Applying a team effectiveness framework to the performance of student case teams

Abstract

This study predicted the performance of 107 student case teams from ten sections of a management class by using a measure of team structure and four measures of team process. Satisfaction with the team was significantly and positively related to team structure and three of the process variables. In contrast, although team structure and team spirit were significantly and positively related to grade (on the case project), social support was significantly but negatively related to grade. This article compares student teams and work teams and discusses implications for organizational training and management education.The past decade has been marked by environmental turbulence and change in both public and private organizations. Global competition has intensified and extensive corporate restructuring has occurred, as many organizations seek to reposition themselves to survive and thrive in the present decade and beyond. An increasing number of organizations are using flatter organizational structures. Often this is coupled with increased efforts to shift more responsibility and decision making downward in organizations. Part of this shift has been toward the implementation of self-directed work teams (Cohen, 1993). In light of this trend, recent research has emphasized teams and teamwork (Hollenbeck and others, 1998;Kirkman and Rosen, 1999;Mohrman, Cohen, and Mohrman, 1995;Wageman, 1995).Within the realm of education, a great deal of research has been undertaken since the 1970s in the area of "cooperative learning," that is, placing students in groups for the purpose of improving academic achievement and fostering intergroup relations. In a review of this literature (primarily covering elementary education), Slavin (1980) found positive outcomes for achievement (that is, grade), mutual concern among students, and improved race relations.

Antecedents and consequences of team potency in software development projects

“…For instance, Werner and Lester [41], studying the 107 student case teams, found a significant correlation between task goal clarity and group potency (r = .75, p < .0001).…”

The Effect of Verbal Self‐guidance Training on Collective Efficacy and Team Performance

“…Given this movement towards teams in organizations, there has been a call from practitioners and researchers for methods of improving the effectiveness of teams. Thus, several models and frameworks defining the characteristics of effective teams have been developed from literature reviews and empirical investigations (Campion, Medsker, & Higgs, 1993,1997 Campion, Papper, & Medsker, 1996; Cannon-Bowers, ' Em-nenbaum, Salas, & Volpe, 1995;Hyatt & Ruddy, 1997;llnnenbaum, Beard, & Salas, 1992;Werner & Lester, 2001). In many of these models, team training is identified as a critical characteristic necessary for effective team performance.…”

Is the Upper Echelons Perspective Relevant Outside the US? An Empirical Study of Executives’ Impact on Firm Performance in the Global Context

“…Notably, the highest VIF score was 1.42 (without moderating terms) and 2.58 (with moderating terms), which is well within acceptable parameters (Peng & Luo, 2000;Reuter & Leiblein, 2000;Werner & Lester, 2001). a Primary industry sector was coded as a "0" if in the manufacturing sector, and a "1" if in the service sector.…”