive memory systems (TMSs) promote implicit team coordination, meaning when team members cooperate smoothly without engaging in explicit communication, in organizations. In TMSs, members share knowledge of who-knows-what with one another.,A survey was conducted with 216 teams consisting of 1,545 people in three organizations. The relationships among daily communication, TMSs and implicit coordination in the survey data and in team performance were analyzed using multi-level structural equation modeling.,Results confirmed a significant influence process model in which “daily communication → TMS → implicit coordination → team performance” at the team level. Therefore, as hypothesized, implicit coordination is positively related to team performance and daily communication has a positive relationship with implicit coordination through mediation by TMSs.,This study demonstrated the evidence of the relation between implicit coordination, TMS, team performance in organizational settings by using multi-level structural equation modeling.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"26 1","pages":"375-390"},"PeriodicalIF":1.7,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/tpm-03-2020-0024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47970840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-04DOI: 10.1108/tpm-05-2020-0035
F. Schreuder, R. Schalk, Saša Batistič
Purpose: This present study aims to examine how experiences of high-performance work systems (HPWS) in work teams affect employee’s work attitudes and performance. At the team level, the study explored the role of supervisory support in the relationship experienced HPWS -team performance. In explaining employee attitudes and behaviours at the individual level, such as organisational citizenship behaviour (OCB), the study adopted a psychological contract approach. Design/methodology/approach: The moderating role of supervisory support was investigated at the team level while exploring mediation effects of psychological contract beliefs in work teams in cross-level relationships with individual attitudes and behaviours. Findings: Results indicate partial mediation of fulfilment of psychological contracts in work teams in the experienced HPWS-OCB relationship. At the team level, supervisory support perceptions moderate the effects of shared experiences of HPWS on product and service innovation in work teams. Originality/value: The focus on the employee perspective of HPWS, the factor-analytic approach of measuring HPWS experiences and the role of team psychological contracts in employee attitudes and behaviours represent the main contributions of this study to HR research
{"title":"Perceptions of HPWS and performance: cross-level effects of team psychological contracts","authors":"F. Schreuder, R. Schalk, Saša Batistič","doi":"10.1108/tpm-05-2020-0035","DOIUrl":"https://doi.org/10.1108/tpm-05-2020-0035","url":null,"abstract":"Purpose: This present study aims to examine how experiences of high-performance work systems (HPWS) in work teams affect employee’s work attitudes and performance. At the team level, the study explored the role of supervisory support in the relationship experienced HPWS -team performance. In explaining employee attitudes and behaviours at the individual level, such as organisational citizenship behaviour (OCB), the study adopted a psychological contract approach. Design/methodology/approach: The moderating role of supervisory support was investigated at the team level while exploring mediation effects of psychological contract beliefs in work teams in cross-level relationships with individual attitudes and behaviours. Findings: Results indicate partial mediation of fulfilment of psychological contracts in work teams in the experienced HPWS-OCB relationship. At the team level, supervisory support perceptions moderate the effects of shared experiences of HPWS on product and service innovation in work teams. Originality/value: The focus on the employee perspective of HPWS, the factor-analytic approach of measuring HPWS experiences and the role of team psychological contracts in employee attitudes and behaviours represent the main contributions of this study to HR research","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"26 1","pages":"429-450"},"PeriodicalIF":1.7,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/tpm-05-2020-0035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47240991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-24DOI: 10.1108/tpm-12-2019-0114
A. Mac, K. Albertsen
The project “Public schools in change – collaboration as a resource” was aimed to strengthen professional capital (social- human- and decision-capital) in public schools and as a part of this to strengthen collaboration within teams. The purpose of this paper is to focus on the approach of linking development of professional capital to the development of team competence through facilitating and discuss the adequacy of the methods used to fulfil the purpose.,This study was designed as a multiple case intervention implemented at four worksites. It was organized as a course consisting of four sessions among 15–20 team coordinators from each school unit. The research group provided insights and methods to increase the team’s ability to manage tasks and cooperate.,Based on observations of team meetings, the study provides a discussion on the usefulness of the approach of linking team competence and professional capital. Both at theoretical and practical levels, the study finds it is meaningful to combine facilitating as methods to ensure the creation of value in organizational teamwork, in general, with the concept of professional capital pointing on the quality of the core task and particularly developed within an educational context.,The study provide a presentation of two theoretical frameworks and a discussion of the adequacy of linking these frameworks to the development of team competences in a school context.,The study suggests that organizations and educational institutions (of teachers, physicians, and social workers) may benefit from linking professional capital and facilitating and thereby provide employees and students training in professional collaboration.,In a still more complex society, collaboration is crucial. The study suggests ways to improve collaboration, quality of the core task along with the relational dimensions in the psychosocial work environment.,Development of professional capital through increased team competences and facilitating skills represents a new and promising approach with theoretical as well as practical implications within a school context. Indeed, not only school teams but also teams in other organizations dealing with social- task- and contextual complexity can benefit from the insights and experiences of this study.
{"title":"Linking professional capital with facilitating in school teams","authors":"A. Mac, K. Albertsen","doi":"10.1108/tpm-12-2019-0114","DOIUrl":"https://doi.org/10.1108/tpm-12-2019-0114","url":null,"abstract":"The project “Public schools in change – collaboration as a resource” was aimed to strengthen professional capital (social- human- and decision-capital) in public schools and as a part of this to strengthen collaboration within teams. The purpose of this paper is to focus on the approach of linking development of professional capital to the development of team competence through facilitating and discuss the adequacy of the methods used to fulfil the purpose.,This study was designed as a multiple case intervention implemented at four worksites. It was organized as a course consisting of four sessions among 15–20 team coordinators from each school unit. The research group provided insights and methods to increase the team’s ability to manage tasks and cooperate.,Based on observations of team meetings, the study provides a discussion on the usefulness of the approach of linking team competence and professional capital. Both at theoretical and practical levels, the study finds it is meaningful to combine facilitating as methods to ensure the creation of value in organizational teamwork, in general, with the concept of professional capital pointing on the quality of the core task and particularly developed within an educational context.,The study provide a presentation of two theoretical frameworks and a discussion of the adequacy of linking these frameworks to the development of team competences in a school context.,The study suggests that organizations and educational institutions (of teachers, physicians, and social workers) may benefit from linking professional capital and facilitating and thereby provide employees and students training in professional collaboration.,In a still more complex society, collaboration is crucial. The study suggests ways to improve collaboration, quality of the core task along with the relational dimensions in the psychosocial work environment.,Development of professional capital through increased team competences and facilitating skills represents a new and promising approach with theoretical as well as practical implications within a school context. Indeed, not only school teams but also teams in other organizations dealing with social- task- and contextual complexity can benefit from the insights and experiences of this study.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"26 1","pages":"341-354"},"PeriodicalIF":1.7,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/tpm-12-2019-0114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42400186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-20DOI: 10.1108/tpm-02-2020-0009
Nicoleta Meslec, J. Duel, J. Soeters
The purpose of this study is to explore the extent to which teamwork (developed either during an initial training phase or during a subsequent deployment phase) is influenced by the nature of the team’s environment (extreme vs non-extreme) and the extent to which teamwork is one of the explaining mechanisms for team performance.,Data was collected from 60 teams at 2 time-points: training phase in The Netherlands or Germany and deployment phase (in locations such as Afghanistan and Bosnia-Herzegovina).,This study’s results indicate that when teams consider working in extreme environments, they develop higher levels of teamwork as compared to teams expecting to work in non-extreme environments. These differences remain stable also during the deployment phase, such that teams operating in extreme environments will continue to have higher levels of teamwork as compared to teams operating in non-extreme environments.,With this study, the authors contribute to the teamwork quality research stream by empirically studying how teamwork quality develops in unique military contexts such as extreme environments. Studies in such contexts are relatively rare.
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