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

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

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

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

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

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

A Typology of Virtual Teams: Implications for Effective Leadership

As the nature of work in today\u27s organizations becomes more complex, dynamic, and global, there has been an increasing emphasis on far-flung, distributed, virtual teams as organizing units of work. Despite their growing prevalence, relatively little is known about this new form of work unit. The purpose of this paper is to present a theoretical framework to focus research toward understanding virtual teams and, in particular, to identify implications for effective leadership. Specifically, we focus on delineating the dimensions of a typology to characterize different types of virtual teams. First, we distinguish virtual teams from conventional teams to identify where current knowledge applies and new research needs to be developed. Second, we distinguish among different types of virtual teams, considering the critical role of task complexity in determining the underlying characteristics of virtual teams and leadership challenges the different types entail. Propositions addressing leadership implications for the effective management of virtual teams are proposed and discussed

Adaptive Guidance: Enhancing Self-Regulation, Knowledge, and Performance in Technology-Based Training

Considerable research has examined the effects of giving trainees control over their learning (Steinberg, 1977, 1989; Williams, 1993). The most consistent finding of this research has been that trainees do not make good instructional use of the control they are given. Yet, today’s technologically based training systems often provide individuals with significant control over their learning (Brown, 2001). This creates a dilemma that must be addressed if technology is going to be used to create more effective training systems. The current study extended past research that has examined the effects of providing trainees with some form of advisement or guidance in addition to learner control and examined the impact of an instructional strategy, adaptive guidance, on learning and performance in a complex training environment. Overall, it was found that adaptive guidance had a substantial effect on the nature of trainees’ study and practice, self-regulation, knowledge acquired, and performance

Team Learning, Development, and Adaptation

[Excerpt] Our purpose is to explore conceptually these themes centered on team learning, development, and adaptation. We note at the onset that this chapter is not a comprehensive review of the literature. Indeed, solid conceptual and empirical work on these themes are sparse relative to the vast amount of work on team effectiveness more generally, and therefore a thematic set of topics that are ripe for conceptual development and integration. We draw on an ongoing stream of theory development and research in these areas to integrate and sculpt a distinct perspective on team learning, development, and adaptation