Individual Competencies for Self-Managing Team Performance: A Systematic Literature Review

Doblinger, Maria

doi:10.1177/10464964211041114

Cited by 22 publications

(21 citation statements)

References 142 publications

(341 reference statements)

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“…Firstly, with regards to the study of teamwork competencies, this research provides a unique perspective by using an assessment of team competencies based on a situational judgment test considered more objective than more widely used self-reported metrics of prior studies (O'Neill et al, 2013;Steven and Campion, 1999), which are subject to social desirability bias (Weber and Funke, 2012). The positive association between teamwork KSAs and performance in entrepreneurial student teams found in this study is consistent with prior studies of work teams in field settings (Leach et al, 2005;Stevens et al, 2002;Stevens and Campion, 1999) and in the context of self-managing teams (Doblinger, 2022;Hirschfeld et al, 2006).…”

Section: Discussionsupporting

confidence: 83%

See 1 more Smart Citation

Examining teamwork competencies and team performance in experiential entrepreneurship education: emergent intragroup conflict as a learning triggering event

Pazos

Pérez-López

González-López

2022

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PurposeAlthough the importance of teamwork competencies and effective conflict management in entrepreneurship education is recognised, we have limited knowledge of how these factors interact to influence performance in entrepreneurial teams. This research explores teamwork competencies as a predictor of entrepreneurial team performance and the moderating effect of emerging cognitive and interpersonal team conflict as levers in entrepreneurship learning.Design/methodology/approachA time-lagged survey method was used to collect data from 49 teams (156 individuals) of undergraduate students in an experiential new venture creation course. A predictive model of entrepreneurial team performance through hierarchical regression analyses and moderated-moderation analyses was tested.FindingsResults reveal that teamwork competencies have a significant and direct influence on entrepreneurial team performance and that intragroup conflict strengthens that relationship when high levels of cognitive conflict and low levels of interpersonal conflict emerge.Practical implicationsThe findings have implications for the design of entrepreneurial training programs, which will benefit from interventions aimed at teamwork competency development that incorporate strategies promoting constructive cognitive conflict while preventing the emergence of interpersonal conflict.Originality/valueThis study is a step forward in entrepreneurship education research from the perspective of social and interpersonal processes by identifying the patterns of intra-team conflict that lead to more effective entrepreneurial teams and more productive use of teamwork competencies in a learning-by-doing entrepreneurial context.

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Section: Discussionsupporting

confidence: 83%

“…, 2005; Stevens et al. , 2002; Stevens and Campion, 1999) and in the context of self-managing teams (Doblinger, 2022; Hirschfeld et al. , 2006).…”

Section: Discussionmentioning

confidence: 99%

Examining teamwork competencies and team performance in experiential entrepreneurship education: emergent intragroup conflict as a learning triggering event

Pazos

Pérez-López

González-López

2022

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“…Referring to past research, metadata from the O*NET database were used to develop quantitative assessment scales, information technology, and algorithms, such as the prediction and construction of an evaluation system, to conduct research on teachers' professional competencies [2,[13][14][15]. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs [16] that included occupational titles, Element Name and ID, and KSAOs [17] from the O*NET database, to design and implement CB-TPD curricula, as shown in Figure 1. In addition, ECPC keyword co-occurrences were analyzed by centrality metrics to construct e-learning curricula evaluation metrics for CB-TPD and verify their importance [18].…”

Section: Literature Reviewmentioning

confidence: 99%

The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development

Chen¹,

Huang²,

Hsiao³

2022

Sustainability

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Today, students at universities in advanced countries typically enroll in colleges, such as the College of Education, which offer interdisciplinary programs for undergraduates in their first and second years, allowing them to explore personal interests, experience educational research fields, complete their integrated curricula, and then choose a major in their third year. To cooperate with the government’s epidemic prevention policies and measures in the post-COVID-19 era, the trend of e-learning and distance teaching has accelerated the establishment of integrated online curricula with interdisciplinary programs for undergraduates in the College of Education to facilitate effective future teacher professional development (TPD). Therefore, it is very important to construct e-learning curricula evaluation metrics for competency-based teacher professional development (CB-TPD) and to implement them in teaching practice. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs comprised of educational occupational titles and common professional competencies (i.e., Element Name and ID), as well as knowledge, skills, abilities, and other characteristics (KSAOs), from the U.S. occupational information network (O*NET) 26.1 OnLine database, to collect data on the occupations of educational professionals. This study also used Gephi network analysis and visualization software to carry out descriptive statistics of keyword co-occurrences to measure their centrality metrics, including weighted degree centrality, degree centrality, betweenness centrality, and closeness centrality, and to verify their importance and ranking in professional competency in eight categories of educational professionals (i.e., three categories of special education teachers and five categories of teachers, except special education). The analysis of the centrality metrics identified the educational common professional competency (ECPC) keyword co-occurrences, which were then used to design, develop, and apply e-learning curricula evaluation metrics for CB-TPD. The results of this study can be used as a reference for conducting related academic research and cultivating educational professionals’ online curricula, including ECPC keywords, integrated curricula design and the development of transdisciplinary programs, and teacher education, as well as to facilitate the construction and application of future e-learning curricula evaluation metrics for CB-TPD.

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“…Furthermore, these organizations exhibited exceptional information transparency that enabled every employee to make the best decisions in the interest of the whole organization (Martela, 2019). SMOs often relied on self‐managing teams which were responsible for specific issues, highly autonomous in their decisions, and highly self‐managing (Doblinger, 2021; Hackman, 1986). Traditional organizations with centralized decision authority (hereafter non‐SMOs) differed in those organizational core principles; for instance, task identification and distribution occurred in top‐down processes; supervisors allocated compensation and rewards and monitored and controlled work outputs; and broad information distribution was needless due to precise instructions and strict task boundaries (Martela, 2019).…”

Section: Introductionmentioning

confidence: 99%

Does it fit? The relationships between personality, decision autonomy fit, work engagement, and emotional exhaustion in self‐managing organizations

Doblinger,

Class

2023

Int J Selection Assessment

Self Cite

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The novel organizational form of self‐managing organizations decentralizes decision authority, thus promising higher adaptability and sustainability. However, recent practical experiences showed that such organizations struggle with employee turnover and lack of engagement, and thus, levers to improve personnel selection are required. This work investigated the relationship between person‐environment fit regarding perceived and ideal decision autonomy and the employee outcomes of work engagement and emotional exhaustion in self‐managing organizations. Furthermore, the associations with personality traits were examined. The study relied on cross‐sectional survey data from two subsamples of employees working in self‐managing and traditional organizations. Group comparison was used to test the elevated level of decision autonomy in self‐managing organizations, polynomial regression with response surface analysis was used to investigate the effect of (mis‐)fit, and multiple regression analyses evaluated the relationship with personality traits. The findings showed that employees in self‐managing organizations experienced higher decision autonomy than those in traditional organizations. Additionally, the fit between ideal and perceived decision autonomy predicted higher work engagement, while extraversion, openness to experience, and low neuroticism predicted higher ideal decision autonomy. As a result, individual person‐environment fit regarding decision autonomy and personality requires attention in self‐managing organizations to engage employees. The findings imply that the effect of decision autonomy on engagement is not positive per se but depends on the intraindividual characteristics, which must be of concern when decentralizing decision authority organization‐wide. Therefore, personnel selection and recruitment processes in self‐managing organizations should consider ideal decision autonomy and personality traits as assessment criteria.

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Individual Competencies for Self-Managing Team Performance: A Systematic Literature Review

Cited by 22 publications

References 142 publications

Examining teamwork competencies and team performance in experiential entrepreneurship education: emergent intragroup conflict as a learning triggering event

Examining teamwork competencies and team performance in experiential entrepreneurship education: emergent intragroup conflict as a learning triggering event

The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development

Does it fit? The relationships between personality, decision autonomy fit, work engagement, and emotional exhaustion in self‐managing organizations

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