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As a framework for the current state of practice on collective approaches to leadership, Yammarino, Salas, Serban, Shirreffs, and Shuffler (2012) present a solid foundation for guiding future research and to a lesser degree given the dearth of empirical work, practice. Missing from their review, however, are illustrative examples of just how collective leadership operates and impacts organizational functioning, particularly when the goal is innovation. En route to these illustrations, we contend that a dyadic

Although both participative safety and team task conflict are widely thought to be related to team creative performance, the nature of this relationship is still not well understood, and prior studies have frequently yielded conflicting results. This study examines the ambiguity in the extant literature and proposes that both constructs must exist in tandem. Through a study of 55 design teams, we have identified a significant interaction between task conflict and participative safety. Results suggest that both participative safety and task conflict must exist in tandem to spur team creativity, and that team creative performance must be examined at the facet level, instead of simply as a single construct. In addition, supplemental analyses suggest that teams low on participative safety and task conflict are likely able to generate more original solutions for creative tasks due to the presence of an independent, disagreeable creative member. Implications for future research and practice are further discussed.

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Many engineering faculty have limited skills and/or assessment tools to evaluate team dynamics in multidisciplinary team-based capstone courses. Rapidly deployable tools are needed here to provide proactive feedback to teams to facilitate deeper learning. Two surveys were developed based on industrial and organizational psychology theories around desired high performance industry characteristics.A case study experiment was conducted in an architectural engineering capstone. Here, these surveys were deployed in conjunction with traditional qualitative verbal feedback and technical assessments.Results presented here suggest that capstone teams exhibit high-functioning attributes of effective teams based on the course formulation. Team dynamics evolved as the course progressed naturally and with the help of faculty based on the survey results. Discussions in this paper detail survey development, implementation, and sampled trends to represent how to use and interpret the survey output. Furthermore, best practices for implementing these ideas in other courses is touched on. Evidence is presented to support the surveys as a tool and to show correlations between the results and other technical assignments.