Contextualizing the Adoption of Electric Collaboration Tools: System and Team Considerations

This study suggests that individuals’ technology adoption decisions in the context of online collaboration tools are based on individual-level assessments of the technology, as well as on group-level attributes of the team with which one needs to work. Thus, a multilevel model of online collaboration technology adoption is proposed and tested, using hierarchical linear modeling techniques applied to a sample of 96 individuals who were nested in 34 virtual teams. Our findings suggest that a team member’s perceptions regarding the usefulness of an online collaboration tool positively affect his or her behavioral intentions to use this tool in a similar context in the future. Furthermore, after controlling for individual level perceived usefulness, group potency, as a team-level concept, incrementally and positively affected team members’ intentions to use the online collaboration technology with a similar team in the future. Some implications and future research directions are discussed

Highly Effective Teams: A Relational Analysis of Group Potency and Perceived Organizational Support

Group potency is one key determinant shown to positively influence the effectiveness and performance of groups and teams. This article presents research on potency of work groups in higher education and perceived organizational support as an antecedent. A total of 192 working professionals who were either holding or earning advanced degrees in human resource development, education, or consumer and family sciences completed questionnaires to determine the association of these two variables. The data were analyzed at the individual and group levels, and findings reveal there is a significant positive relationship between group potency and perceived organizational support

Factors of Successful Management of Information Systems Development Projects

The tradition on IS research has established the so called iron triangle , the three dimensions that characterize the project management success (PMS) if it is delivered on time, within the budget and according to specifications. However, less attention has been given to the continuum characterized by deviations from the baseline from each of these three dimensions. This paper draws on the definition of the PMS continuum and analyzes four potential factors that may influence PMS: team, project manager, project, and portfolio. We develop hypotheses and test them in a hierarchical linear regression using a sample of 899 IS projects of a leading bank, collected between January, 2014 and December, 2015. Besides proposing and discussing a new continuous PMS indicator, we identify factors that influence IS PMS positively (project size, duration, postponement, and project manager formal power) and negatively (team size and team allocation dispersion). The results suggest guidance of team members’ allocation

The Influence of Perceived Similarity, Affect and Trust on the Performance of Student Learning Groups

This study examined trust as one of the ways to improve satisfaction and performance in face-to-face student learning groups. A model was developed where trust mediates the relationship between perceived similarity, affect, and individual outcomes of satisfaction and performance (grades). Perceived similarity is positively related to trust, meaning that when students perceive themselves as similar to their group members they will be more likely to trust those group members. Negative affect was also negatively related to trust, but only in the beginning of the semester the group project/discussion. Positive affect was not related to trust. This suggests negative affect is the more important component of affect to study in conjunction with early development in student learning groups, but at the end of the semester affect (positive or negative) does not play a part in the trust, performance, or satisfaction of student learning groups. Results also indicate that students who had higher levels of trust towards their group members, will be more satisfied with the overall group experience, but will not necessarily exhibit greater performance. This study adds to research on the relationship between trust and affect that is not as widely researched in the context of student learning groups

The Influence of Perceived Similarity, Affect and Trust on the Performance of Student Learning Groups

This study examined trust as one of the ways to improve satisfaction and performance in face-to-face student learning groups. A model was developed where trust mediates the relationship between perceived similarity, affect, and individual outcomes of satisfaction and performance (grades). Perceived similarity is positively related to trust, meaning that when students perceive themselves as similar to their group members they will be more likely to trust those group members. Negative affect was also negatively related to trust, but only in the beginning of the semester the group project/discussion. Positive affect was not related to trust. This suggests negative affect is the more important component of affect to study in conjunction with early development in student learning groups, but at the end of the semester affect (positive or negative) does not play a part in the trust, performance, or satisfaction of student learning groups. Results also indicate that students who had higher levels of trust towards their group members, will be more satisfied with the overall group experience, but will not necessarily exhibit greater performance. This study adds to research on the relationship between trust and affect that is not as widely researched in the context of student learning groups

Trust and performance in business teams: a meta-analysis

Purpose: The purpose of this study is two-fold. First, the nature of the relationship between team trust and team performance in the business context is determined. Second, both team design (team size and team type) and methodological moderators (source of criterion measure and study date) of the relationship are assessed. Design/methodology/approach: A random-effects meta-analysis was performed on published and unpublished empirical studies. Subgroup moderator analyses were conducted using Cochran’s Q. Continuous moderator analyses were conducted using meta-regression. Findings: Data from 55 independent studies (3,671 teams) were pooled. Results indicated a large, positive relationship between team trust and team performance in real business teams. Further analyses indicated that the relationship was significantly moderated by business team type, team size and source of criterion measure. Research limitations/implications: Results indicate that different team types, sizes and performance criteria should not be treated as equivalent. Results are based on cross-sectional research and can only be generalized to business teams. Practical implications: Managers should be attentive to trust issues in work teams, as they may portend future performance problems or mirror other organizational issues that affect team performance. Team function and size predict how team trust is related to team performance. Originality/value: The present study answers a call by Costa et al. (2018) for additional investigation of moderators of the trust-performance relationship in teams using a quantitative review of studies.Ye

Can mutual trust explain the diversity-performance relationship? A meta-analysis

Trust is gaining attention for its benefits to both teams and organizations as a whole (Fulmer & Gelfand, 2012). The difficulty of building it in comparison to the ease of destroying it calls for a deeper understanding of trust, as well as its relationship with critical team outcomes (Colquitt, LePine, Piccolo, Zapata, & Rich, 2012). Unfortunately, current research has progressed in a disjointed manner that requires the integration of findings before a more parsimonious and descriptive understanding of trust at the team-level can be developed. Beyond this basic understanding, research is needed to explore the nature of trust in teams comprised of diverse members, as multi-national, multi-cultural, and interdisciplinary teams are increasingly characterizing the modern landscape. Thus, this article uses meta-analytic techniques to examine the extent to which mutual trust can serve as an underlying mechanism that drives the diversity-team performance relationship. First, surface-level and deep-level diversity characteristics varied in their impact on trust. Value diversity emerged as the most detrimental, along with the moderating effect of time. Second, 95 independent samples comprising 5,721 teams emphasized the importance of trust to team performance with a moderate and positive relationship. Third, mediation analyses answered recent calls (e.g., van Knippenberg & Schippers, 2007) to examine underlying mechanisms that can explain the diversity-outcomes relationship. This showed age, gender, value, and function diversity to be related to performance through mutual trust. Furthermore, this study explores whether contextual (e.g., team distribution) as well as measurement (e.g., referent) issues pose systematic differences in the diversity-trust and trust-performance relationships. Surprisingly, the construct of trust at the team-level proved to be generalizable across a number of unique conditions. In addition to this extensive quantitative review, implications and future research are discussed

Team trust and team performance: A meta-analysis

This study systematically integrated empirical literature on the relationship between team trust and team performance focusing on real educational and organizational teams. A total of 84 empirical studies comprising 84 independent effect sizes involving a total of 5,582 teams met the inclusion criteria. Applying a random-effects model, the overall effect size between team trust and team performance was positive and moderate (mean r = 0.34). After correcting for measurement unreliability, the overall effect size increased (mean r corrected = 0.40). The between-study heterogeneity was significant (Q = 385.30 [95% CI, p < 0.00), suggesting the existence of moderating variables. Nine potential moderating variables were examined including: team size (large versus small), team tenure (ad hoc versus intact), mode of communication (face-to-face versus virtual), task complexity (high versus low), study team setting (educational versus organizational), study age (early versus recent), cultural context of the sample (collectivistic versus individualistic), type of team performance measure (objective versus subjective) and operationalization of team trust (aggregation versus key informant). The results of these moderators are discussed along with the potential for publication bias. Limitations and suggestions for future research are also discussed