Leadership and Semiautonomous Work Team Performance

O’Connell, Matthew S.; Doverspike, Dennis; Cober, Alana B.

doi:10.1177/1059601102027001004

Cited by 34 publications

(21 citation statements)

References 30 publications

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“…Though subjective performance ratings have positive correlations with objective measures (Dess & Robinson, 1984), it would be desirable to replicate our study with objective measures of performance. Also, we used a single item measure of team members' perception of performance as other studies on group performance (e.g., O'Connell et al, 2002), despite recognizing that team performance may be considered by some authors as a multidimensional construct.…”

Section: Limitationsmentioning

confidence: 99%

Exploring the black box in Brazilian work groups: a study of diversity, conflict and performance

Sobral

Bisseling

2012

BAR, Braz. Adm. Rev.

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Over the last few decades, several studies have been conducted to examine the complex relationships between team diversity and individual and organizational outcomes. Although, in theory, team diversity can foster positive organizational synergies by increasing the variance of perspectives and approaches to work different members can bring, the same idiosyncratic characteristics can also engender significant difficulties resulting from problems in coordination, communication and conflict. This study used a sample of 44 work groups to examine the influence of five types of diversity on team outcomes and the mediating role of task and relational conflict on this relationship. A survey of 279 team members and interviews with the 44 team managers were used to examine these relationships. Findings suggest that different forms of diversity impact task conflict in different ways, which in turn is negatively associated with job satisfaction and team performance. Results further show that diversity is unrelated to relational conflict; however, this type of conflict seems to hinder both job satisfaction and team performance. Overall, these patterns suggest a complex link between team diversity and how work groups function.

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Section: Limitationsmentioning

confidence: 99%

Exploring the black box in Brazilian work groups: a study of diversity, conflict and performance

Sobral

Bisseling

2012

BAR, Braz. Adm. Rev.

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“…Although the study of leadership in a self-managed team may seem contradictory, these teams typically retain some form of external supervision (Stewart and Manz 1995) and studies of leadership in self-managed teams often focus on the role of this external leader (c.f., O'Connell et al 2002). In such teams an external leader may be accountable for the team's performance, but often does not get involved in the operational activities and day-to-day decision making of the team (Wageman 2001).…”

Section: Introductionmentioning

confidence: 98%

Emergent Leadership in Self-Managed Virtual Teams

2006

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The issue of leadership in virtual teams is an increasingly important one for many modern organizations, because these teams -typically project-based with a finite lifespan and specific deliverables -are frequently self-managed, having no designated leader within the team (Yukl 1998). While such teams may have increased flexibility in setting goals and achieving them, the virtual context may hinder team members' abilities to coordinate activities and influence others (Manz and Sims 1993). Longitudinal data were collected over the course of a semester from virtual teams, comprised of students from three North American universities. Our results suggest that high performing self-managed virtual teams displayed significantly more leadership behaviors over time compared to their low performing counterparts. Specifically, these teams displayed significantly more concentrated leadership behavior focused on performance (i.e. "Producer" behavior) and shared leadership behavior focused on keeping track of group work (i.e. "Monitor" behavior) than the lower performing teams. Interestingly, these behaviors emerged strongly during the first half of the groups' lifespan, and stayed throughout the life of the groups, but steadily dissipated in strength over time.

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“…Better interaction and synthetic behaviour enables higher interpretation by the team of its environment avoiding costly mistakes and reworks (Crossan et al, 1993). Institutional behaviour, while emergent, is the most restrictive in terms of influencing the balance between thought and action (Miller, 1996), since behaviours are imposed by external institutions (such as governments, powerful banks and stakeholders) with politicised or financial agendas; while institutional change may be radical, it is arguably less evident/imposed in S-A teams since decisions are less constrained in these team types (O'Connell et al, 2002).…”

Section: Team Adaptability (Ta) and Learning Behaviourmentioning

confidence: 98%

“…Team processes for instance are subject to many uncertain contexts that influence team adaptability and team performance. While many contexts lie outside the scope of this paper, three have received critical attention in the literature: knowledge sharing, conflict and leadership (Amason et al, 1995;Jordan et al, 2002;O'Connell et al, 2002;Edmondson et al, 2003;Day et al, 2006;Macy et al, 2006;Detert and Burris, 2007), but not from a learning perspective. This paper follows tradition by restricting the discussion to these three.…”

Section: Contextsmentioning

confidence: 98%

“…The relative merit of learning behaviour that accelerates team performance is not well understood (Salas et al, 2008), and research related to how contexts increase uncertainty (e.g. conflict, leadership) in team design and performance is scarce (O'Connell et al, 2002;Stewart, 2006). There is an expectation that S-A teams will more likely adopt better team learning when influenced by flexible structures, systems and processes (Macy et al, 2006), enabling them to more effectively deal with problems that are imposed by different contexts.…”

Section: Introductionmentioning

confidence: 96%

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The influence of learning behaviour on team adaptability

Murray

Millett

2011

IJLC

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Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that learning behaviour enables the team to better respond to critical uncertain contexts which in turn improves team adaptability. The overriding theme of the paper is that better team adaptability leads to higher team performance; learning behaviour provides the means by which teams and their members are more adaptable in responding to different contexts. The paper develops a number of hypotheses. The need to understand the link between multiple uncertainty contexts, team adaptability and team learning is important in improving team performance indicating a significant research gap.

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Leadership and Semiautonomous Work Team Performance

Cited by 34 publications

References 30 publications

Exploring the black box in Brazilian work groups: a study of diversity, conflict and performance

Exploring the black box in Brazilian work groups: a study of diversity, conflict and performance

Emergent Leadership in Self-Managed Virtual Teams

The influence of learning behaviour on team adaptability

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