Does Backing Up Behavior Explain the Efficacy—Performance Relationship in Teams?

Porter, Christopher O. L. H.; Göğüş, Celile Itır; Yu, Race Chien-Feng

doi:10.1177/1046496410390964

Cited by 20 publications

(16 citation statements)

References 30 publications

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“…A group-focused leader highlights each individual's role as a member of the group and consistently motivates and equips employees to transcend immediate personal goals for the sake of the common good (Choi, 2009;Podsakoff et al, 1990;Richardson & Vandenberg, 2005 Despite some evidence to the contrary for noninterdependent teams (e.g., Bergeron, 2007;Podsakoff & MacKenzie, 1994;Viswesvaran & Ones, 2000), helping behaviors contribute to overall group performance in teams with at least a moderate level of task interdependence (Bachrach, Powell, Collins, & Richey, 2006;George & Jones, 1997;Nielsen et al, 2012;Saavedra, Earley, & van Dyne, 1993). Namely, helping a coworker is likely to streamline workflow processes, redistribute tasks to prevent delays in task completion, and contribute to timely, high-quality completion of the overall project (Porter, 2005;Porter et al, 2003;Porter, Gogus, & Yu, 2011). Therefore, we formally hypothesize a mediated relationship between group-focused transformational leadership and group performance through helping behavior.…”

Section: Accordingly We Hypothesizementioning

confidence: 99%

“…Despite some evidence to the contrary for noninterdependent teams (e.g., Bergeron, ; Podsakoff & MacKenzie, ; Viswesvaran & Ones, ), helping behaviors contribute to overall group performance in teams with at least a moderate level of task interdependence (Bachrach, Powell, Collins, & Richey, ; George & Jones, ; Nielsen et al, ; Saavedra, Earley, & van Dyne, ). Namely, helping a coworker is likely to streamline workflow processes, redistribute tasks to prevent delays in task completion, and contribute to timely, high‐quality completion of the overall project (Porter, ; Porter et al, ; Porter, Gogus, & Yu, ). Therefore, we formally hypothesize a mediated relationship between group‐focused transformational leadership and group performance through helping behavior.Hypothesis Helping mediates the relationship between group‐focused transformational leadership and group performance.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

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The importance of group‐focused transformational leadership and felt obligation for helping and group performance

Lorinkova

Perry

2018

J Organ Behavior

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Summary Leaders face a challenge to simultaneously motivate workgroups and the individuals within them. Recent criticisms highlight the need to deconstruct broad leadership constructs to offer better theoretical insight into the effects of specific leadership behaviors on groups versus individuals. We address this call by exploring the effects of group‐focused and individual‐focused aspects of transformational leadership. Applying social identity theory, we theorize that group‐focused transformational leadership is key to fostering felt obligation, motivating helping behavior, and enhancing group performance, whereas individual‐focused leadership may only foster helping when individuals also feel a sense of obligation toward their workgroup. In a field study of 260 employees reporting to 36 supervisors in a skilled trade company, we find support for these predictions using multilevel structural equation modeling and multilevel mixed effects modeling. Thus, group‐focused (vs. individual‐focused) transformational leadership and subsequent felt obligation are important antecedents for encouraging helping and, in turn, workgroup performance.

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Section: Accordingly We Hypothesizementioning

confidence: 99%

Section: Theory and Hypothesesmentioning

confidence: 99%

The importance of group‐focused transformational leadership and felt obligation for helping and group performance

Lorinkova

Perry

2018

J Organ Behavior

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“…According to social cognitive theory, traits such as the team's expectations and beliefs could be affected by the psychological factors (environment) and influencing behavior. When members believe that they can complete a given task, the team produces more positive results (e.g., Tasa et al, 2007;Porter et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…The concept of TE, together with team resilience and team optimism, is a representative sub-construct of positive organizational behavior ( West et al, 2009 ). It is an essential antecedent predicting group performance ( Werner and Lester, 2001 ; Gully et al, 2002 ; Chen et al, 2005 ; Tasa et al, 2007 ; Porter et al, 2011 ; Zoogah et al, 2015 ). The literature supports that efficacy coordinates group processes, such as decision-making and team communication.…”

Section: Literature Review and Research Modelmentioning

confidence: 99%

How Psychological Safety Affects Team Performance: Mediating Role of Efficacy and Learning Behavior

2020

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This article examines the mechanisms that influence team-level performance. It investigates psychological safety, a shared belief that the team is safe for interpersonal risk taking and a causal model mediated by learning behavior and efficacy. This model hypothesizes that psychological safety and efficacy are related, which have been believed to be same-dimension constructs. It also explains the process of how learning behavior affects the team's efficacy. In a study of 104 field sales and service teams in South Korea, psychological safety did not directly affect team effectiveness. However, when mediated by learning behavior and efficacy, a full-mediation effect was found. The results show (i) that psychological safety is the engine of performance, not the fuel, and (ii) how individuals contribute to group performance under a psychologically safe climate, enhancing team processes. Based on the findings, this article suggests theoretical and methodological implications for future research to maximize teams' effectiveness.

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“…Each of these stages requires specific behaviors by team members. Goal setting, planning, coordination, and information exchange are important cooperative skills to develop (Rousseau et al, 2006), as are backing-up behaviors and a collective belief that the team will succeed (Porter et al, 2011). Frameworks for teamwork should be introduced in the training of ecohydrologists and applied in group work activities within courses.…”

Section: Corementioning

confidence: 99%

Training hydrologists to be ecohydrologists and play a leading role in environmental problem solving

McClain

Chı́charo

Fohrer

et al. 2012

Hydrol. Earth Syst. Sci.

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Abstract. Ecohydrology is a relatively new and rapidly growing subject area in the hydrology curriculum. It is a trans-disciplinary science derived from the larger earth systems science movement and examining mutual interactions of the hydrological cycle and ecosystems. It is also an applied science focused on problem solving and providing sound guidance to catchment-scale integrated land and water resources management. The principle spheres of ecohydrology include (i) climate-soil-vegetation-groundwater interactions at the land surface with special implications for land use, food production and climate change; (ii) riparian runoff, flooding, and flow regime dynamics in river corridors with special implications for water supply, water quality, and inland fisheries; and (iii) fluvial and groundwater inputs to lakes/reservoirs, estuaries, and coastal zones with special implications for water quality and fisheries. We propose an educational vision focused on the development of professional and personal competencies to impart a depth of scientific knowledge in the theory and practice of ecohydrology and a breadth of cross-cutting knowledge and skills to enable ecohydrologists to effectively collaborate with associated scientists and communicate results to resource managers, policy-makers, and other stakeholders. In-depth knowledge in hydrology, ecology, and biogeochemistry is emphasized, as well as technical skills in data collection, modeling, and statistical analysis. Cross-cutting knowledge is framed in the context of integrated water resources management. Personal competencies to be fostered in educational programs include creative thinking, cooperation, communication, and leadership. We consider a life-long learning context but highlight the importance of master's level training in the professional formation of ecohydrologists.

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Does Backing Up Behavior Explain the Efficacy—Performance Relationship in Teams?

Cited by 20 publications

References 30 publications

The importance of group‐focused transformational leadership and felt obligation for helping and group performance

The importance of group‐focused transformational leadership and felt obligation for helping and group performance

How Psychological Safety Affects Team Performance: Mediating Role of Efficacy and Learning Behavior

Training hydrologists to be ecohydrologists and play a leading role in environmental problem solving

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