Team Performance as a Joint Function of Team Member Satisfaction and Agreeableness

Kong, Dejun Tony; Konczak, Lee J.; Bottom, William P.

doi:10.1177/1046496414567684

Cited by 16 publications

(21 citation statements)

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“…We also found team performance‐prove goal orientation to be positively associated with knowledge integration. When teams have a high performance‐prove orientation and complex task goals, members are motivated to actively engage in information search, resulting in greater knowledge integration (Kong, Konczak, & Bottom, ). Similar results have been reported by previous researchers (Gong et al., ).…”

Section: Discussionmentioning

confidence: 99%

Knowledge Integration and Team Effectiveness: A Team Goal Orientation Approach

Mehta

2017

Decision Sciences

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Knowledge integration is critical to achieving both objective and subjective team effectiveness goals. Integrating knowledge resources, however, is a challenging activity for teams. Converging the theories of team goal orientation and knowledge integration, in this study we examine how team goal orientation impacts a team's internal knowledge integration, and how knowledge integration, in turn, affects multiple dimensions of team effectiveness. Data were collected from 90 self‐directed teams engaged in an extended business simulation, where each team acted as a top management team of a business firm. Results indicated that both learning and performance‐prove goal orientations positively influenced team knowledge integration, and knowledge integration impacted both objective and subjective dimensions of team effectiveness. We also found partial support for a mediating role of internal knowledge integration. The study recommends a goal orientation approach to integrating knowledge in teams and proposes that this approach has significant implications for both research and practice.

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Section: Discussionmentioning

confidence: 99%

Knowledge Integration and Team Effectiveness: A Team Goal Orientation Approach

Mehta

2017

Decision Sciences

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“…Finally, research on teams has associated member satisfaction with the team with positive outcomes, such as lower absenteeism (Dineen, Noe, Shaw, Duffy, & Wiethoff, 2007), greater creativity (Thatcher & Greer, 2008), and enhanced team performance (Kong, Konczak, & Bottom, 2015). Further, satisfaction with the entrepreneurial team has been suggested to lead to perseverance in young ventures (Foo, Sin, & Yiong, 2006).…”

Section: May 2017mentioning

confidence: 99%

If you Fight with Me, I'll Get Mad! A Social Model of Entrepreneurial Affect

Breugst

Shepherd

2016

Entrepreneurship Theory and Practice

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Although studies have highlighted economic and psychological antecedents of negative affect, social antecedents have been neglected. Building on attribution theory, we distinguish between relationship and task conflict to investigate the generation of negative affect during entrepreneurial team tasks including the team members’ context in terms of uncertainty and satisfaction with the team. Two studies, in the field and in the laboratory, highlight the importance of social contexts: while uncertainty attenuates negative affective reactions to conflict, satisfaction with the team magnifies them. We discuss our contributions for research on affect, conflict, uncertainty, and satisfaction with the team in entrepreneurial contexts.

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“…Recent studies indicate that maintaining an "agreeableness" among team members is important in avoiding dissatisfaction with ongoing group processes (Kong, Konczak and Bottom 2015). As demonstrated by the examples here, the students were functional community builders who were helping create personal connections and a positive esprit de corps.…”

Section: Spring 2016 • Volume 36 Numbermentioning

confidence: 64%

Water Resource Policies in Montana: Interactive Roles for Undergraduates

Gilbertz¹

2016

CUR Quarterly

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In 2013, the Montana Department of Natural Resources and Conservation (DNRC) launched a two-year project to update the state's water plan. State officials convened basin-specific citizen councils, and they organized forums at which issues of water management could be brought forward by the public. Based on this input, each basin council was charged with developing specific water-policy recommendations in the form of basin water plans that would inform a comprehensive State Water Plan. In the case of the Yellowstone Basin Advisory Council (YBAC), officials at Montana State University Billings negotiated a contract with the naturalresources department allowing a designated team to provide support for the various activities of the YBAC. One stipulation of the contract was that undergraduates could be involved as members of the support team and have access to all meetings held by the YBAC, including deliberative meetings at which policy recommendations were formulated. Seven students were involved at various stages of the two-year process. Three students participated as reliable, dedicated, and indefatigable support-team members; their contributions to the YBAC effort evolved over the course of 18 meetings. Their contributions can be summarized as: (1) community builders; (2) process facilitators; (3) process moderators; (4) "soft" policy critics; and (5) "soft" policy encouragers. This article explores those contributions as elements of policy development and explains the potential for specific learning outcomes.

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Team Performance as a Joint Function of Team Member Satisfaction and Agreeableness

Cited by 16 publications

References 50 publications

Knowledge Integration and Team Effectiveness: A Team Goal Orientation Approach

Knowledge Integration and Team Effectiveness: A Team Goal Orientation Approach

If you Fight with Me, I'll Get Mad! A Social Model of Entrepreneurial Affect

Water Resource Policies in Montana: Interactive Roles for Undergraduates

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