小学生团队合作学习成绩之群体影响因素研究

将小学四年级实验班42名小学生组建成七个异质团队,进行为期三个月的团队合作学习训练,以探讨群体变量对团队合作学习成绩的影响,并比较实验班和对照班之间语文成绩之间的差异。研究结果表明:团队组长管理风格、团队承诺、团队集体效能感、团队凝聚力四个群体变量对合作学习型团队的学习成绩有显著的影响。团队满意感虽然与团队学习成绩显著相关,但对团队学习成绩的影响不显著。     

虚拟团队学习效能研究:社会认知因素的影响

本研究采用现场研究的方法,对21个虚拟团队学习的效能进行了实证研究。研究对社会认知因素中的效能感和目标取向对虚拟团队学习效能(技能改变、工作任务和团队健康水平)的影响进行了研究,并探讨了对虚拟团队的态度在中间所起的作用。研究发现,虚拟团队效能感和学习取向对虚拟团队的学习效能产生作用,而对虚拟团队学习的态度、团队信任对虚拟团队学习的效能起着中介或直接的作用。     

团队领导行为对团队效能影响之研究

对修订的团队领导行为量表和自编的团队效能量表进行了信效度检验,并在此基础上探讨了团队领导行为对团队效能的影响情况。结果表明修订的中文版团队领导行为量表具有良好的结构效度和信度,可分为动机激励、魅力领导、挑战陈规和个别关怀四个维度;团队效能量表同样具有良好的结构效度和信度,可分为任务绩效和周边绩效两个维度。路径分析和多元线性回归分析的结果表明,转换型团队领导行为对周边绩效的影响显著高于对任务绩效的影响;转换型团队领导行为中动机激励、魅力领导和个别关怀这三个维度对团队效能影响显著,而挑战陈规这一维度对团队效能的影响并不显著。     

团队内冲突对团队效能的影响及作用机制

冲突是团队有效运作面临的主要挑战之一。学术界关于冲突与团队效能关系的研究结论未能达成共识, 引发了关于冲突对团队效能作用机制的探讨。回顾国内外相关文献发现, 团队特征(团队情绪、多元化、团队规范与文化价值观)、团队过程(冲突管理、信任)及任务特征等因素, 对于冲突对团队效能的作用过程具有调节作用。而基于冲突原因视角探讨团队内冲突对团队效能的影响、冲突的动态性、团队新成员冲突的激活效应和冲突与团队效能关系的本土化研究等应是未来的研究方向。     

团队气氛与团队心理授权：团队信任的中介作用

通过对32家企业156个工作团队568名员工进行问卷调查,采用相关分析、回归分析和结构方程建模等统计分析方法,对中国文化背景下团队气氛与团队心理授权的关系,以及团队信任的作用进行了探讨。结果表明：（1）团队气氛对团队信任、团队心理授权有正向影响;（2）团队信任对团队心理授权有正向影响;③团队信任在团队气氛和团队心理授权之间具有部分中介作用。其中,情感信任在团队气氛和团队心理授权之间具有部分中介作用,认知信任在团队气氛与团队心理授权之间的中介作用不显著。     

共享心智模型对团队效能的影响——以团队过程为中介变量

本研究采用路径搜索的方法对38个团队共享心智模型进行了测量,并考察了两类共享心智模型(任务模型与团队模型)对团队过程及团队效能的影响作用.相关分析显示:两类共享心智模型与团队过程及团队效能各指标有显著相关.层级回归分析显示:共享心智模型对团队绩效产生直接作用,而共享心智模型各指标与团队效能感的关系完全受到团队沟通、合作等过程要素的中介影响.     

创新氛围、创新效能感与团队创新：团队领导的调节作用

在团队层次探讨创新氛围、创新效能感以及团队领导对团队创新绩效的影响。对51个工作团队的研究结果表明, 团队创新氛围与团队创新绩效有显著的正向关系, 而团队创新效能感在这一关系中起到中介作用。同时, 引领创新的团队领导调节了创新效能感与团队创新绩效之间的关系, 团队领导越倾向于引领创新, 创新效能感与创新绩效之间的关系就越强, 经由创新效能感传导的创新氛围对创新绩效的效应也就越大。研究结果深刻揭示了创新氛围、创新效能感、创新领导和团队创新之间的关系。     

团队断裂带对团队绩效的影响：团队交互记忆系统的作用

对团队构成与团队绩效关系的认识有助于充分利用团队结构优势、提高团队效能、建立竞争优势。理论界对团队断裂带与团队绩效的关系给予了极大关注, 然而遗憾的是, 研究结果还存在较大分歧。通过明确团队断裂带的属性类别, 探索团队断裂带与团队绩效之间的中介机制, 试图系统解释分歧产生的原因。基于115个实际工作团队配对样本数据的结构方程模型分析表明, 信息相关断裂带通过提高团队交互记忆系统水平促进团队绩效; 社会属性断裂带与团队交互记忆系统或团队绩效都无显著关系。本研究结果有助于深化对团队断裂带内涵及效能机制的认识, 推动团队断裂带理论的发展。     

团队情绪氛围对团队创新绩效的影响机制

基于85个团队的团队领导和475名团队成员的配对数据, 考察了团队情绪氛围、情绪劳动及团队效能感对团队创新绩效的影响机制。结果发现：团队中有两种类型的情绪交换—— 团队情绪氛围是团队内部的情绪交换, 而情绪劳动是团队成员对外的情绪交换。高强度的情绪劳动(高外部情绪交换)具有情绪资源攫取的效果, 削弱了团队积极情绪氛围与团队创新绩效之间的关系; 当团队工作的情绪劳动程度较高时, 团队较低的积极情绪氛围对于团队创新反而有更强的促进作用。团队积极情绪氛围(团队内部的积极情绪交换)对于团队效能感有促进作用。团队情绪氛围与情绪劳动的交互作用以团队效能感为完全中介进而影响团队创新绩效。     

团队任务冲突与团队领导行为及团队学习的关系研究

本研究旨在探讨项目团队领导基于角色的不同行为对团队内部的任务冲突互动,以及团队学习的影响.以128个项目团队为研究对象进行的问卷调查结果表明,在领导行为与团队学习的关系中任务冲突存在显著的中介效应.其中,团队领导的促进者与指挥者角色行为完全通过任务冲突的中介传导,对团队学习产生影响,;而领导的创新型行为则通过任务冲突的部分中介作用,产生对团队学习的正向影响.     

Bouncing Back from Setbacks: On the Mediating Role of Team Resilience in the Relationship Between Transformational Leadership and Team Effectiveness

The purpose of this study was to clarify the role of team resilience on different facets of effectiveness (team viability and quality of the group experience). Moreover, given the importance of team resilience for the organizational context, it was also our aim to contribute to the study of the conditions that promote team resilience, analyzing the role of transformational leadership. Finally, we examined whether the relationship between transformational leadership and team resilience stimulates positive team outcomes. Ninety teams (445 employees from 40 companies) were surveyed and path analysis was used in the test of the hypotheses. The results showed a positive direct effect of team resilience on both team viability and the quality of the group experience. Moreover, a positive relationship was also identified between transformational leadership and team resilience. Finally, support was found for the mediated effect of team resilience on the relationship between transformational leadership and the dimensions of team effectiveness considered. The findings of this study highlight the role of team resilience as an intervening process between transformational leadership and team effectiveness. Supervisors should promote team resilience, adopting transformational leadership behaviors, in order to contribute to increase team viability and the quality of the group experience.     

Harnessing members' positive mood for team-directed learning behaviour and team innovation: The moderating role of perceived team feedback

This study examines the role of individual team members' positive mood and perceived team feedback for their team-directed learning behaviour. Results obtained in a sample of 186 members from 27 work teams showed that positive mood was positively associated with team-directed learning behaviour if individual members perceived that the feedback they received was based on the performance of the team as a whole, but not if they perceived such team feedback to be lacking. Moreover, teams were found to be more innovative to the extent that their members, on average, engaged in team-directed learning behaviour to a greater extent. These results offer new insights into the micro-foundations of team learning. Our findings explicate why the contributions of individual members to their team's learning may differ and suggest that, if managed effectively, members' positive mood may be an important resource in facilitating team learning.     

Diversity in goal orientation, team reflexivity, and team performance

Although recent research highlights the role of team member goal orientation in team functioning, research has neglected the effects of diversity in goal orientation. In a laboratory study with groups working on a problem-solving task, we show that diversity in learning and performance orientation are related to decreased group performance. Moreover, we find that the effect of diversity in learning orientation is mediated by group information elaboration and the effect of diversity in performance orientation by group efficiency. In addition, we demonstrate that team reflexivity can counteract the negative effects of diversity in goal orientation. These results suggest that models of goal orientation in groups should incorporate the effects of diversity in goal orientation.     

A temporal common ground for learning: The moderating effect of shared mental models on the relation between team learning behaviours and performance improvement

In this longitudinal study, we integrated a team process and a learning curve perspective on team learning and empirically analysed whether team learning processes lead to performance improvement. In addition, we tested whether this relation is moderated by the similarity of team members’ task, team, and temporal mental models. We tested our model on a sample of 67 teams (314 individuals) competing in a management simulation over five consecutive time periods, using random coefficient modelling (RCM). Our findings suggest that team learning behaviours do not have a direct effect on the team learning curve, but temporal and task mental models are crucial for the translation of team learning behaviours into performance improvement. We found that when teams have similar task and temporal mental models, engaging in team learning processes is beneficial, whereas, when teams have dissimilar task and temporal mental models, it is detrimental to performance improvement. We did not find a significant effect for the moderating role of team mental model similarity. Our study emphasizes the importance of integrating different perspectives on team learning and provides support for the role of team cognition as a catalyst for team learning.     

ASSESSING THE INCREMENTAL VALIDITY OF TEAM CONSENSUS RATINGS OVER AGGREGATION OF INDIVIDUAL-LEVEL DATA IN PREDICTING TEAM EFFECTIVENESS

Using data collected from 98 work teams, empowerment levels were assessed based on the aggregation of individual team member ratings as well as on a team consensus approach utilized after aggregation. These 2 methods of measuring team empowerment were then compared on their ability to predict manager ratings of team effectiveness on 4 dimensions. Findings demonstrated that the consensus method of measuring team empowerment explained significantly greater variance in team effectiveness than did the aggregation method alone. We discuss implications for team research and practice based on these findings and include a discussion on when using consensus after aggregation may be most appropriate.     

团队领导组织公民行为的有效性：以双维认同为中介的多层次模型检验

本研究旨在考察团队领导组织公民行为对团队员工角色内绩效的影响及其以团队员工的共享团队认同和领导认同为中介的作用机制。采用团队领导—团队员工匹配问卷的调查方法,使用29个团队的样本数据对相应的多层次模型进行检验。结果显示：团队领导组织公民行为对团队员工角色内绩效有显著的正向影响;团队员工的共享团队认同和领导认同分别和同时在团队领导组织公民行为与团队员工角色内绩效之间起到完全的跨层次中介作用。     

Phase-specific relationships between team learning processes and transactive memory development

With this study we seek to contribute to the research on the emergence of transactive memory, that is, the knowledge of “who knows what”, as part of the structural component of transactive memory systems (TMSs). Based on our theoretical model of team learning and transactive memory development, we analyse the relationships among different team learning behaviours and transactive memory during various phases of team development. We use a longitudinal design with three points of measurement at the beginning, in the middle, and at the end of a semester, to examine real student project teams over their full life cycle. The results support our presumptions of phase-specific influences of team learning behaviours on transactive memory development. This shows that knowledge-based processes (storage and retrieval) play a more important role during early stages of project-based teamwork, followed by a shift to a higher relevance of communication-based processes (reflection and co-construction) in later stages. Implications for further research and team management phenomena are discussed.     

Does diversity in team members’ agreeableness benefit creative teams?

Although deep-level diversity among team members are often discussed as important catalysts of team creativity, little is currently understood about the impact of diversity in team members’ personality on team creativity and team satisfaction. We propose that diversity in team members’ agreeableness would reduce the effectiveness of creative teams through its impact on team conflict experienced. To test our hypotheses, we recruited 93 student teams to participate in a laboratory study where each member had their personality traits assessed before engaging in a team creativity task. We found that diversity in team members’ agreeableness was positively associated with team task conflict experienced which, in turn, was negatively associated with team creativity. Additionally, we found that diversity in team members’ agreeableness was positively associated with team relationship conflict, which, in turn, was negatively associated with team satisfaction. Implications and future directions are discussed.     

如何消除团队中的搭便车现象

团队中出现搭便车现象的主要原因是工作伦理和管理制度存在问题。本文提出了借鉴清教徒工作观以重整工作伦理的观点。同时,运用团队有效性模型进行了问题诊断并提出了相应对策。     

Relations entre réflexivité d’équipe,mémoire transactive et efficacité interventionnelle perçue chez les policiers-opérateurs du RAID

The objective of this study is to examine the influence of explicit (team reflexivity) and implicit (transactive memory) coordination processes on the perceived interventional effectiveness of specialized elite units (RAID) of the French national police. We test the hypothesis that transactive memory is a mediating process in the relationship between team reflexivity and perceived effectiveness. One hundred and three police-officers representing the seven French police special units replied to a questionnaire. The results show that perceived effectiveness is positively related to task reflexivity and transactive memory. The relationship between task reflexivity and perceived effectiveness is mediated by the integrated component of transactive memory (bootSE = 0.05, 95% BCa CI [0.004, 0.19]). The theoretical and practical implications are discussed with regard to the development of debriefing methods and teamwork training for the development of shared mental models.