Search results

The authors employed a longitudinal quasi-experimental design to examine individual- and team-level outcomes associated with an individually delivered, technology-based (CD) training program aimed at developing generic teamwork skills. Data were collected from 54 members of 8 trained and 8 quasi-control MBA student teams who competed in a business simulation. At the individual level of analysis, trained members exhibited higher teamwork knowledge scores and peer ratings of teamwork behaviors than did members of quasi-control teams. At the team level of analysis, trained teams exhibited increasingly improved performance over time relative to quasi-control teams. Additionally, team processes mediated the relationship between teamwork training and team performance. The authors discuss implications for the use of technology-based teamwork training programs and identify promising areas of future research.

In this review, we provide a deeper understanding of the team emergent states (TES) literature by building upon Marks et al.'s cognitive, affective, motivational categories, to suggest that TES may also be amalgams (i.e., a blend of two or more categories). In doing so, we review the literature accumulating between 2000 and 2020, focusing on the eight most-researched TES. We highlight numerous gaps within the TES literature and offer promising future research directions. We envision this work as laying the foundation upon which TES research can continue to emerge in the coming decades.

Building from a paradox frame, we argue that at the between-person level the relationship between self-efficacy and effort may be nonlinear. We bound our conceptual model with a focus on perceived proximity, reflecting employees' perceptions of how close they feel to their organization and colleagues. We test our model in a lagged, multi-source field study, with matching employee survey data from 1502 employees, and archival effort, and performance, metrics collected several months later. The results from our analyses reveal a curvilinear association between self-efficacy and effort, which is moderated by perceived proximity. We also find that the relationship between self-efficacy and performance is mediated by effort for individuals with low self-efficacy (Low SEs), but not for individuals with moderate (Moderate SEs) or high self-efficacy (High SEs). Implications for theory and practice are discussed.