When goal orientations collide: Effects of learning and performance orientation on team adaptability in response to workload imbalance.

Porter, Christopher O. L. H.; Webb, Justin W.; Göğüş, Celile Itır

doi:10.1037/a0019637

Cited by 107 publications

(122 citation statements)

References 41 publications

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“…The experience of excess resources, or slack, fuels experimentation and creativity (Nohria & Gulati, 1996). In contrast, experiencing resources as scarce challenges the ability to meet multiple goals (Kanfer & Ackerman, 1989;, intensifying their recognition of tensions between competing demands (Porter, Webb, & Gogus, 2010). Environmental conditions of plurality, change, and scarcity serve as boundaries that intensify the salience and engagement with paradox.…”

Section: Defining Paradoxmentioning

confidence: 99%

Paradox Research in Management Science: Looking Back to Move Forward

Schad

Lewis

Raisch

et al. 2016

The Academy of Management Annals

273

419

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This is the accepted version of the paper.This version of the publication may differ from the final published version. phenomena. Yet extant studies selectively leverage ancient wisdom, adopting some key insights while abandoning others. Using a structured content analysis to review the burgeoning management literature, we surface six key themes, which represent the building blocks of a metatheory of paradox. These six themes received varying attention in extant studies: Paradox scholars emphasize types of paradoxes, collective approaches, and outcomes, but pay less attention to relationships within paradoxes, individual approaches, and dynamics. As this analysis suggests, management scholars have increasingly simplified the intricate, often messy phenomena of paradox. Greater simplicity renders phenomena understandable and testable, however, oversimplifying complex realities can foster reductionist and incomplete theories. We therefore propose a future research agenda targeted at enriching a meta-theory of paradox by reengaging these less developed themes. Doing so can sharpen the focus of this field, while revisiting its rich conceptual roots to capture the intricacies of paradox. This future research agenda leverages the potential of paradox across diverse streams of management science. Permanent repository link4

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Section: Defining Paradoxmentioning

confidence: 99%

Paradox Research in Management Science: Looking Back to Move Forward

Schad

Lewis

Raisch

et al. 2016

The Academy of Management Annals

273

419

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show abstract

“…Team performance orientation had a significant, positive relationship with team efficacy, although this relationship was weaker for those teams that received both individual and team feedback. Finally, a recent study by Porter, Webb, and Gogus (2010) examined the effects of team learning and performance orientation on the adaptive performance of teams performing a command and control simulation. The authors found that when teams had slack resources, team learning orientation led to performance improvements across the three trials, but team performance orientation only led to smaller improvements between the second and third performance trials.…”

Section: Goal Orientationmentioning

confidence: 99%

Team Learning: A Theoretical Integration and Review

Bell

Kozlowski

Blawath

2012

The Oxford Handbook of Organizational Psychology, Volume 2

103

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With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed. AbstractWith the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as there is also agreement that greater consistency and clarity around the constructs and measures used in team learning research are needed to systematically advance knowledge in this area.Our goal in the current chapter is to provide a review and integration of the research that has been conducted on team learning over the past two decades. We seek to illuminate what we know about the process of team learning, the outcomes of this process, and the factors that shape it. In particular, our review makes a clear distinction between team learning processes, and the knowledge and other emergent states that result from the process, that ultimately shape team effectiveness. Review Structure and FocusGiven the different conceptualizations of team learning that have been introduced in the literature and the divergent perspectives that have been used to explore the construct, it is Team Learning 5 important to clarify the scope and structure of our review. Our purpose is to review the literature that has examined the learning, development, and adaptation of teams, which have been defined by Kozlowski and Bell (2003, p. 334) Although we adopt a multilevel perspective of team learning and acknowledge its connections with individual an...

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“…A large body of research has provided evidence of the important link between different individual achievement goal orientations and key outcome variables, such as work performance (Janssen & Van Yperen, 2004;Payne, Youngcourt, & Beaubien, 2007;Van Yperen, Elliot, & Anseel, 2009), feedbackseeking behavior (Porter, Webb, & Gogus, 2010;VandeWalle & Cummings, 1997), and helping behavior (Chiaburu, Marinova, & Lim, 2007).…”

Section: Introductionmentioning

confidence: 99%

Organizational tenure and mastery-avoidance goals: the moderating role of psychological empowerment

Humborstad

Dysvik

2015

The International Journal of Human Resource Management

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Mastery-avoidance (MAv) goals are recognized to be detrimental as they arouse counterproductive work-related behaviours. In the current literature, MAv goals are assumed to be more predominant among newcomers and longer tenured employees. The alleged relationship provides important implications but yet has received scant empirical attention. In response, this study examines the proposed U-shaped curvilinear relationship between organizational tenure and MAv goal orientation. In addition, the potential moderating role of psychological empowerment on this curvilinear relationship is investigated. Based on data from 655 certified accountants, the results support the existence of the hypothesized curvilinear relationship. Also, it revealed that for employees who experience higher levels of psychological empowerment, the Ushaped relationship between organizational tenure and MAv goal orientation becomes flattened.Implications and future research are discussed.

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When goal orientations collide: Effects of learning and performance orientation on team adaptability in response to workload imbalance.

Cited by 107 publications

References 41 publications

Paradox Research in Management Science: Looking Back to Move Forward

Paradox Research in Management Science: Looking Back to Move Forward

Team Learning: A Theoretical Integration and Review

Organizational tenure and mastery-avoidance goals: the moderating role of psychological empowerment

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