When Goal Orientations Collide: Effects of Learning and Performance Orientation on Team Adaptability in Response to Workload Imbalance

The authors draw on resource allocation theory (Kanfer & Ackerman, 1989) to develop hypotheses regarding the conditions under which collective learning and performance orientation have interactive effects and the nature of those effects on teams' ability to adapt to a sudden and dramatic change in workload. Consistent with the theory, results of a laboratory study in which teams worked on a computerized, decision-making task over 3 performance trials revealed that learning and performance orientation had independent effects on team adaptability when teams had slack resources available for managing their changed task. Time helped explain the independent effects of performance orientation. Results also revealed that learning and performance orientation had interactive effects when teams did not have slack resources. Finally, the results of this study indicate that teams lacking slack resources were better able to balance high levels of learning and performance orientation over time with practice on the changed task. © 2010 American Psychological Association

Does backing up behavior explain the efficacy-performance relationship in teams?

Although the relationship between collective efficacy beliefs and team performance has been well-documented, few studies have explored the causal mechanisms that might explain these effects. In the current study, the authors explore the role of backing up behavior, a specific form of teamwork behavior, in explaining why high efficacy beliefs lead to high levels of team performance. Participants were 416 undergraduate business students who were organized into 104 four-person teams. The teams worked on an interdependent, computerized, decision-making task. Results of the study revealed that collective efficacy beliefs were positively related to team performance and that backing up behaviors largely mediated these effects. The theoretical and practical implications of these findings are discussed. © The Author(s) 2011

When does teamwork translate into improved team performance? a resource allocation perspective

Drawing on resource allocation theory, the authors examined boundary conditions for the positive effects of two aspects of teamwork (backing up behavior and performance monitoring) on team performance. Participants were 276 undergraduate business students who were organized into 69 teams and who worked on a computer simulation across multiple performance episodes. Approximately half the teams experienced a workload distribution problem. Results indicated that performance monitoring had positive effects on team performance when teams experienced a workload distribution problem. Backing up behavior had positive effects only when teams had both a workload distribution problem and during early performance episodes. The findings of this study suggest that resource allocation theory can provide insights regarding when members should devote and coordinate their own individual resources to assist others in teams. The implications of these findings for future theory and practice regarding teamwork are discussed. © The Author(s) 2010