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In this paper, we propose that only some of the conventional findings pertaining to the enhancing effects of feedback and recognition on performance success as well as the moderating role they play in the goal–performance relationship may apply to project teams, whereas others may not. We focus on the above activities that are well grounded in the general organizational research and reexamine them within the project management context. Data were collected from 88 project managers and their direct supervisors via questionnaires. Results showed that leader goal, feedback, and recognition activities were important only for improved team effectiveness, but not for team efficiency. Furthermore, feedback and recognition moderated the goal–performance relationship, regardless of the performance measures used. The implications of these findings for future research on project teams are discussed.

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.

The study examined the mediating role of individual’s self-regulatory processes of deep cognitive strategies (meaningful learning rather than a reproduction of knowledge) and negative affect in the relationship between dispositional and team goal orientations and team member’s performance of complex tasks. Thirty-three research and development teams and their managers participated. Results demonstrated that dispositional performance orientation (focus on success) increased negative affect, which, in turn, lowered employee job performance. Whereas team learning orientation (focus on learning and improvement) decreased negative affect, which, in turn, was associated with higher employee job performance. Additionally, both dispositional and team learning orientations were positively and significantly associated with individuals’ use of deep cognitive strategies. However, deep cognitive strategies were not associated with employee performance. Findings suggest that managers of teams performing complex tasks may want to consider ways to create and sustain a high learning orientation in order to reduce negative affect and increase use of deep cognitive strategies within their teams.