Dynamics of Team Learning Behaviours: The Effect of Time and Team Culture.

This research study focused on team learning behaviours, particularly the extent to which teams use learning behaviours over time, as well as the influence of different team cultures on learning behaviours over time. Data from 33 university project teams were collected longitudinally at three moments (beginning, halfway point, and end of the project) and the analysis was conducted through growth modelling. A linear relationship between time and team learning through experimenting behaviour was found, suggesting that experimenting behaviour tends to increase over time in project teams. Moreover, the early development of team cultures that promote mutual understanding and good interpersonal relationships, the accomplishment of objectives, flexibility, and the search for alternative ways to perform tasks/problem solving are conducive to experimenting behaviours from the beginning of the teamwork. This study highlights the relevance of the temporal dynamics of team learning behaviours and their interaction with team culture.

Innovation in Teams: The Role of Psychological Capital and Team Learning.

The main purpose of the present research was to analyze the relationship between team psychological capital and innovation, considering team learning as a mediating variable. A field survey was carried out, which included 124 work teams belonging to organizations from different sectors of activity. Hypotheses were tested through PROCESS. Results supported a direct positive relationship between team psychological capital and team innovation and an indirect influence of team psychological capital on team innovation, through team learning. The findings of this study highlight the role of team learning as an intervening process between team psychological capital and team innovation. Accordingly, managers should seek to develop team psychological capital and learning behaviors among their teams to promote innovation.

Building Innovative Teams: Exploring the Positive Contribute of Emotions Expression and Affective Commitment.

The current challenging organizational context demands that organizations adapt quickly and continuously in order to survive and maintain their competitive advantage. Considering this need, one of the responses given by companies has been the valorization of work teams and their capacity for innovation, as well as fostering positive skills and emergent states in employees, such as emotional carrying capacity and affective commitment, respectively. The aim of this research is thus to study the relationship between emotional carrying capacity and group innovation, considering affective commitment as the mediating variable. To test these relationships, an empirical cross-sectional study was conducted including 138 Portuguese work teams belonging to different sectors of activity, composed of 625 members and their respective leaders. The results were analyzed through structural equation modeling (SEM) and showed positive relationships between emotional carrying capacity and affective commitment, as well as between affective commitment and group innovation. In addition, the mediating role of affective commitment in the relationship between emotional carrying capacity and group innovation was also supported. Therefore, the results suggest that a work context in which members openly express their emotions contributes to reinforcing their affective attachment to the group, making them feel more involved and available to test and implement new ideas and procedures. The findings reinforce the benefits of promoting the expression of emotions and the development of healthy bonds between team members.

How does the Leader's Centrality affect Team Performance Assessment? Testing the Role of Leader's Satisfaction.

The study aims to test how the association between leader's centrality (outdegree and betweenness) in the group network, considering both workflow and friendship ties between leader and members, and the perception of team performance is mediated by the leader's satisfaction with the team. The research included a total of 74 formal leaders of organizational teams from several organizations. Total, direct and indirect effects were calculated through the estimation of an OLS regression-based mediation model, controlling for team size. Results revealed that only leader's outdegree and betweenness centrality in the team friendship network positively predicted the leader's perception of team performance. In contrast to the predictions, a significant negative indirect effect of outdegree centrality of the leader within the team workflow network on the evaluation of group performance through leader's satisfaction was observed. Also, both leader´s outdegree and betweenness centrality levels in the friendship network were shown to have a positive effect on leader's assessment of team performance through leader's satisfaction with the team. Overall, findings point to the negative effects of leader's centrality in the workflow team network and the positive effects of leader's centrality in the friendship team network on his/her attitudes toward the team. The effects of the more or less central position of the leader within each of the group networks are discussed.

How does the leader's centrality affect team performance assessment? Testing the role of leader's satisfaction

The study aims to test how the association between leader's centrality (outdegree and betweenness) in the group network, considering both workflow and friendship ties between leader and members, and the perception of team performance is mediated by the leader's satisfaction with the team. The research included a total of 74 formal leaders of organizational teams from several organizations. Total, direct and indirect effects were calculated through the estimation of an OLS regression-based mediation model, controlling for team size. Results revealed that only leader's outdegree and betweenness centrality in the team friendship network positively predicted the leader's perception of team performance. In contrast to the predictions, a significant negative indirect effect of outdegree centrality of the leader within the team workflow network on the evaluation of group performance through leader's satisfaction was observed. Also, both leader's outdegree and betweenness centrality levels in the friendship network were shown to have a positive effect on leader's assessment of team performance through leader's satisfaction with the team. Overall, findings point to the negative effects of leader's centrality in the workflow team network and the positive effects of leader's centrality in the friendship team network on his/her attitudes toward the team. The effects of the more or less central position of the leader within each of the group networks are discussed

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Transformational leadership and team effectiveness: the mediating role of affective team commitment / El liderazgo transformacional y la eficacia grupal: el papel mediador del compromiso afectivo con el equipo

This paper investigates the effects of transformational leadership on team effectiveness. In particular, we studied the effects of transformational leadership on three criteria of team effectiveness: viability, team process improvement, and quality of group experience. In addition, we examined the indirect effect of transformational leadership on team effectiveness via affective team commitment. Ninety teams working in different organizational contexts in Portugal were surveyed. Two different questionnaires were administrated, respectively, to team members and team leaders. Team members (N = 445) were surveyed about leadership, team commitment, and quality of the group experience, whereas team leaders (N = 90) were asked to assess team viability and team process improvement. Hypotheses were tested through structural equation modelling. Results revealed that affective team commitment partially mediates the relationship between transformational leadership and quality of the group experience. The mediational role of affective team commitment between transformational leadership and both team viability and team process improvement was not supported. Implications for practice and suggestions for further research are provided

El objetivo de esta investigación fue contribuir a aclarar los efectos del liderazgo transformacional en la eficacia de los equipos. Hemos estudiado los efectos directos e indirectos del liderazgo transformacional en tres criterios de eficacia del equipo: la viabilidad, la mejora del proceso en equipo y la calidad de la experiencia grupal. Además, analizamos el efecto indirecto del liderazgo transformacional en la eficacia grupal a través del compromiso afectivo con el equipo. Se encuestó a 90 equipos que trabajaban en diferentes contextos organizacionales en Portugal. Se administraron dos cuestionarios diferentes respectivamente a los miembros del equipo y a los líderes. Los miembros del equipo (N = 445) fueron encuestados sobre el liderazgo, el compromiso con el equipo y la calidad de la experiencia grupal, mientras que a los líderes (N = 90) se les pidió que evaluasen la viabilidad del equipo y la mejora del proceso en equipo. Las hipótesis se examinaron mediante modelos de ecuaciones estructurales. Los resultados revelaron que el compromiso afectivo con el equipo media parcialmente la relación entre el liderazgo transformacional y la calidad de la experiencia grupal. El rol de mediación del compromiso afectivo del equipo entre el liderazgo transformacional, la viabilidad de éste y la mejora del proceso en equipo, no ha sido sustentado empíricamente. Además, presentamos implicaciones para la práctica y sugerencias para futuras investigaciones

Bouncing Back from Setbacks: On the Mediating Role of Team Resilience in the Relationship Between Transformational Leadership and Team Effectiveness.

The purpose of this study was to clarify the role of team resilience on different facets of effectiveness (team viability and quality of the group experience). Moreover, given the importance of team resilience for the organizational context, it was also our aim to contribute to the study of the conditions that promote team resilience, analyzing the role of transformational leadership. Finally, we examined whether the relationship between transformational leadership and team resilience stimulates positive team outcomes. Ninety teams (445 employees from 40 companies) were surveyed and path analysis was used in the test of the hypotheses. The results showed a positive direct effect of team resilience on both team viability and the quality of the group experience. Moreover, a positive relationship was also identified between transformational leadership and team resilience. Finally, support was found for the mediated effect of team resilience on the relationship between transformational leadership and the dimensions of team effectiveness considered. The findings of this study highlight the role of team resilience as an intervening process between transformational leadership and team effectiveness. Supervisors should promote team resilience, adopting transformational leadership behaviors, in order to contribute to increase team viability and the quality of the group experience.

Liderança transformacional e a eficácia grupal: o papel mediador dos comportamentos de suporte / Transformational leadership and team effectiveness. The mediator role of supportive behaviors

O objetivo deste estudo foi analisar o papel mediador dos comportamentos de suporte na relação entre a liderança transformacional e quatro critérios da eficácia da equipe (designadamente, o desempenho, a viabilidade, a qualidade da experiência grupal e os processos de melhoria). Conduziu-se um estudo empírico com uma amostra composta por 653 participantes de 117 equipes de diferentes setores de atividade (e.g., indústria, proteção civil, consultoria), onde foram testadas as relações previstas. Os resultados mostraram um efeito direto positivo da liderança transformacional nos comportamentos de suporte, assim como dos comportamentos de suporte na eficácia da equipe (nomeadamente, no desempenho, na viabilidade, na qualidade da experiência grupal e nos processos de melhoria). Além disso, foi igualmente identificado um efeito mediador dos comportamentos de suporte na relação entre a liderança transformacional e os quatro critérios da eficácia da equipe. Implicações para a investigação, para a prática profissional e pistas para futuras pesquisas foram apresentadas.

The aim of the present study was to analyse the mediator role of supportive behaviours in the relationship between transformational leadership and four team effectiveness criteria: performance, viability, quality of group experience, and improvement processes. An empirical study was conducted with a sample of 653 participants from 117 teams from different professional practice sectors (e.g., industry, civil protection, and consultancy), in which these relationships were tested. The results showed a positive direct effect of transformational leadership on supportive behaviours and on team effectiveness (including performance, viability, quality of the group experience, and improvement process). Furthermore, the present study also identified the mediator effect of supportive behaviours on the relationship between transformational leadership and the four team effectiveness criteria considered. Implications for research and professional practice were discussed, and suggestions for further studies were offered.

The Knowledge Management Processes at Different Stages of Group Development / Os Processos de Gestão do Conhecimento nas Diferentes Fases do Desenvolvimento Grupal

ABSTRACT Based on a developmental approach, this study intended to analyze the extent to which the different stages of group development differ regarding the use of knowledge management processes. The sample comprised 211 teams belonging to a Portuguese military organization. In order to test the hypotheses a multivariate analysis of variance was conducted. The results showed that more mature and cooperative groups (Restructuring/Realization phase) apply to a greater degree the processes of knowledge management, while groups in which there is high intragroup competition and in which members try to "gain power" among themselves (Reframing phase), apply these processes to a lesser degree.

RESUMO Com base em uma perspetiva desenvolvimental, este estudo analisou em que medida os diferentes estágios de desenvolvimento de um grupo diferem no que diz respeito à utilização dos processos de gestão do conhecimento. O estudo incidiu em uma amostra composta por 211 equipes pertencentes a uma organização militar portuguesa. Para testar as hipóteses formuladas, foi utilizada a análise multivariada da variância. Os resultados revelaram que grupos mais maduros e cooperativos (fase Reestruturação/Realização) aplicam em maior grau os processos de gestão do conhecimento, enquanto grupos em que existe elevada competição intragrupo e em que os membros procuram "ganhar poder" entre si (fase Reenquadramento), aplicam esses processos em menor grau.

A Cusp Catastrophe Model for Team Learning, Team Potency and Team Culture.

This paper examines team learning behaviors within a nonlinear dynamical system (NDS) perspective. The present research is based on a sample of 36 project workgroups, where data were collected at two moments of their life cycle, with visual analogue scales. Using both the least squares method and maximum likelihood, it proposes a cusp catastrophe model for explaining team learning. The cusp model is superior to its linear alternatives and implements team culture as the asymmetry variable and team potency as bifurcation. The findings of cusp structure in the data support the existence of discontinuous shifts in learning behavior and furthermore a proposition that the punctuated equilibrium model (PEM) might be a reasonable model for describing group functioning, since it encompasses such sudden changes between distinct stages (attractors). A discussion on small group research is also provided by highlighting the nonlinear dynamics of team processes, along with further implications for research and practice.

Eficácia, emoções e conflitos grupais: a influência do coaching do líder e dos pares / Grupal effectiveness, emotions and conflicts: the influence of leader and peer coaching

Com o objetivo de estudar o fenômeno do coaching de equipes, de líderes e pares, e a sua influência nas emoções, conflitos e eficácia grupal, foram analisadas 75 equipes pertencentes a 22 organizações portuguesas. Os resultados obtidos revelaram a existência de uma relação positiva entre os dois tipos de coaching analisados. Verificou-se também a presença de uma influência positiva das duas formas de coaching sobre as emoções positivas e a satisfação dos membros e de uma influência negativa sobre as emoções negativas e os conflitos. No seu global, os resultados obtidos na investigação realizada apontam para a importância do coaching no funcionamento e eficácia dos grupos de trabalho, sugerindo tratar-se de uma ferramenta de relevo para o trabalho em equipe(AU)

With the purpose of studying the phenomenon of coaching teams, by leaders and peers, and their repercussions in terms of emotions, conflicts and effectiveness, 75 teams of 22 Portuguese organizations were analyzed. The results revealed the existence of a positive relationship between the two types of coaching analyzed. A positive influence of these two forms of coaching was also found on positive emotions and on the team member1s satisfaction and of a negative influence on negative emotions and conflict. Overall, the results obtained in this investigation point out the importance of coaching in the functioning and effectiveness of workgroups, suggesting that it is a relevant tool for team work(AU)

Eficácia, emoções e conflitos grupais: a influência do coaching do líder e dos pares / Grupal effectiveness, emotions and conflicts: the influence of leader and peer coaching

Com o objetivo de estudar o fenômeno do coaching de equipes, de líderes e pares, e a sua influência nas emoções, conflitos e eficácia grupal, foram analisadas 75 equipes pertencentes a 22 organizações portuguesas. Os resultados obtidos revelaram a existência de uma relação positiva entre os dois tipos de coaching analisados. Verificou-se também a presença de uma influência positiva das duas formas de coaching sobre as emoções positivas e a satisfação dos membros e de uma influência negativa sobre as emoções negativas e os conflitos. No seu global, os resultados obtidos na investigação realizada apontam para a importância do coaching no funcionamento e eficácia dos grupos de trabalho, sugerindo tratar-se de uma ferramenta de relevo para o trabalho em equipe.

With the purpose of studying the phenomenon of coaching teams, by leaders and peers, and their repercussions in terms of emotions, conflicts and effectiveness, 75 teams of 22 Portuguese organizations were analyzed. The results revealed the existence of a positive relationship between the two types of coaching analyzed. A positive influence of these two forms of coaching was also found on positive emotions and on the team member1s satisfaction and of a negative influence on negative emotions and conflict. Overall, the results obtained in this investigation point out the importance of coaching in the functioning and effectiveness of workgroups, suggesting that it is a relevant tool for team work.

Cultura y eficacia: el papel de la orientación cultural para el aprendizaje en la determinación de la eficacia del grupo/equipo / Culture and effectiveness: the role of cultural orientation for learning in determining the effectiveness of the group/team

En la medida en que los grupos van asumiendo cada vez mayor importancia en el seno de las organizaciones, surge, también, la necesidad de examinar las variables que interfieren con la eficacia de los mismos. El presente estudio tuvo como objetivo analizar el impacto que la orientación cultural para el aprendizaje tiene en la eficacia del grupo, en lo que concierne a las dimensiones socioafectivas y tarea. Para lograr este objetivo se llevó a cabo una investigación empírica de la naturaleza correlativa, centrada en nivel delgrupo, sostenida por el recurso a tres instrumentos: la OCA (Orientación Cultural para el Aprendizaje) (Rebelo 2001), la ESAG (Escala de Satisfacción del Grupo) (Dimas 2007), y la EEDG (Escala de Evaluación del Desempeño del Grupo) (Dimas 2007). La muestra utilizada estuvo constituida de 73 equipos de trabajo, los cuales, en gran parte, ejercían funciones de alta complejidad, en organizaciones industriales o de servicios. El análisis de los datos, realizado a través de la Regresión Lineal Múltiple, refuerza un concepto ampliamente presente en la literatura: la orientación cultural para el aprendizaje se refleja en ganancias significativas para los individuos y para los grupos (a nivel de los resultados de rendimiento y, también, relativamente a los niveles de satisfacción).

As groups are assuming increasing importance within organizations also there arises the need to examine the variables that interfere with their effectiveness. The purpose of this study was to analyze the impact that cultural orientation for learning has on the effectiveness of the group with regard to socio-affective dimensions and task. To achieve this objective an empirical correlative research was conducted, focused on the group level, supported by the use of three instruments: the OCA (Cultural Orientation for Learning) [ Rebelo 2001] the ESAG (Group Satisfaction Scale) [Dimas 2007] and EEDG (Evaluation Scale of Group Performance) [Dimas 2007]. The sample was made up of 73 teams, which in large part, exercised functions of high complexity in industrial or services organizations. The data analysis conducted by Multiple Linear Regression reinforces a concept widely present in literature: the cultural orientation for learning is reflected in significant gains for individuals and for groups (at performance results level and also in relation to the level of satisfaction).

Emociones en la vida del grupo: porque los grupos también sienten / Emotions in the life of the group: because groups also feel

Este estudio tuvo por objeto central examinar en qué medida las cuatro etapas de desarrollo de grupo propuestas por el modelo de Lourenço y Miguez (Miguez y Lourenço 2001) difieren entre sí con respecto a las emociones expresadas, falseadas y suprimidas. Bajo un punto de vista experimental, se examinó también si los grupos difieren en el grado de convergencia emocional en función de la etapa de desarrollo donde se encuentran. Se recurrió a la aplicación de dos cuestionarios –PDE (Miguez y Lourenço 2001) y PJAWSN (Ramalhoet al. 2008)– a un total de 71 equipos de trabajo, centrando el análisis de los datos en nivel del grupo. Los resultados obtenidos a través del análisis de variancia (ANOVA) muestran que: a) grupos en la 2ª etapa de desarrollo tienden a expresar más emociones negativas que grupos en la 3ª etapa y menos emociones positivas que en el 4º nivel; y que, b) grupos en la 1ª etapa tienden a suprimir más emociones queen la 4ª etapa. En cuanto al falseamiento de emociones y convergencias emocionales no fueron encontradas diferencias estadísticamente significativas. En general, se concluye que la manifestación de emociones positivas y negativas se altera a lo largo del trayecto evolutivo de los grupos, y que es en la 1ª etapa de desarrollo que los grupos tienden a suprimir más emociones.

This study aimed at examining the extent to which the four stages of group development proposed by the model of Lourenço and Miguez (Miguez and Lourenço 2001) differ with regard to expressed, faked and suppressed emotions. Under an experimental point ofview, it was also examined whether the groups differ in the degree of emotional convergence as a function of the stage of development they are in. Two questionnaires were applied –PDE (Miguez and Lourenço 2001) and PJAWSN (Ramalho et al. 2008)– to a total of 71 work teams, focusing data analysis at group level. The resultsobtained through analysis of variance (ANOVA) show that, a) groups in the second stage of development tend to express more negative emotions than groups in the third stage and less positive emotions than in the fourth level and that, b)the groups in the first stage tend to suppress more emotions than in the fourth stage. As the faking ofemotions and emotional convergence differences no statistically significant differences were found. In general, it is concluded that the expression of positive and negative emotions is altered along the evolutionary path of the groups and that it is in the first stage of development where groups tend to suppress more emotions.