Pub Date : 2016-08-03DOI: 10.1108/TPM-11-2015-0053
Sagi Akron, Ofek Feinblit, Shlomo Hareli, S. Tzafrir
Purpose The purpose of this study was to explore the relation between diversity in work group members’ employment arrangements and the actual performance of the work groups. Design/methodology/approach A field study was conducted on 31 work groups in a public plant belonging to the industrial sector that constitute a unique data set. The 441 employees are contracted under four significantly different employment arrangements and are mixed together in heterogeneous work groups, but perform similar tasks. Findings The results indicated that the influence of employment arrangement diversity on work group performance is best represented as variation, and work arrangements diversity is positively correlated with improved work group performance. Research limitations The study design prevented assessment of employees’ opinions. Rather, the authors used objective type of employment arrangements as the basis for calculating diversity as separation. Using mean Euclidean distance as suggested by Harrison and Klein (2007), the authors arbitrarily set the distance between two different employment arrangements as one. Practical implications The research results help in the stages of recruiting, structuring and development and application of necessary work team. Formal emphasis of diversity in work arrangements improves performance. Originality/value To the authors’ knowledge, this is one of the first studies using unique data set analyzing real-life team diversity and performance in the public sector. The research highly contributes to organizational decision-making processes regarding the importance of incorporating non-standard work arrangements in organizations. Management’s implementation of formal diversity seems to alleviate the negative sides of diversity and increases its positive performance effects.
{"title":"Employment arrangements diversity and work group performance","authors":"Sagi Akron, Ofek Feinblit, Shlomo Hareli, S. Tzafrir","doi":"10.1108/TPM-11-2015-0053","DOIUrl":"https://doi.org/10.1108/TPM-11-2015-0053","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000The purpose of this study was to explore the relation between diversity in work group members’ employment arrangements and the actual performance of the work groups. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000A field study was conducted on 31 work groups in a public plant belonging to the industrial sector that constitute a unique data set. The 441 employees are contracted under four significantly different employment arrangements and are mixed together in heterogeneous work groups, but perform similar tasks. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000The results indicated that the influence of employment arrangement diversity on work group performance is best represented as variation, and work arrangements diversity is positively correlated with improved work group performance. \u0000 \u0000 \u0000 \u0000 \u0000Research limitations \u0000 \u0000 \u0000 \u0000 \u0000The study design prevented assessment of employees’ opinions. Rather, the authors used objective type of employment arrangements as the basis for calculating diversity as separation. Using mean Euclidean distance as suggested by Harrison and Klein (2007), the authors arbitrarily set the distance between two different employment arrangements as one. \u0000 \u0000 \u0000 \u0000 \u0000Practical implications \u0000 \u0000 \u0000 \u0000 \u0000The research results help in the stages of recruiting, structuring and development and application of necessary work team. Formal emphasis of diversity in work arrangements improves performance. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000To the authors’ knowledge, this is one of the first studies using unique data set analyzing real-life team diversity and performance in the public sector. The research highly contributes to organizational decision-making processes regarding the importance of incorporating non-standard work arrangements in organizations. Management’s implementation of formal diversity seems to alleviate the negative sides of diversity and increases its positive performance effects.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"22 1","pages":"310-330"},"PeriodicalIF":1.7,"publicationDate":"2016-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-11-2015-0053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62441074","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 : 2016-08-03DOI: 10.1108/TPM-05-2016-0023
S. Schruijer
Purpose Based on an experience, the paper aims to describe how group dynamics can play out in a traditional classroom setting and reflect on how the author worked with these dynamics from a systems psychodynamic perspective. Design/methodology/approach The experience involved teaching a two-day module on group dynamics to a class of 35 mature students enrolled in a business school. The author tried to create a space to understand and work with here-and-now dynamics as the module progressed. Findings Frustration grew among the students regarding the time spent on discussion and reflection. The group was split in two, with one subgroup opening up to experiencing and reflecting on the dynamics, whereas the other subgroup grew more frustrated and demanded that the author take up his authority. Apart from attempting to work with the dynamics, the author introduced relevant concepts and theories that could help to understand the dynamics. The group was characterized by an emotional climate of dependency while students projected hitherto unexplored frustrations onto the lecturer. Although the conditions for experiential learning were far from optimal, the group did experience group dynamics and did engage in reviewing their experiences. Learning did take place, although the depth varied among individuals. Originality/value Reflections are provided on the (im)possibilities of learning about group dynamics at business schools. Suggestions are given how to create conditions for experiential learning in management education.
{"title":"Working with group dynamics while teaching group dynamics in a traditional classroom setting","authors":"S. Schruijer","doi":"10.1108/TPM-05-2016-0023","DOIUrl":"https://doi.org/10.1108/TPM-05-2016-0023","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000Based on an experience, the paper aims to describe how group dynamics can play out in a traditional classroom setting and reflect on how the author worked with these dynamics from a systems psychodynamic perspective. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000The experience involved teaching a two-day module on group dynamics to a class of 35 mature students enrolled in a business school. The author tried to create a space to understand and work with here-and-now dynamics as the module progressed. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000Frustration grew among the students regarding the time spent on discussion and reflection. The group was split in two, with one subgroup opening up to experiencing and reflecting on the dynamics, whereas the other subgroup grew more frustrated and demanded that the author take up his authority. Apart from attempting to work with the dynamics, the author introduced relevant concepts and theories that could help to understand the dynamics. The group was characterized by an emotional climate of dependency while students projected hitherto unexplored frustrations onto the lecturer. Although the conditions for experiential learning were far from optimal, the group did experience group dynamics and did engage in reviewing their experiences. Learning did take place, although the depth varied among individuals. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000Reflections are provided on the (im)possibilities of learning about group dynamics at business schools. Suggestions are given how to create conditions for experiential learning in management education.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"22 1","pages":"257-268"},"PeriodicalIF":1.7,"publicationDate":"2016-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-05-2016-0023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62437876","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 : 2016-08-03DOI: 10.1108/TPM-05-2016-0022
M. Endres, Kyle T. Rhoad
Purpose Knowledge sharing is an important individual behavior that benefits teams and organizations. However, little is known about environments with both team and individual rewards. The purpose of this study is to investigate high-ability team members’ knowledge sharing in an environment with both team and individual rewards. The motivation, opportunity and ability framework was specifically applied to a work situation with face-to-face interaction and objective performance measures. Design/methodology/approach Survey data were gathered from college baseball players in varied regions of the USA. Findings Unexpectedly, individual ability was negatively related to individual knowledge sharing. However, as pro-sharing norms increased, all players reported higher knowledge sharing, especially the highest-ability players. Research limitations/implications Limitations include that the sample is small and team members were not from the same teams, prohibiting aggregation to a higher level of analysis. The study is cross-sectional and self-reported, as well. The sample was homogeneous and young. Practical implications In work environments where rewards are both individual- and team-based, the high performers may ignore team knowledge sharing because they are more successful working as individuals. Social implications In work environments where rewards are both individual- and team-based, the high performers may ignore team knowledge sharing because they are more successful working as individuals. Development of pro-sharing norms can be critical for encouraging these team members with the potential to have a strong impact on the lower-performing team members, as well as to inspire further knowledge sharing. Originality/value The baseball team member sample is unique because of the team and individual performance aspects that include objective ability measures.
{"title":"What makes a high performer share knowledge","authors":"M. Endres, Kyle T. Rhoad","doi":"10.1108/TPM-05-2016-0022","DOIUrl":"https://doi.org/10.1108/TPM-05-2016-0022","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000Knowledge sharing is an important individual behavior that benefits teams and organizations. However, little is known about environments with both team and individual rewards. The purpose of this study is to investigate high-ability team members’ knowledge sharing in an environment with both team and individual rewards. The motivation, opportunity and ability framework was specifically applied to a work situation with face-to-face interaction and objective performance measures. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000Survey data were gathered from college baseball players in varied regions of the USA. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000Unexpectedly, individual ability was negatively related to individual knowledge sharing. However, as pro-sharing norms increased, all players reported higher knowledge sharing, especially the highest-ability players. \u0000 \u0000 \u0000 \u0000 \u0000Research limitations/implications \u0000 \u0000 \u0000 \u0000 \u0000Limitations include that the sample is small and team members were not from the same teams, prohibiting aggregation to a higher level of analysis. The study is cross-sectional and self-reported, as well. The sample was homogeneous and young. \u0000 \u0000 \u0000 \u0000 \u0000Practical implications \u0000 \u0000 \u0000 \u0000 \u0000In work environments where rewards are both individual- and team-based, the high performers may ignore team knowledge sharing because they are more successful working as individuals. \u0000 \u0000 \u0000 \u0000 \u0000Social implications \u0000 \u0000 \u0000 \u0000 \u0000In work environments where rewards are both individual- and team-based, the high performers may ignore team knowledge sharing because they are more successful working as individuals. Development of pro-sharing norms can be critical for encouraging these team members with the potential to have a strong impact on the lower-performing team members, as well as to inspire further knowledge sharing. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000The baseball team member sample is unique because of the team and individual performance aspects that include objective ability measures.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"22 1","pages":"269-283"},"PeriodicalIF":1.7,"publicationDate":"2016-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-05-2016-0022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62437754","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 : 2016-08-03DOI: 10.1108/TPM-02-2016-0004
M. Mendes, Catarina Gomes, Pedro Marques-Quinteiro, P. Lind, Luís Curral
Purpose Current organizations face a complex competitive landscape driven by globalization and technology that puts them in the course of a new economic age. This complexity stresses learning and innovation as fundamental mechanisms for organizational survival. This paper aims to propose that how learning and innovation emerge and affect organizational performance can be better understood through the complexity leadership theory. Design/methodology/approach The authors review literature on complexity leadership theory, learning and innovation in complex bureaucratic environments and then present reflections regarding how learning and innovation can be achieved through the interaction of three complexity leadership functions: adaptive, administrative and enabling. This conceptual framework suggests that individuals are in constant interaction, exchange information, influence each other and collectively produce emergent properties that promote effective learning and innovation. Findings We propose that learning and innovation can be better achieved in organizations if the complexity leadership theory is applied as an alternative to centralized forms of influence and control. Originality/value This paper presents a reflection on the benefits of the complexity leadership theory as an alternative framework to understand organizational leadership. Furthermore, this paper proposes that the complexity leadership theory is more adequate to generate learning and innovation in complex, fast-changing work environments.
{"title":"Promoting learning and innovation in organizations through complexity leadership theory","authors":"M. Mendes, Catarina Gomes, Pedro Marques-Quinteiro, P. Lind, Luís Curral","doi":"10.1108/TPM-02-2016-0004","DOIUrl":"https://doi.org/10.1108/TPM-02-2016-0004","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000Current organizations face a complex competitive landscape driven by globalization and technology that puts them in the course of a new economic age. This complexity stresses learning and innovation as fundamental mechanisms for organizational survival. This paper aims to propose that how learning and innovation emerge and affect organizational performance can be better understood through the complexity leadership theory. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000The authors review literature on complexity leadership theory, learning and innovation in complex bureaucratic environments and then present reflections regarding how learning and innovation can be achieved through the interaction of three complexity leadership functions: adaptive, administrative and enabling. This conceptual framework suggests that individuals are in constant interaction, exchange information, influence each other and collectively produce emergent properties that promote effective learning and innovation. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000We propose that learning and innovation can be better achieved in organizations if the complexity leadership theory is applied as an alternative to centralized forms of influence and control. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000This paper presents a reflection on the benefits of the complexity leadership theory as an alternative framework to understand organizational leadership. Furthermore, this paper proposes that the complexity leadership theory is more adequate to generate learning and innovation in complex, fast-changing work environments.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"22 1","pages":"301-309"},"PeriodicalIF":1.7,"publicationDate":"2016-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-02-2016-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62436028","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 : 2016-08-03DOI: 10.1108/TPM-05-2016-0018
Dmitriy A. Nesterkin, T. Porterfield
Purpose This research aims to investigate how team support and cohesion channel the effects of relationship conflict and its management on team productivity. Design/methodology/approach Questionnaire data were sampled from students working in groups to design software systems for companies. Structural equation methodology was used to estimate the proposed model. Findings The results indicate that the mediators (team support and cohesion) positively affect each other and team performance. The results support that the effects of conflict and conflict management on team performance are mediated by team support first and then indirectly through team cohesion. Research limitations/implications This paper empirically establishes the mechanisms through which conflict and its management affect team performance. The following limitations should be considered when generalizing the results of the study: team-level phenomena were assessed using perceived measures of individual team members and an academic setting was used for data collection. Practical implications The findings indicate that team support plays an important role in protecting the team from the negative effects of conflict and that team support contributes to the development of team cohesion. Originality/value This work is one of the first to evaluate the mechanisms of team support and cohesion through which team conflict and its management affect team performance.
{"title":"Conflict management and performance of information technology development teams","authors":"Dmitriy A. Nesterkin, T. Porterfield","doi":"10.1108/TPM-05-2016-0018","DOIUrl":"https://doi.org/10.1108/TPM-05-2016-0018","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000This research aims to investigate how team support and cohesion channel the effects of relationship conflict and its management on team productivity. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000Questionnaire data were sampled from students working in groups to design software systems for companies. Structural equation methodology was used to estimate the proposed model. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000The results indicate that the mediators (team support and cohesion) positively affect each other and team performance. The results support that the effects of conflict and conflict management on team performance are mediated by team support first and then indirectly through team cohesion. \u0000 \u0000 \u0000 \u0000 \u0000Research limitations/implications \u0000 \u0000 \u0000 \u0000 \u0000This paper empirically establishes the mechanisms through which conflict and its management affect team performance. The following limitations should be considered when generalizing the results of the study: team-level phenomena were assessed using perceived measures of individual team members and an academic setting was used for data collection. \u0000 \u0000 \u0000 \u0000 \u0000Practical implications \u0000 \u0000 \u0000 \u0000 \u0000The findings indicate that team support plays an important role in protecting the team from the negative effects of conflict and that team support contributes to the development of team cohesion. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000This work is one of the first to evaluate the mechanisms of team support and cohesion through which team conflict and its management affect team performance.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"22 1","pages":"242-256"},"PeriodicalIF":1.7,"publicationDate":"2016-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-05-2016-0018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62436946","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 : 2016-08-03DOI: 10.1108/TPM-10-2015-0042
B. Killingsworth, Yajiong Xue, Yongjun Liu
Purpose This paper aims to examine interrelations of the team environment factors of trust and affiliation and the motivation factors of perceived reciprocal benefits and importance of enjoyment to determine how they influence knowledge sharing within loose-linked global virtual teams. Design/methodology/approach The study involved 115 business students from three large universities located in the USA, China and Peru being assigned to global virtual teams of between three and four members in one phase and between four and seven members in a second phase. Students were required to work in virtual teams using telecommunication tools to complete assigned cases. Findings Trust, reciprocal benefits and enjoyment are significantly related to positive attitude toward knowledge sharing. Positive attitude, enjoyment, age, nationality and computer experience are positively related to knowledge sharing behavior. Affiliation is not found to significantly affect positive knowledge sharing attitude. Gender is not related to knowledge sharing behavior. Practical implications Understanding how trust, affiliation and motivation influence positive attitude and knowledge sharing behavior can assist managers in developing intervention strategies that improve team environments to support knowledge sharing behavior. Originality/value This paper contributes to the advancement of theory by extending the current knowledge sharing research to virtual team environments with diverse cultural backgrounds and by considering both extrinsic and intrinsic motivation factors, including the importance of enjoyment in loose-linked environments of global virtual teams.
{"title":"Factors influencing knowledge sharing among global virtual teams","authors":"B. Killingsworth, Yajiong Xue, Yongjun Liu","doi":"10.1108/TPM-10-2015-0042","DOIUrl":"https://doi.org/10.1108/TPM-10-2015-0042","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000This paper aims to examine interrelations of the team environment factors of trust and affiliation and the motivation factors of perceived reciprocal benefits and importance of enjoyment to determine how they influence knowledge sharing within loose-linked global virtual teams. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000The study involved 115 business students from three large universities located in the USA, China and Peru being assigned to global virtual teams of between three and four members in one phase and between four and seven members in a second phase. Students were required to work in virtual teams using telecommunication tools to complete assigned cases. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000Trust, reciprocal benefits and enjoyment are significantly related to positive attitude toward knowledge sharing. Positive attitude, enjoyment, age, nationality and computer experience are positively related to knowledge sharing behavior. Affiliation is not found to significantly affect positive knowledge sharing attitude. Gender is not related to knowledge sharing behavior. \u0000 \u0000 \u0000 \u0000 \u0000Practical implications \u0000 \u0000 \u0000 \u0000 \u0000Understanding how trust, affiliation and motivation influence positive attitude and knowledge sharing behavior can assist managers in developing intervention strategies that improve team environments to support knowledge sharing behavior. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000This paper contributes to the advancement of theory by extending the current knowledge sharing research to virtual team environments with diverse cultural backgrounds and by considering both extrinsic and intrinsic motivation factors, including the importance of enjoyment in loose-linked environments of global virtual teams.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"37 1-2 1","pages":"284-300"},"PeriodicalIF":1.7,"publicationDate":"2016-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-10-2015-0042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62440579","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 : 2016-06-09DOI: 10.1108/TPM-02-2015-0011
M. Buvik, S. Tvedt
Purpose The purpose of this study is to shed more light on the complex relationship between trust and performance in the context of cross-functional project teams. This study presents a moderated mediation model that investigates the impact of team trust on team performance mediated by project commitment and moderated by climate strength (the consensus among team members on the level of trust). Design/methodology/approach To test the proposed model, data were collected from 179 project team members in 31 Norwegian construction project teams. Findings Results indicated that project commitment fully mediates the relationship between propensity and trustworthiness and team performance, while it partially mediates the relationship between cooperation and team performance. For monitoring, there results showed no mediation. The results yielded no support for the moderation effects of climate strength, suggesting that the mean-level approach to studying trust at the team level still is important. Research limitations/implications Cross-sectional survey data suffer from being unable to test causality and samples are relatively small. Future research should test the models on other samples and in combination with data other than self-report. Longitudinal and multilevel studies are also warranted. Practical implications The results suggest that trust has an impact on project commitment and both directly and indirectly on team performance. Interventions to develop a high trust climate in project teams can thus contribute to improved project performance. Originality/value This study offers new insight into the complex relationship between trust and performance and improves our understanding of trust in cross-functional project teams.
{"title":"The impact of commitment and climate strength on the relationship between trust and performance in cross-functional project teams: A moderated mediation analysis","authors":"M. Buvik, S. Tvedt","doi":"10.1108/TPM-02-2015-0011","DOIUrl":"https://doi.org/10.1108/TPM-02-2015-0011","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000The purpose of this study is to shed more light on the complex relationship between trust and performance in the context of cross-functional project teams. This study presents a moderated mediation model that investigates the impact of team trust on team performance mediated by project commitment and moderated by climate strength (the consensus among team members on the level of trust). \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000To test the proposed model, data were collected from 179 project team members in 31 Norwegian construction project teams. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000Results indicated that project commitment fully mediates the relationship between propensity and trustworthiness and team performance, while it partially mediates the relationship between cooperation and team performance. For monitoring, there results showed no mediation. The results yielded no support for the moderation effects of climate strength, suggesting that the mean-level approach to studying trust at the team level still is important. \u0000 \u0000 \u0000 \u0000 \u0000Research limitations/implications \u0000 \u0000 \u0000 \u0000 \u0000Cross-sectional survey data suffer from being unable to test causality and samples are relatively small. Future research should test the models on other samples and in combination with data other than self-report. Longitudinal and multilevel studies are also warranted. \u0000 \u0000 \u0000 \u0000 \u0000Practical implications \u0000 \u0000 \u0000 \u0000 \u0000The results suggest that trust has an impact on project commitment and both directly and indirectly on team performance. Interventions to develop a high trust climate in project teams can thus contribute to improved project performance. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000This study offers new insight into the complex relationship between trust and performance and improves our understanding of trust in cross-functional project teams.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"22 1","pages":"114-138"},"PeriodicalIF":1.7,"publicationDate":"2016-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-02-2015-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62435984","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 : 2016-06-09DOI: 10.1108/TPM-10-2015-0047
Michele N. Medina
Purpose This paper aims to investigate the mediating effect of an individual’s satisfaction with the team between conflict and training motivation. This study provides understanding regarding how the type of conflict within a team can influence an individual’s team experience which can, in turn, influence that individual’s training motivation and impact future teams. Design/methodology/approach Data were collected from 498 upper-level business students engaged in a team project. Structural equation modeling examined the serial mediation relationship between perceived diversity, conflict (affective and cognitive), individual satisfaction with the team and training motivation (learning and transfer). Findings Individual satisfaction with the team partially mediates the relationship between affective conflict and both training motivation dimensions, and fully mediates the relationship between cognitive conflict and both training motivation dimensions. Practical implications To encourage future participation in teams, managers should explore ways to increase an individual’s satisfaction, such as increasing the cognitive conflict by incorporating diversity within teams and reducing the affective conflict within teams. Likewise, by increasing an individual’s satisfaction with the team, managers can increase both the motivation to learn and transfer new knowledge. Originality/value This paper illuminates the role that an individual’s satisfaction with the team has between conflict and training motivation. Moreover, this paper demonstrates that more research on an individual’s satisfaction with the team is needed.
{"title":"Conflict, individual satisfaction with team, and training motivation","authors":"Michele N. Medina","doi":"10.1108/TPM-10-2015-0047","DOIUrl":"https://doi.org/10.1108/TPM-10-2015-0047","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000This paper aims to investigate the mediating effect of an individual’s satisfaction with the team between conflict and training motivation. This study provides understanding regarding how the type of conflict within a team can influence an individual’s team experience which can, in turn, influence that individual’s training motivation and impact future teams. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000Data were collected from 498 upper-level business students engaged in a team project. Structural equation modeling examined the serial mediation relationship between perceived diversity, conflict (affective and cognitive), individual satisfaction with the team and training motivation (learning and transfer). \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000Individual satisfaction with the team partially mediates the relationship between affective conflict and both training motivation dimensions, and fully mediates the relationship between cognitive conflict and both training motivation dimensions. \u0000 \u0000 \u0000 \u0000 \u0000Practical implications \u0000 \u0000 \u0000 \u0000 \u0000To encourage future participation in teams, managers should explore ways to increase an individual’s satisfaction, such as increasing the cognitive conflict by incorporating diversity within teams and reducing the affective conflict within teams. Likewise, by increasing an individual’s satisfaction with the team, managers can increase both the motivation to learn and transfer new knowledge. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000This paper illuminates the role that an individual’s satisfaction with the team has between conflict and training motivation. Moreover, this paper demonstrates that more research on an individual’s satisfaction with the team is needed.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"10 1","pages":"223-239"},"PeriodicalIF":1.7,"publicationDate":"2016-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-10-2015-0047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62440738","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 : 2016-06-09DOI: 10.1108/TPM-01-2016-0003
S. Chou, Tree Chang
Purpose This paper aims to develop a theoretical model describing how newcomers’ team-member exchange (TMX), team identification and workplace loneliness may be affected by existing team members’ rejections to the newcomers’ interpersonal helping behavior (IHB). Design/methodology/approach A theoretical analysis was performed. Findings The authors propose the following propositions. First, higher levels of IHB rejections result in lower levels of TMX and team identification and higher levels of workplace loneliness experienced by a newcomer. Second, a newcomer’s TMX mediates the relationship between IHB rejections and the newcomer’s workplace loneliness and team identification. Finally, a newcomer’s team identification mediates the relationship between IHB rejections and the newcomer’s workplace loneliness. Practical implications This theoretical study provides the following managerial implications. First, managers need to proactively implement tactics that help satisfy newcomers’ affiliation needs through the development of strong formal work relationships with existing members. Second, managers are advised to consider the use of tactics that facilitate the development of effective informal relationships between newcomers and existing team members upon the entry of the team. Third, managers need to implement informal social events where newcomers have the opportunity to exhibit their helpful behaviors. Fourth, managers should periodically inform existing team members of some common anxieties and fears of newcomers that are triggered by entering new interpersonal environments. Finally, managers may utilize mentoring programs that help facilitate newcomers’ accurate interpretations of phenomena occurring around them. Originality/value This theoretical study is the first study that examines consequences of IHB rejections in organizations.
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Pub Date : 2016-06-09DOI: 10.1108/TPM-08-2015-0035
Vicenc Fernandez, Pep Simó, J. Sallan
Purpose This paper aims to use macro-level theories based on the equilibrium between the exploration and exploitation of resources in an organisation to examine the association between turnover and performance through the analysis of a professional football (soccer) team in the Premier League, namely, Manchester United Football Club. Design/methodology/approach This study compiles historical data for 24 seasons of the Premier League between 1984-1985 and 2008-2009. Using these data, the authors define measures of performance and player turnover. Findings The results show the existence of an inverted U-shaped relationship between exploration and exploitation (turnover processes) and group efficiency under certain conditions, such as the number of work systems considered and the period during which the level of turnover is calculated. Originality/value Most research on employee turnover suggests that reductions in turnover have a positive effect on the efficiency of the organisation. However, the present study suggests that worker turnover can be analysed using theories based on the equilibrium between the processes of resource exploitation and exploration, especially for high-performance work groups. These theories predict an inverted U-shaped relationship between turnover and performance, which has been identified through empirical analysis.
{"title":"Turnover and balance between exploration and exploitation processes for high-performance teams","authors":"Vicenc Fernandez, Pep Simó, J. Sallan","doi":"10.1108/TPM-08-2015-0035","DOIUrl":"https://doi.org/10.1108/TPM-08-2015-0035","url":null,"abstract":"Purpose \u0000 \u0000 \u0000 \u0000 \u0000This paper aims to use macro-level theories based on the equilibrium between the exploration and exploitation of resources in an organisation to examine the association between turnover and performance through the analysis of a professional football (soccer) team in the Premier League, namely, Manchester United Football Club. \u0000 \u0000 \u0000 \u0000 \u0000Design/methodology/approach \u0000 \u0000 \u0000 \u0000 \u0000This study compiles historical data for 24 seasons of the Premier League between 1984-1985 and 2008-2009. Using these data, the authors define measures of performance and player turnover. \u0000 \u0000 \u0000 \u0000 \u0000Findings \u0000 \u0000 \u0000 \u0000 \u0000The results show the existence of an inverted U-shaped relationship between exploration and exploitation (turnover processes) and group efficiency under certain conditions, such as the number of work systems considered and the period during which the level of turnover is calculated. \u0000 \u0000 \u0000 \u0000 \u0000Originality/value \u0000 \u0000 \u0000 \u0000 \u0000Most research on employee turnover suggests that reductions in turnover have a positive effect on the efficiency of the organisation. However, the present study suggests that worker turnover can be analysed using theories based on the equilibrium between the processes of resource exploitation and exploration, especially for high-performance work groups. These theories predict an inverted U-shaped relationship between turnover and performance, which has been identified through empirical analysis.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":"11 1","pages":"204-222"},"PeriodicalIF":1.7,"publicationDate":"2016-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-08-2015-0035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62440289","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}
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