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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.

This essay explores the nuanced impact of generative AI technologies on management and business education, framed through three paradoxes: the Expertise Paradox suggests that AI's adequate performance at lower-level tasks may weaken students' development of higher-level thinking; the Innovation Paradox states that AI's creativity aid could stifle original thinking; and the Equity Paradox highlights AI's potential to provide immense gains to experts but disproportionately harm novices. We take the position that without "sensible" AI use guidelines in management education, AI is likely to have a net-negative effect on learning. This stance is based on our trials with ChatGPT on various cognitive tasks organized around the revised Bloom's Taxonomy of learning. We identify areas where AI tools can enhance learning, such as comprehending established subject domains, as well as areas where they exhibit significant limitations, such as logical reasoning and critical thinking. We caution against the potential deskilling in critical thinking due to students' overreliance on AI for basic tasks. To alleviate these challenges, we recommend sensible AI uses by students that support skill development without fostering overreliance. We also suggest how faculty, administrators, and employers may support students in getting the most out of this new tool.

AbstractSustainability depends on a balanced relationship of the triple bottom line – people, profit and planet. However, limited research exists on how employees comprise the people component as vital stakeholders. The advancement of sustainability research has been hampered by the lack of a comprehensive measure incorporating three dimensions. Hence, three studies were conducted to develop a measure. In Study 1, qualitative interviews with 16 sustainability executives and a literature review led to development of 41 items. In Study 2, exploratory factor analysis of the measure with 102 working adults confirmed three dimensions and reduced it to 34 items. In Study 3, confirmatory factor analysis of panel data from 119 human resource managers resulted in a fit with three dimensions. SEM analysis indicated an antecedent relationship with innovative culture, learning orientation, and a supportive and collaborative culture. The people dimension is related to organizational identification as an important outcome. Strengths, limitations and directions for future research are discussed.