Task versus relationship conflict,team performance,and team member satisfaction: a meta-analysis

This study provides a meta-analysis of research on the associations between relationship conflict, task conflict, team performance, and team member satisfaction. Consistent with past theorizing, results revealed strong and negative correlations between relationship conflict, team performance, and team member satisfaction. In contrast to what has been suggested in both academic research and introductory textbooks, however, results also revealed strong and negative (instead of the predicted positive) correlations between task conflict team performance, and team member satisfaction. As predicted, conflict had stronger negative relations with team performance in highly complex (decision making, project, mixed) than in less complex (production) tasks. Finally, task conflict was less negatively related to team performance when task conflict and relationship conflict were weakly, rather than strongly, correlated.     

工作绩效与工作满意度、组织承诺和目标定向的关系

在全面回顾工作绩效及其影响因素的基础上,通过关键事件方法和问卷调查方法,对来自全国的1066位雇员进行了施测,运用AMOS软件,对工作绩效结构进行验证性因素分析,并对文中提出的假设进行了检验。之后,提出并验证了影响员工工作绩效的态度因素及整合模型。研究结果显示：工作满意度、组织承诺和目标定向对工作绩效的各个子维度的影响是不一致的。工作满意度越高,员工的工作绩效越好;另一方面,组织承诺和目标定向对雇员工作绩效各个子维度的影响不一致。文章最后对全文进行了总结,并对后续研究给出了建议     

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。     

The effects of situational goal orientation and cultural learning values on team performance and adaptation to change

In this paper, we examine the unique effects of situational goal orientation and cultural learning values on team adaptation to change and the moderating role of cultural learning values in the relationship between goal orientation and team performance and adaptation. To do this, we conducted an experiment using a 2 × 2 × 2 repeated-measures factorial design, consisting of high and low levels of learning values, situational goal orientation (i.e., learning goals and performance goals). The experimental task involved two phases: we looked at team performance in Phase 1 and team adaptation to change in Phase 2. Forty 3-person teams were randomly assigned to four experimental conditions and all teams engaged in a complex bridge-planning task. Performance was measured in terms of the quality of the planned bridge. Results showed independent effects of situational goal orientation and cultural learning values on team performance and adaptation to change. Cultural learning values also moderated the relationship between goal orientation and performance and adaptation to change. Finally, the combination of learning goals and high learning values resulted in the highest levels of initial team performance (Phase 1) and adaptation to change and improved performance (Phase 2), as compared to all other examined conditions.     

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.     

The role of decision influence and team performance in member self-efficacy, withdrawal, satisfaction with the leader, and willingness to return

This study examines team performance as a moderator of the relationship between decision influence and outcomes relevant to team effectiveness in hierarchical teams with distributed ex pertise. In this type of team staff members have unique roles and make recommendations to the team leader, who ultimately makes the team's final decisions. It is suggested that the positive rela tionship between decision influence and favorable outcomes (e.g., satisfaction) consistently described in the literature is dependent on team performance in this type of team. Specifically, team effec tiveness outcomes are proposed to be consistently more favorable in higher performing than in lower performing teams. Decision influence is proposed to relate positively to member satisfaction with the leader, willingness to return, and self-efficacy and to relate negatively to withdrawal in higher performing teams. The opposite pattern of relationships is expected in lower performing teams. A laboratory study was conducted with 228 undergradu ates performing a computer task as subordinates in 76 four-person teams with a confederate leader. The results generally support the hypotheses and illustrate a dilemma for leaders attempting to manage team effectiveness.     

Goal orientation: effects on backing up behavior, performance, efficacy, and commitment in teams

The author examined the predictive validity of goal orientation in teams on both team process and outcome variables. Results indicate that when mean goal orientation scores were used as a way of describing team members' inputs, learning orientation was related to backing up behavior, efficacy, and commitment. The relationships between performance orientation and efficacy and commitment, however, were more complex and were clarified when task performance was also taken into account. Performance orientation had a negative effect on efficacy when task performance was low and a positive effect on commitment when task performance was high. The implications of these findings for theory and research on goal orientation in teams and team staffing are discussed.     

团队共享心智模型的影响因素与效果

采用两种测量方法对团队共享心智模型的影响因素与影响效果进行探讨。多元回归和层次回归分析的结果表明,团队成员沟通得越好,就越有利于形成共享心智模型;如果团队中存在搭便车的行为越严重,就越不利于形成共享心智模型;共享心智模型有利于团队有效运作,取得好的绩效;有共享心智模型的团队,成员的满意度比较高,群体效能感较高,并且团队成员之间的密切关系会延续到工作之外;共享心智模型在团队运行过程变量和团队有效性之间起到中介作用。     

COMMUNICATION SATISFACTION,JOB SATISFACTION,AND JOB PERFORMANCE

This field study of 327 hospital nurses investigated the relationship between perceived satisfaction with organizational communication and job satisfaction and job performance. The researcher developed a research model incorporating nine dimensions of communication satisfaction and hypothesized their varying relationships with job satisfaction and job performance. Correlation, multiple regression, and canonical correlation analyses revealed significant positive relationships between communication satisfaction and job satisfaction, and communication satisfaction and job performance. The communication satisfaction-job satisfaction link was stronger. The same facets of communication—supervisor communication, communication climate, and personal feedback—were found to be most strongly related to both job satisfaction and performance. Although the importance of the superior-subordinate communication relationship was confirmed, top management communication also was substantially related to job satisfaction and, to a lesser degree, job performance. Rank-order correlation results of this study were compared to several other studies and some congruent patterns were found.     

Antecedents of team potency and team effectiveness: an examination of goal and process clarity and servant leadership

Integrating theories of self-regulation with team and leadership literatures, this study investigated goal and process clarity and servant leadership as 3 antecedents of team potency and subsequent team effectiveness, operationalized as team performance and organizational citizenship behavior. Our sample of 304 employees represented 71 teams in 5 banks. Results showed that team-level goal and process clarity as well as team servant leadership served as 3 antecedents of team potency and subsequent team performance and team organizational citizenship behavior. Furthermore, we found that servant leadership moderated the relationships between both goal and process clarity and team potency, such that the positive relationships between both goal and process clarity and team potency were stronger in the presence of servant leadership.     

Leadership style and role differentiation as determinants of group effectiveness

All-male and all-female groups discussed a case history and provided a statement of their analysis of the case The relationship between leadership style, as measured by Fiedler's Least Preferred Co-worker (LPC) instrument, and task effectiveness (quality of the statement) was investigated for both the top task contributor and the best-liked member of the group LPC of the top task contributor did not relate to task effectiveness. In the role-differentiated groups, LPC of the best-liked member related positively to task effectiveness in the male groups (p < .05) and negatively in the female groups (p < .01) For the male groups, questionnaire data were consistent with the interpretation that the relationship between LPC of the best-liked member and task effectiveness was mediated by the ability of the high-LPC best-liked member to reduce interpersonal tension that interfered with task effectiveness. LPC of die best-liked member of the female groups was related to intermember attraction LPC did not affect role recruitment.     

Effects of group goal content on group processes,collective efficacy,and satisfaction

We examined the efficacy of groups possessing learning as opposed to performance goals on an interactive group task. As such, we predicted that the possession of learning goals focuses groups more on strategic processes than the possession of performance or do‐best goals. We further hypothesized that collective efficacy beliefs are most strongly correlated with performance for groups that possess performance goals because performance goals direct attention to task outcomes. Results indicated that groups assigned learning goals discussed more strategic information and reported greater satisfaction with performance. In addition, the relationship between task performance and collective efficacy was stronger for performance‐goal groups than learning‐goal groups. Overall, results suggested that causing groups to attend to processes required for effective group performance influences how groups regulate behavior and interpret feedback.     

Different Media for Organizational Communication: Perceptions of Quality and Satisfaction

We examined the satisfaction in and perceived quality of information about one’s job, business unit, and company, as well as perceived quality of urgent news (i.e., news about changes in business and generally considered legally sensitive material), communicated via different media. Results from 598 fulltime employees revealed that rich media (e.g., face-to-face) was most related to satisfaction in information about one’s job and business unit and in perceived quality of information from the supervisor; lean media (e.g., company newsletter) was most related to satisfaction in and quality of information from top management, while moderate media (e.g., e-mail) was only significantly related to perceived quality of urgent news. Trust in top management was positively related to satisfaction in and quality of information shared by management. Lean media most strongly related to quality of urgent news, over and above rich communication.The authors would like to thank Monica Moloney for her support on this project.     

领导集权度与团队成员交换：任务互依性与团队绩效压力的调节作用

从情感互动视角出发,通过三个时间节点对72个团队的问卷调查,探讨了领导集权度对团队成员交换（TMX）及团队绩效的作用机制和边界条件。结果表明：任务互依性和团队绩效压力调节了领导集权度与TMX间的关系,即任务互依性或团队绩效压力越高,领导集权度与TMX之间的负向关系越弱,反之则越强。进一步分析显示,任务互依性和团队绩效压力调节了TMX在领导集权度和团队绩效间关系的中介作用,表现为被调节的中介作用模型。     

Trust within teams: The relation with performance effectiveness

The acknowledgement that trust is important for the functioning of organizations has increased the demand for research showing how this importance is reflected on the behaviour of its members. In this article we focus on trust within teams and explore the relation with performance effectiveness. A model was tested relating trust with perceived task performance, team satisfaction, relationship commitment, and stress. In this model trust is presented as a multi-component variable with distinct but related dimensions. These include propensity to trust, perceived trustworthiness, cooperative and monitoring behaviours. Data from 112 teams collected in three social care institutions in The Netherlands were analysed with structural equation modelling to test the model. The results are supportive of the multi-component structure of trust and confirmed the importance of trust for the functioning of teams in organizations. The results suggest that trust is positively related with perceived task performance, team satisfaction, and relationship commitment, and negatively related with stress. In addition, perceived task performance was positively related with team satisfaction.     

Beyond the Big Five: Leader Goal Orientation as a Predictor of Leadership Effectiveness

This study examined proximal traits as mediators of the relationships between distal traits and leadership effectiveness. Specifically, we examined goal orientation, leadership self-efficacy, and motivation to lead (MTL) as antecedents of leadership effectiveness, after controlling for the Big Five personality traits. We tested our hypotheses with a sample of 100 leaders of four-person teams performing a manufacturing task in a laboratory setting. Consistent with expectation, leadership self-efficacy partially mediated the relationships between learning goal orientation and Affective-Identity MTL as well as Social-Normative MTL, after controlling for the Big Five. Noncalculative MTL related significantly to averaged team member ratings of leadership effectiveness, after controlling for both the leader's and the team member's personality. These results help aid in our understanding of why leader traits relate to leadership effectiveness.     

Selection in Teams: An Exploration of the Teamwork Knowledge,Skills, and Ability Test

In 1994, Stevens and Campion introduced the Teamwork Knowledge, Skills, and Ability test (teamwork KSA test) for selecting employees for team–based organizations. Using experimental data from 57 ad hoc student teams (N = 227), we examined this test's relationship with both the behavior of the assigned leader in a team and the behavior of the other team members, respectively. We found that the teamwork KSA test successfully predicted individual team member behavior as indexed by external raters (r= .31) and peers (r= .34) such that higher scores on the teamwork KSA test related to greater individual effectiveness within the team. The teamwork KSA test was unrelated to the behavior of the assigned leader in the teams studied. Self–efficacy for teamwork was not related to individual behavior in teams, nor did it moderate the relationship between the teamwork KSA test and individual performance in teams. Limitations as well as directions for future research in team selection are discussed.     

Making Teamwork Work: Team Knowledge for Team Effectiveness

This study examined the impact of two types of team knowledge on team effectiveness. The study assessed the impact of taskwork knowledge and teamwork knowledge on team satisfaction and performance. A longitudinal study was conducted with 27 service-management teams involving 178 students in a real-life restaurant setting. Teamwork knowledge was found to impact both team outcomes. Furthermore, team learning behavior was found to mediate the relationships between teamwork knowledge and team outcomes. Educators and managers should therefore ensure these types of knowledge are developed in teams along with learning behavior for maximum effectiveness.     

Bullying and harassment at work and their relationships to work environment quality: An exploratory study

Team-based working has become a popular model of work organization. One of the expected yields of working in teams is collective learning. As team members work closely together they are likely to exchange information, which can enhance learning. One of the processes that may facilitate team learning is team conflict. In this study, 471 respondents, working in 84 teams in 38 organizations, indicated their perceptions of task conflict, relationship conflict, team learning, and their rating of the performance of the team. Task conflict was not related to team learning but was negatively related to the team members' rating of team performance. As was hypothesized, relationship conflict negatively affected team learning. Importantly, team learning was a strong predictor of the perceived team performance and partially mediated the relation between relationship conflict and performance.     

成就目标导向、团队绩效控制对员工创造力的跨层次影响

成就目标导向在团队绩效控制情境下能否有效预测员工创造力是个值得关注的话题。以研发团队为研究对象, 运用线性阶层模型考察了三者间的跨层次关系。结果发现, 低绩效控制下, 精熟目标导向、表现–趋近导向对创造力有正向影响, 表现-回避导向有负向影响; 高绩效控制下, 精熟导向对创造力有“S型”非线性影响, 表现-回避导向有正向影响。结果表明, 高精熟目标导向在高绩效控制情境下抑制员工创造力, 而表现导向也并非总是与缺乏创造力联系起来, 提高表现-回避导向个体的绩效控制程度或者降低表现-趋近导向个体的绩效控制程度同样可以促进创造力。启示在于, 管理者不仅应关注成就导向的个体差异, 更应重视构建相应的绩效控制情境, 从二者交互作用出发激活员工创造力。