Toward an Integrated Model of Work Experience

Tesluk, Paul E.; Jacobs, Ronald L.

doi:10.1111/j.1744-6570.1998.tb00728.x

Cited by 430 publications

(503 citation statements)

References 85 publications

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“…Yet, these effects have been observed in research that lacked "any guiding theoretical framework" (Tesluk & Jacobs, 1998;p. 322) and resulted in confounded or otherwise deficient measures of experience.…”

Section: Experiencementioning

confidence: 99%

“…322) and resulted in confounded or otherwise deficient measures of experience. Fortunately, recent research has helped expand our conception of work experience (Tesluk & Jacobs 1998) by suggesting that there are at least two aspects of experience that are important for team success.…”

Section: Experiencementioning

confidence: 99%

“…Career experience can be thought of as the length of time spent in a specific field and the number of times that tasks have been performed in that field (Tesluk & Jacobs, 1998). In general, career experience contributes to team member performance through its development of expertise about the job or role (see Schmidt et al, 1986).…”

Section: Career Experiencementioning

confidence: 99%

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Developing a theory of the strategic core of teams: A role composition model of team performance.

Humphrey

Morgeson

Mannor

2009

Journal of Applied Psychology

236

291

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Although numerous models of team performance have been articulated over the past 20 years, these models have primarily focused on the individual attribute approach to team composition. The authors utilized a role composition approach, which investigates how the characteristics of a set of role holders impact team effectiveness, to develop a theory of the strategic core of teams. Their theory suggests that certain team roles are most important for team performance and that the characteristics of the role holders in the "core" of the team are more important for overall team performance. This theory was tested in 778 teams drawn from 29 years of major league baseball (1974 -2002). Results demonstrate that although high levels of experience and job-related skill are important predictors of team performance, the relationships between these constructs and team performance are significantly stronger when the characteristics are possessed by core role holders (as opposed to non-core role holders). Further, teams that invest more of their financial resources in these core roles are able to leverage such investments into significantly improved performance. These results have implications for team composition models, as they suggest a new method for considering individual contributions to a team's success that shifts the focus onto core roles.

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Section: Experiencementioning

confidence: 99%

Section: Experiencementioning

confidence: 99%

See 1 more Smart Citation

Developing a theory of the strategic core of teams: A role composition model of team performance.

Humphrey

Morgeson

Mannor

2009

Journal of Applied Psychology

236

291

View full text Add to dashboard Cite

show abstract

“…In the past, many studies have focused on years of experience as the crucial experience variable (Boshuizen and Schmidt, 1992;Patel and Groen, 1991;Simpson and Gilhooly, 1997). However, several authors have pointed out that other aspects of experience, particularly task-specific experiences might be more relevant for performance (Quiñones et al, 1995;Tesluk and Jacobs, 1998). In line with this argumentation we assume that it is high performers' specific experience which is responsible for their knowledge about what to do in cooperation situations.…”

Section: Hypothesis 3amentioning

confidence: 50%

The relationship between high performance and knowledge about how to master cooperation situations

Sonnentag¹,

Lange

2002

Applied Cognitive Psychology

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SUMMARYThis paper applies the expertise approach to cooperation settings and examines high performers' knowledge about cooperation situations. We argue that high performers know more about how to address cooperation situations than do moderate performers. Specifically, we assume that they know more about problem analysis, about how to address the task, the cooperation partner and the cooperation partners' task approach. We report findings of two empirical studies in which study participants responded to scenario situations. The first study based on a sample of 39 software professionals showed that high performers were superior with respect to overall knowledge and specific knowledge aspects. The second study based on a sample of 62 engineers partially replicated these findings. High performers' better knowledge of cooperation situations could not be explained by years of experience or perspective taking. However, situation specific experiences partially accounted for the relationship between performance level and knowledge.The question of what distinguishes high from moderate performers is one of the core questions of research on expertise (Ericsson and Lehmann, 1996;Ericsson and Smith, 1991a). Empirical studies within this research area showed that high performers possess exceptional domain-specific knowledge and superior problem-solving skills (Groot, 1978;Koubek and Salvendy, 1991;Vessey, 1986). Most of this research is based on the study of individuals meeting domain-specific, mainly cognitive task requirements in individual task settings. However, in modern organizations, the work situation of many professionals is characterized not only by high cognitive but also by high cooperation requirements (Clegg et al., 1996;Keenan and Newton, 1987). In professional areas such as software design, product development, or engineering, many tasks are not any longer accomplished in individual task settings, but in team-based working environments. Thus, for an individual it is not enough to possess domain-specific knowledge and problem-solving

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“…Na verdade, tem sido precisamente este entendimento que tem conduzido a uma desvalorização do estudo do impacto das experiências de trabalho no trajeto desenvolvimental dos jovens. Contrariando esta perspetiva, a literatura tem vindo a conceptualizar as experiências de trabalho enquanto fenómeno complexo e multidimensional (e.g., Quiñones, 2004;Stone & Josiam, 2000;Tesluk & Jacobs, 1998), sugerindo que o modo como aquelas são preparadas, o acompanhamento que é feito e a natureza das atividades desenvolvidas, nos podem conduzir a resultados para os quais um olhar conceptualmente mais "desarmado" não apontaria. Por conseguinte, esclarecer a relação entre as diferentes qualidades do estágio curricular e a persistência na realização das tarefas e os ní-veis de satisfação dos alunos relativamente a esta atividade curricular passa a constituir o principal objetivo do presente trabalho.…”

Section: Introductionunclassified

INTERNSHIP QUALITY PREDICTS SATISFACTION: Study with secondary vocational education students

Gamboa¹,

Paixão²,

Lemos³

et al. 2016

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Resumo: A aprendizagem em contexto real de trabalho constitui uma importante componente da formação dos alunos dos inseridos nas vias profissionalizantes do ensino secundário. No que se refere ao efeito deste tipo de experiências no desenvolvimento dos alunos, os resultados das investigações ainda não são muito conclusivos. Por esta razão, o presente estudo teve como objetivo analisar em que medida a qualidade percebida prediz a satisfação, a persistência e a utilidade percebida no que diz respeito às atividades realizadas no decurso do estágio, numa amostra de estagiários do ensino profissionalizante de nível secundário (N=346). Os resultados obtidos sugerem a relevância da qualidade da experiência de trabalho na explicação dos níveis de satisfação e da utilidade percebida do estágio, tendo surgido como principais preditores as oportunidades de aprendizagem e o suporte do supervisor. Por fim, são discutidas implicações na organização dos estágios curriculares do ensino profissionalizante .Palavras-chave: qualidade do estágio, níveis de satisfação, ensino profissionalizante . INTERNSHIP QUALITY PREDICTS SATISFACTION Study with secondary vocational education studentsAbstract: The provision of workplace-based experiences (internship) is an important component of training programs of students attending vocational education courses. Regarding the impact of such experiences in students' development, research results are not conclusive enough. Therefore, the present study aimed to analyze to what extent the perceived quality predicts satisfaction, persistence and perceived usefulness with regard to the activities carried out during the internship, in a sample of secondary vocational education students (N=346). Internship quality predicts satisfaction and perceived usefulness. The main predictors were learning opportunities and supervisor support. Finally, are discussed the implications of these results on the organization of vocational education internships.

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Toward an Integrated Model of Work Experience

Cited by 430 publications

References 85 publications

Developing a theory of the strategic core of teams: A role composition model of team performance.

Developing a theory of the strategic core of teams: A role composition model of team performance.

The relationship between high performance and knowledge about how to master cooperation situations

INTERNSHIP QUALITY PREDICTS SATISFACTION: Study with secondary vocational education students

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