The authors draw on resource allocation theory (Kanfer & Ackerman, 1989) to develop hypotheses regarding the conditions under which collective learning and performance orientation have interactive effects and the nature of those effects on teams' ability to adapt to a sudden and dramatic change in workload. Consistent with the theory, results of a laboratory study in which teams worked on a computerized, decision-making task over 3 performance trials revealed that learning and performance orientation had independent effects on team adaptability when teams had slack resources available for managing their changed task. Time helped explain the independent effects of performance orientation. Results also revealed that learning and performance orientation had interactive effects when teams did not have slack resources. Finally, the results of this study indicate that teams lacking slack resources were better able to balance high levels of learning and performance orientation over time with practice on the changed task.

The current study investigated the effects of using a computer-based orientation program on organizational socialization and attitudinal outcomes. In a quasi-experimental field study, 261 newcomers either participated in a group, social-based orientation session or an individual, computer-based orientation session. Consistent with hypotheses, results indicated that participation in the computer-based orientation session led to lower levels of socialization in the more socially rich content areas, whereas the more information-based content areas were not affected. Levels of socialization mediated the effects of computer-based orientation on the more distal attitudinal outcomes of affective organizational commitment and job satisfaction. Computer-based orientation participation also negatively affected supervisor ratings of socialization. The results demonstrate the importance of newcomer orientations and socialization outcomes during organizational entry and that training method can be an important moderator of orientation practices.

Drawing on resource allocation theory, the authors examined boundary conditions for the positive effects of two aspects of teamwork (backing up behavior and performance monitoring) on team performance. Participants were 276 undergraduate business students who were organized into 69 teams and who worked on a computer simulation across multiple performance episodes. Approximately half the teams experienced a workload distribution problem. Results indicated that performance monitoring had positive effects on team performance when teams experienced a workload distribution problem. Backing up behavior had positive effects only when teams had both a workload distribution problem and during early performance episodes. The findings of this study suggest that resource allocation theory can provide insights regarding when members should devote and coordinate their own individual resources to assist others in teams. The implications of these findings for future theory and practice regarding teamwork are discussed.

W e study and compare decision-making behavior under the newsvendor and the two-class revenue management models, in an experimental setting. We observe that, under both problems, decision makers deviate significantly from normative benchmarks. Furthermore, revenue management decisions are consistently higher compared to the newsvendor order quantities. In the face of increasing demand variability, revenue managers increase allocations; this behavior is consistent with normative patterns when the ratio of the selling prices of the two customer segments is less than 1/2, but is its exact opposite when this ratio is greater than 1/2. Newsvendors' behavior with respect to changing demand variability, on the other hand, is consistent with normative trends. We also observe that losses due to leftovers weigh more in newsvendor decisions compared to the revenue management model; we argue that overage cost is more salient in the newsvendor problem because it is perceived as a direct loss, and propose this as the driver of the differences in behavior observed under the two problems.

Although the relationship between collective efficacy beliefs and team performance has been well-documented, few studies have explored the causal mechanisms that might explain these effects. In the current study, the authors explore the role of backing up behavior, a specific form of teamwork behavior, in explaining why high efficacy beliefs lead to high levels of team performance. Participants were 416 undergraduate business students who were organized into 104 four-person teams. The teams worked on an interdependent, computerized, decision-making task. Results of the study revealed that collective efficacy beliefs were positively related to team performance and that backing up behaviors largely mediated these effects. The theoretical and practical implications of these findings are discussed.