Building the infrastructure: The effects of role identification behaviors on team cognition development and performance.

Pearsall, Matthew J.; Ellis, Aleksander P. J.; Bell, Bradford S.

doi:10.1037/a0017781

Cited by 94 publications

(82 citation statements)

References 60 publications

(117 reference statements)

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“…They argue that team size serves as a rough estimate of team member interaction opportunity, but they do not study these interaction and communication processes directly. However, some recent work has proposed theoretical frameworks for the development of team mental models (e.g., Langan-Fox, 2003;McComb, 2008) and empirical studies have started to focus more specifically on the processes that influence the development of mental models (e.g., Pearsall et al, 2010). We believe more work is needed in this area.…”

Section: Discussionmentioning

confidence: 99%

“…This exchange may occur through a variety of mechanisms, including informal and social interaction, shared task experiences, and formal interventions. Pearsall, Ellis, and Bell (2010) recently showed that the number of role identification behaviors (e.g., sharing or requesting information about roles) exhibited by a team during the early stages of their development was positively related to the development of teaminteraction mental models. Similarly, Levesque, Wilson, and Wholey (2001) found that as role differentiation increased in software development teams, there was a decline in shared mental models.…”

Section: Team Mental Modelsmentioning

confidence: 99%

“…Several studies have shown that face-to-face communication is important for the emergence and refinement of transactive memory systems, but computer-mediated communication can present barriers to the development of transactive memory systems (Hollingshead, 1998a(Hollingshead, , 1998bLewis, 2004). Pearsall et al (2010) also found that communication about roles and responsibilities early in a team's development was positively related to the development of transactive memory. Together, these studies suggest that copresence and communication are important to the development and modification of transactive memory systems (Brandon and Hollingshead, 2004).…”

Section: Transactive Memorymentioning

confidence: 99%

“…Empirical research has generally found support for a positive relationship between transactive memory and team effectiveness (e.g., Ellis, 2006;Pearsall & Ellis, 2006;Pearsall et al, 2010;Zhang et al, 2007). Austin (2003), for instance, examined the effects of different dimensions of transactive memory on the performance of 27 groups in an apparel and sporting goods company.…”

Section: Transactive Memorymentioning

confidence: 99%

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Team Learning: A Theoretical Integration and Review

Bell

Kozlowski

Blawath

2012

The Oxford Handbook of Organizational Psychology, Volume 2

Self Cite

103

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With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed. AbstractWith the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as there is also agreement that greater consistency and clarity around the constructs and measures used in team learning research are needed to systematically advance knowledge in this area.Our goal in the current chapter is to provide a review and integration of the research that has been conducted on team learning over the past two decades. We seek to illuminate what we know about the process of team learning, the outcomes of this process, and the factors that shape it. In particular, our review makes a clear distinction between team learning processes, and the knowledge and other emergent states that result from the process, that ultimately shape team effectiveness. Review Structure and FocusGiven the different conceptualizations of team learning that have been introduced in the literature and the divergent perspectives that have been used to explore the construct, it is Team Learning 5 important to clarify the scope and structure of our review. Our purpose is to review the literature that has examined the learning, development, and adaptation of teams, which have been defined by Kozlowski and Bell (2003, p. 334) Although we adopt a multilevel perspective of team learning and acknowledge its connections with individual an...

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Section: Discussionmentioning

confidence: 99%

Section: Team Mental Modelsmentioning

confidence: 99%

Section: Transactive Memorymentioning

confidence: 99%

Section: Transactive Memorymentioning

confidence: 99%

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Team Learning: A Theoretical Integration and Review

Bell

Kozlowski

Blawath

2012

The Oxford Handbook of Organizational Psychology, Volume 2

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103

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“…However, within the context of developing TMSs in multidisciplinary healthcare teams, the goals prioritized by professional subgroup identification complement the goals stemming from team identification. Specifically, both identification processes place emphasis on capturing the diversity of professional expertise in the team in the delivery of patient care, and moreover, in building a TMS infrastructure (of where specialized knowledge is to be assigned, processed, and retrieved from), the focus also is on identifying the professional roles occupied in the team (Pearsall et al, 2010). Furthermore, Heckman and colleague examined organisational identification and professional identification on organisational effectiveness outcomes.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Predicting transactive memory system in multidisciplinary teams: The interplay between team and professional identities

Liao

O’Brien

Jimmieson

et al. 2015

Journal of Business Research

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1Predicting transactive memory systems in multidisciplinary teams: The interplay between team and professional identitiesIn explaining how communication quality predicts TMS in multidisciplinary teams, we drew on the social identity approach to investigate the mediating role of team identification and the moderating role of professional identification. Recognizing that professional identification could trigger intergroup biases among professional subgroups, or alternatively, could bring resources to the team, we explored the potential moderating role of professional identification in the relationship between team identification and TMS. Using data collected from 882 healthcare personnel working in 126 multidisciplinary hospital teams, results supported our hypothesis that perceived communication quality predicted TMS through team identification. Furthermore, findings provided support for a resource view of professional subgroup identities with results indicating that high levels of professional identification compensated for low levels of team identification in predicting TMS.We provide recommendations on how social identities may be used to promote TMS in multidisciplinary teams.Keywords: transactive memory system, team identification, professional identification, multidisciplinary teams 2 Predicting transactive memory systems in multidisciplinary teams: The interplay between team and professional identitiesIn response to demands for complex work requiring the contribution and integration of a diverse range of professional knowledge and skill sets, multidisciplinary (or cross-functional) teams have become common work design features in today's organizations. Multidisciplinary teams require inter-professional collaboration and the distribution of workload according to areas of expertise. In this respect, ensuring a well-developed transactive memory system (TMS) is especially critical in these teams (Faraj & Yan, 2009;Jarvenpaa & Majchrzak, 2008; Kotlarsky, van den Hooff, & Houtman, 2012). A TMS is defined as the shared division of cognitive labor for encoding, storing, and retrieving information based on a collective awareness of where specialized knowledge resides in the team (Lewis & Herndon, 2012). Whereas the positive effects of TMS have been welldocumented in the literature, such as improved team learning (e.g., Lewis, Lange, & Gillis, 2005;Rau, 2006) and team performance (e.g., Chiang, Shih, & Hsu, 2014;Zhang, Hempel, Han, & Tjosvold, 2007), there is notably less research on the antecedents of TMS (see Ren & Argote, 2011).Ren and Argote's (2011) empirical review of the literature highlighted that although there is considerable support for the role of communication in predicting TMS, the processes through which team members are motivated to build a well-developed TMS are not well understood. They argued that social identification processes may be one potential factor in motivating TMS building because members who identify with their team are more likely to rely on each other for expertise coordination, an...

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Work Groups and Teams in Organizations

Kozlowski

Bell

2012

Handbook of Psychology, Second Edition

Self Cite

537

678

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Abstract[Excerpt] Our objective in this chapter is to provide an integrative perspective on work groups and teams in organizations, one that addresses primary foci of theory and research, highlights applied implications, and identifies key issues in need of research attention and resolution. Given the volume of existing reviews, our review is not intended to be exhaustive. Rather, it uses representative work to characterize key topics, and focuses on recent work that breaks new ground to help move theory and research forward. Although our approach risks trading breadth for depth, we believe that there is much value in taking a more integrative view of the important areas of team research, identifying key research themes, and linking the themes and disparate topics closer together. To the extent that we identify new and necessary areas of theory development and research, the value of this approach will be evident. We would like to acknowledge several colleagues who provided insightful comments on an initial outline or draft of this chapter. Our thanks to Neil Anderson, Murray Barrick, Jan Cannon-Bowers, Paul Goodman, Stan Gully, Cyn D. Fisher, Richard Hackman, John Hollenbeck, Susan Jackson, Michelle Marks, John Mathieu, Susan Mohamed, Greg Stewart, Anne Tsui, Eduardo Salas, Ruth Wageman, Wang Zhong-Ming, and Michael West. Thanks also to Richard Klimoski for his helpful editorial guidance throughout. We would also like to acknowledge the Air Force Office of Scientific Research for support (F49620-98-1-0363 and F49620-01-1-0283, S.W.J. Kozlowski and R.P. DeShon, Principal Investigators) that in part assisted the composition of this chapter. Although many sources provided inputs to this chapter, the views expressed are those of the authors. Work Groups and Teams RESEARCH ISSUES AND RECOMMENDATIONS Research IssuesContext.Task Interdependence. Levels.Time. Research RecommendationsThe Nature of Teams.Composition.Formation, Socialization, and Development.Team Effectiveness, Processes, and Enhancements.Leadership and Motivation.Continuance and Decline. Conclusion Work Groups and Teams 4The last decade and a half has witnessed a remarkable transformation of organizational structures worldwide. Although there are economic, strategic, and technological imperatives driving this transformation, one of its more compelling aspects has been an ongoing shift from work organized around individual jobs to team-based work structures (Lawler, Mohrman, & Ledford, 1995 This ongoing transformation in the basic organization of work has captured the attention of researchers and is reflected by new theories of team functioning, a rapidly growing number of empirical studies, and numerous literature reviews written on the burgeoning research on teams. It is also reflected in a shift in the locus of team research. For most of its history, small group research has been centered in social psychology (McGrath, 1997). Over the last 15 years, however, group and team research has become increasingly centered in the fields of organizational psycho...

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Building the infrastructure: The effects of role identification behaviors on team cognition development and performance.

Cited by 94 publications

References 60 publications

Team Learning: A Theoretical Integration and Review

Team Learning: A Theoretical Integration and Review

Predicting transactive memory system in multidisciplinary teams: The interplay between team and professional identities

Work Groups and Teams in Organizations

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