Learning versus Performance in Short-Term Project Teams

By V. Druskat, D. Kayes. 2000

257 citations recorded by the source corpus.

Subfields: Management Science and Operations Research, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1b775b0d181eeecf91116f3cc3f186f9db52b021

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Citations in the corpus

Proactive Work Behavior: Forward-Thinking and Change-Oriented Action in Organizations (2011, background): “In a further study with a team focus, Druskat and Kayes (2000) asked MBA students in short-term, part-time project groups after the completion of their group work to indicate the extent to which their group had engaged in proactive problem solving. Aggregated scores indicated that team-level proacti”
Proactively performing teams: The role of work design, transformational leadership, and team composition (2010, background): “Finally, Druskat and Kayes (2000) found that team proactivity in problem solving (defined as anticipating and heading off problems through proactive investigation, assessment, and action) predicted team learning and team performance in short-term student project teams.”
The relationships between team learning activities and team performance (2009, background): “However, research has only begun to examine the empirical relationship between team learning and team performance (Druskat and Kayes, 2000).”
The Influence of Team Knowledge and Formal Plans on Episodic Team Process-Performance Relationships (2006, background): “For example, Druskat and Kayes (2000) found that interpersonal processes positively predicted performance for teams working on fourmonth-long projects.”
Are All Distributed Teams the Same? Differentiating Between Temporary and Ongoing Distributed Teams (2006, background): “Finally, because of their short life cycle, beneficial task conflict my not have enough time to feed back into temporary team processes and improve team performance (Urch Druskat & Kayes, 2000).”
Creating learning organizations: a systems perspective (2010, background): “Team skills are important for successful team learning (Bowen, 1998; Druskat and Kayes, 2000).”
Team learning from mistakes : the contribution of cooperative goals and problem-solving (2004, background): “Since organizations increasingly rely upon teams to make important decisions, research is needed to understand how organizational teams can learn from mistakes and avoid costly misjudgements (Adler and Kwon, 2002; Buffardi et al., 2000; Druskat and Kayes, 2000; Ely and Thomas, 2001; Zohar, 2000).”
The Content of Effective Teamwork Mental Models in Self-Managing Teams: Ownership, Learning and Heedful Interrelating (2002, background): “More recently, theorists have used the concept of shared mental models to define the causal connections and ‘working’ models that are collectively constructed by the members of a team in order to calculate the consequences of potential actions and predict future states (Cannon-Bowers et al., 1993).”
Learning from conflicts? The relations between task and relationship conflicts, team learning and team performance (2009, background): “However, although for the past decade practitioners have advocated the importance of team learning to organizational effectiveness, research has only begun to examine the empirical relationship between team learning and team performance (Druskat & Kayes, 2000 ).”
Team Effectiveness 1997-2007: A Review of Recent Advancements and a Glimpse Into the Future (2008, background): “The influence of external leader behaviors on team mediators and outcomes have been widely documented (see Burke et al., 2006), and it has been argued that the actions of an external team leader can make or break their success (Druskat & Kayes, 2000).”
The Dynamics of Group Learning in a Cohort: From Nonlearning to Transformative Learning (2001, background): “Our findings support earlier evidence (Druskat & Kayes, 2000) that, perhaps ironically, high-performing groups (i.e., groups that complete their tasks according to predetermined goals) may not necessarily be groups that learn most effectively.”
Feedback, a powerful lever in teams: A review (2012, background): “Similarly, in educational settings, different forms of collaborative learning environments requiring peer interactions and shared effort of student teams to solve complex problems have been implemented expansively (Barron, 2000; Dillenbourg, 1999; Druskat & Kayes, 2000; Kirschner, 2009).”