A review and integration of classification systems relevant to teams in organizations.

Devine, Dennis J.

doi:10.1037/1089-2699.6.4.291

Cited by 157 publications

(190 citation statements)

References 28 publications

(58 reference statements)

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“…Thus, we believe this task is representative of an interdependent team task and that our study generalizes to short-term project teams whose members work interdependently on novel tasks within a fixed period of time (Devine, 2002;Hollenbeck, Beersma, & Schouten, 2012). Observation of our participants also suggested that they found the task psychologically engaging and the financial incentives motivating based on their enthusiasm regarding the task and the concerns they expressed about the rewards.…”

Section: Goal Setting In Teams 26mentioning

confidence: 86%

Goal setting in teams: The impact of learning and performance goals on process and performance

Nahrgang

DeRue

Hollenbeck

et al. 2013

Organizational Behavior and Human Decision Processes

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Section: Goal Setting In Teams 26mentioning

confidence: 86%

Goal setting in teams: The impact of learning and performance goals on process and performance

Nahrgang

DeRue

Hollenbeck

et al. 2013

Organizational Behavior and Human Decision Processes

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“…In contrast to perceiving a task as repetitive or routine, innovative tasks are perceived as highly novel, low-structured, and highly complex (De Dreu and Weingart 2003;Devine 2002;Hoegl et al 2003), which is argued to trigger team learning behaviors (Edmondson et al 2003). Perceiving task novelty as high could stimulate team members to collectively develop new solutions instead of adhering to the status quo (Hoegl et al 2003).…”

Section: The Role Of Task Perception On Team Learning Behaviormentioning

confidence: 99%

“…Innovative tasks are defined here as highly novel, complex, and low-structured (De Dreu and Weingart 2003;Devine 2002;Hoegl et al 2003). Fullan (2010) suggests that working together on an innovative task potentially offers university teachers the opportunity of combining multiple inputs in identifying the need for innovation, developing ownership, and designing, implementing, and evaluating solutions.…”

Section: Introductionmentioning

confidence: 99%

Leadership for team learning: the case of university teacher teams

et al. 2017

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Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members' perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.

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“…Modern organizations heavily rely on teamwork to accomplish a variety of tasks ranging from production to strategic decisions (Devine 2002), and teamwork skills become a valuable asset for employees in most industries (Burch and Anderson 2004). Higher education institutions have responded to this trend and extensively use group project work (collaborative and cooperative learning) as a pedagogical tool (Davies 2009;Graen et al 2006).…”

Section: Introductionmentioning

confidence: 99%

Connecting the dots: social network structure, conflict, and group cognitive complexity

2011

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The current paper combines arguments from the social capital and group cognition literature to explain two different processes through which communication network structures and intra group conflict influence groups' cognitive complexity (GCC). We test in a sample of 44 groups the mediating role of intra group conflict in the relationship between communication network density and fragmentation on the one hand and groups' cognitive complexity on the other hand. The results show that network fragmentation has a positive effect on GCC by fostering task conflict, while network density has a positive impact on GCC by reducing relationship conflict in student groups. The paper makes an important contribution to both theory and practice in the field of collaborative learning, by exploring how groups' affective and a cognitive dynamics impact on emergent collective cognitive structures.

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A review and integration of classification systems relevant to teams in organizations.

Cited by 157 publications

References 28 publications

Goal setting in teams: The impact of learning and performance goals on process and performance

Goal setting in teams: The impact of learning and performance goals on process and performance

Leadership for team learning: the case of university teacher teams

Connecting the dots: social network structure, conflict, and group cognitive complexity

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