Three Conceptual Themes for Future Research on Teams

[Excerpt] Tannenbaum, Mathieu, Salas, and Cohen (2011) identify three change themes – dynamic composition, technology/distance, and delayering/empowerment – that are affecting the nature of teams and discuss future research directions within each thematic area. They acknowledge that these emerging research needs may require new theories, research methods, and analyses and describe a few specific approaches that may hold promise, but focus their attention largely on describing the substantive issues and questions research should target going forward. We do not dispute that these themes are important – they are garnering substantial research attention (see Bell, 2007; Chen & Tesluk, in press; Kirkman, Gibson, & Kim, in press). However, they are among many issues that are in flux and important to consider in future research on teams. In this commentary, we adopt a broader perspective aimed at highlighting several conceptual, rather than substantive, themes that we believe can focus and leverage future research on the changing nature of teams. These conceptual themes are: (1) multilevel influences, (2) emergence, and (3) temporal dynamics. Sophisticated research questions and designs that encompass these conceptual issues will advance our understanding of the themes identified by Tannenbaum et al. (2011) as well as other emerging issues surrounding teams. In the following sections, we describe the three conceptual themes and then highlight the implications of these themes for future research on the changing nature of teams

The Dynamic Effects of Subconscious Goal Pursuit on Resource Allocation, Task Performance, and Goal Abandonment

We test two potential boundary conditions for the effects of subconscious goals—the nature of the goal that is activated (achievement vs. underachievement) and conscious goal striving. Subconscious achievement goals increase the amount of time devoted to skill acquisition, and this increase in resource allocation leads to higher performance when conscious goals are neutral. However, specific conscious goals undermine the performance benefits of subconscious achievement goals. Subconscious underachievement goals cause individuals to abandon goal pursuit and this effect is mediated by task performance. Difficult conscious goals neutralize the detrimental effects of subconscious underachievement goals but only if implemented before performance is undermined. Overall, these results suggest that subconscious achievement goals facilitate task performance, subconscious underachievement goals trigger goal abandonment, and difficult conscious goals moderate these effects depending on the level of resource allocation and timing of goal implementation

E-Learning Works - Exactly How Well Depends on its Unique Features and Barriers

Key Findings: E-learning is comparable to traditional teacher-led classroom instruction in terms of effectiveness. E-learning has specific features that may influence learning: content, immersion, interactivity, and communication. Barriers to e-learning adoption include fraud and cheating, digital divides and their impact on low income and underprepared students, and cost issues

E-Learning in Postsecondary Education

Over the past decade postsecondary education has been moving increasingly from the class room to online. During the fall 2010 term 31 percent of U.S. college students took at least one online course. The primary reasons for the growth of e-learning in the nation\u27s colleges and universities include the desire of those institutions to generate new revenue streams, improve access, and offer students greater scheduling flexibility. Yet the growth of e-learning has been accompanied by a continuing debate about its effectiveness and by the recognition that a number of barriers impede its widespread adoption in higher education

Goal Orientation and Ability: Interactive Effects on Self-Efficacy, Performance, and Knowledge

This study examined the direct relationship of goal orientation – and the interaction of goal orientation and cognitive ability -- with self-efficacy, performance, and knowledge in a learning context. The current paper argues that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals\u27 cognitive ability. Results indicated that the direct associations of learning and performance orientations were consistent with previous research. Learning orientation was positively related to self-efficacy, performance, and knowledge, while performance orientation was negatively related to only one outcome, performance. The interactions between goal orientation and ability also supported several hypotheses. As expected, learning orientation was generally adaptive for high ability individuals, but had no effect for low ability individuals. In contrast, the effects of performance orientation were contingent on both individuals\u27 level of cognitive ability and the outcome examined. The implications of these results for future research on goal orientation are discussed

Effects of Disability, Gender, and Level of Supervision on Ratings of Job Applicants

Using ratings of hypothetical job applicants with and without a disability obtained from both fulltime workers (n = 88) and undergraduates (n = 98), we examined the effects of disability (paraplegia, epilepsy, clinical depression, or non-disabled), gender, and nature of the job (supervisory or non-supervisory) on five job-relevant dependent measures. Contrary to our hypothesis, applicants with a disability were rated significantly higher in activity and potency than applicants without a disability. Further, also contrary to our predictions, gender and job type did not moderate the relationship between disability and applicant ratings. Post-hoc analyses revealed a significant gender by job type interaction; female applicants were viewed as more qualified than male applicants for the non-supervisory position, but the male applicants were viewed as more qualified than female applicants for the supervisory position. We use the flexible correction model (Wegener & Petty, 1997) to explicate the findings. Limitations and implications for future research on attitudes toward individuals with disabilities are discussed

Informed Consent and Dual Purpose Research

The ethical treatment of human participants in psychological research is regulated by both federal guidelines and the ethical standards of the American Psychological Association (APA). Under certain circumstances, however, both APA standards and federal regulations allow for exceptions for informed consent. In spite of the possibility of exception, a number of factors have made it difficult to conduct and publish research that does not incorporate informed consent. The authors consider these factors and propose 2 approaches that may reduce reluctance to consider exceptions to informed consent under appropriate circumstances. First, journals should not rely on informed consent as the only method of screening research for the ethical treatment of human participants. Second, efforts must be made to work with institutional review boards and other units that review psychological research to ensure that their members are aware of the conditions under which informed consent is considered reasonable. Failure to consider ethical research without informed consent may have serious ethical consequences for research

The State of the Art in Performance Management: Learnings from Discussions with Leading Organizations

Performance management is one of the fundamental HR tools that has been part of organizational life for decades and has long been the backbone of other activities of the HR system (e.g., pay decisions, development plans). Despite the importance of performance management, it has historically been rated by employees, managers, and the HR function itself as one of the least effective and understood HR practices. Given the stagnation in academic research on the topic and discontent on the part of organizational stakeholders, we decided it was an opportune time to meet with leading companies to understand the state of the art in performance management. Specifically, we held two working group meetings with a total of 32 HR executives from 20 companies to discuss current challenges and best practices in the area of performance management. The discussions provided us with a deeper understanding of the dilemmas and challenges associated with performance management in large, multinational companies. We were also able to extract a handful of promising directions for enhancing the effectiveness of the performance management process

Reactions to Skill Assessment: The Forgotten Factor in Explaining Motivation to Learn

This study examined the effects of trainees’ reactions to skill assessment on their motivation to learn. A model was developed that suggests that two dimensions of trainees’ assessment reactions – distributive justice and utility – influence training motivation and overall training effectiveness. The model was tested using a sample of individuals (N = 113) enrolled in a truck driving training program. Results revealed that trainees’ who perceived higher levels of distributive justice and utility had higher motivation to learn. Training motivation was found to significantly predict several measures of training effectiveness. Trainees’ performance on the pre-training assessment and trait goal orientation exhibited direct and interactive effects on their reactions to the skill assessment. Implications of these findings for future research on reactions to skill assessments are identified along with the practical implications for the design and conduct of training needs assessment

Self-Assessments of Knowledge: Where Do We Go From Here?

[Excerpt] In this paper, we argue that there remain several unanswered questions surrounding self-assessments of knowledge that must be addressed before we can reach a more definitive conclusion on the viability of these measures. The answers to these questions may provide further evidence that self-assessments should not be used as an indicator of learning or they may serve to qualify the conditions under which self-assessments can be used with reasonable confidence. In either case, addressing these issues is critical if work in this area is to influence how researchers and practitioners evaluate trainees’ learning