Role Selection and Team Performance

Team success relies on assigning team members to the right tasks. We use controlled experiments to study how roles are assigned within teams and how this affects team performance. Subjects play the takeover game in pairs consisting of a buyer and a seller. Understanding optimal play is very demanding for buyers and trivial for sellers. Teams perform better when roles are assigned endogenously or teammates are allowed to chat about their decisions, but the interaction effect between endogenous role assignment and chat unexpectedly worsens team performance. We argue that ego depletion provides a likely explanation for this surprising result.role selection in teams, team performance, takeover game, winner's curse, communication, experiment

Role selection and team performance

Team success relies on assigning team members to the right tasks. We use controlled experiments to study how roles are assigned within teams and how this affects team performance. Subjects play the takeover game in pairs consisting of a buyer and a seller. Understanding optimal play is very demanding for buyers and trivial for sellers. Teams perform better when roles are assigned endogenously or teammates are allowed to chat about their decisions, but the interaction effect between endogenous role assignment and chat unexpectedly worsens team performance. We argue that ego depletion provides a likely explanation for this surprising result.Role selection in teams, team performance, takeover game, winner’s curse, communication, experiment

Personality and team performance: a meta-analysis

Using a meta-analytical procedure, the relationship between team composition in terms of the Big-Five personality traits (trait elevation and variability) and team performance were researched. The number of teams upon which analyses were performed ranged from 106 to 527. For the total sample, significant effects were found for elevation in agreeableness ( = 0.24) and conscientiousness ( = 0.20), and for variability in agreeableness ( = -0.12) and conscientiousness ( = -0.24). Moderation by type of team was tested for professional teams versus student teams. Moderation results for agreeableness and conscientiousness were in line with the total sample results. However, student and professional teams differed in effects for emotional stability and openness to experience. Based on these results, suggestions for future team composition research are presented

The Impact of Task- and Team-Generic Teamwork Skills Training on Team Effectiveness

This study examined the effects of training team members in three task- and teamgeneric teamwork skills: planning and task coordination, collaborative problem solving, and communication. We first examined the degree to which task- and team-generic teamwork skills training impacted team performance on a task unrelated to the content of the training program.We then examined whether the effects of task- and team-generic teamwork skills training on team performance were due to the transfer of skills directly related to planning and task coordination, collaborative problem solving, and communication. Results from 65 four-person project teams indicated that task- and team-generic teamwork skills training led to significantly higher levels of team performance. Results also indicated that the effects of task- and teamgeneric teamwork skills training on team performance were mediated by planning and task coordination and collaborative problem solving behavior. Although communication was positively affected by the task- and team-generic teamwork skills training, it did not mediate the relationship between task- and team-generic teamwork skills training and team performance.Theoretical and practical implications of these results are discussed, as well as possible limitations and directions for future research

Team Cognitive Ability as a Predictor of Team Performance

This manuscript presents two studies of the relationship between team cognitive ability (average Scholastic Aptitude Test score of team members) and team performance (a subjective coach\u27s evaluation and an objective measure using Sagarin\u27s Power Rankings) among NCAA Division 1 Men\u27s Basketball teams. Study 1 was conducted following the 1991-92 season whereas Study 2 was conducted during the 1993-94 season. Both studies indicated that team cognitive ability was significantly related to the coach\u27s evaluation but not to the power ranking measure, and that team strategy moderated the relationship between cognitive ability and the coach\u27s evaluation of performance. Cognitive ability moderated the relationship between team strategy and power ranking, but the nature of the interaction was different across the two studies