Learning and performance in multidisciplinary teams: The importance of collective team identification

By Gerben van der Vegt, J. Stuart Bunderson. 2005

1,164 citations recorded by the source corpus.

Subfields: Gender Studies, Social Psychology, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/5950c49b938907db46f7b8864c08299018c03b4a

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Citations in the corpus

A Dynamic Perspective on Diverse Teams: Moving from the Dual-Process Model to a Dynamic Coordination-based Model of Diverse Team Performance (2016, background): “…toward diversity, team culture and norms, task structure, and leadership (e.g., Bezrukova, Jehn, Zanutto, & Thatcher, 2009; Chatman & Flynn, 2001; Earley & Mosakowski, 2000; Ely & Thomas, 1996; Gibson & Gibbs, 2006; Homan & Greer, 2013; Jehn & Bezrukova, 2004; Van der Vegt & Bunderson, 2005).”
Fostering teachers' team learning : An interplay between transformational leadership and participative decision-making? (2017, background): “…by leaders and teachers (Thoonen et al., 2011); 2) teachers' individual team commitment, defined as teachers' affective bond with the team (Van der Vegt & Bunderson, 2005); 3) teachers' individually perceived task interdependence, defined as the extent to which teachers need support from their…”
6 Three Perspectives on Team Learning: Outcome Improvement, Task Mastery, and Group Process (2007, methodology): “Moderators tested thus far include task type (Van der Vegt & Bunderson, 2005) and industry context (Zellmer-Bruhn & Gibson, 2006); moderators suggested but not formally tested include team type (Edmondson, 2003, , 1999) and knowledge tacitness (Edmondson, Winslow, Bohmer, & Pisano, 2003).”
Towards a new approach of destination loyalty drivers: satisfaction, visit intensity and tourist motivations (2017, methodology): “To estimate whether the quadratic and interaction effects are meaningful, we evaluated the incremental improvement (incremental R2) of including quadratic and interaction terms in the model (Atuahene-Gima & Murray, 2004; Ganzach, 1997; Tuu & Olsen, 2010; Van Der Vegt & Bunderson, 2005).”
The relationships between team learning activities and team performance (2009, background): “Whereas several authors (Chan et al., 2003b; Edmondson, 1999; Edmondson et al., 2001b; van der Vegt and Bunderson, 2005; van Offenbeek, 2001; Zellmer-Bruhn and Gibson, 2006) show that team learning behaviour is positively related to team performance, what has not yet been studied is how different…”
The Influence of Project Commitment and Team Commitment on the Relationship between Trust and Knowledge Sharing in Project Teams (2017, methodology): “Team commitment was measured using five items from Allen and Meyer’s (1990) affective commitment scale (Cronbach’s alpha 5 0.900), adapted to the team level per Van der Vegt and Bunderson (2005).”
A Double-Edged Sword? Exploring the Curvilinear Relationship Between Organizational Tenure Diversity and Team Innovation: The Moderating Role of Team-Oriented HR Practices (2009, background): “For example, Van der Vegt and Bunderson (2005) found a curvilinear relationship between expertise diversity and team performance/ learning behaviors.”
Win or Lose the Battle for Creativity: The Power and Perils of Intergroup Competition (2010, background): “…should be able to leverage the benefits associated with bringing individuals with different ideas and viewpoints together while minimizing the process losses often plaguing group work, ultimately achieving elevated creativity (Hackman & Morris, 1975; Taggar, 2002; Van der Vegt & Bunderson, 2005).”
Global organizational communities of practice: The effects of nationality diversity, psychological safety, and media richness on community performance (2013, background): “In other words, this latter approach would test whether the overall U-shaped curve changes to an inverted U-shaped curve as the level of the moderators changes – akin to a disordinal interaction in traditional moderated regression analyses (see Van der Vegt and Bunderson, 2005, for an example).”
The Effects of Diversity Faultlines and Team Task Autonomy on Decision Quality and Social Integration (2007, background): “…consider the potentially mediating role of variables such as conflict, communication, learning, and the elaboration of task-relevant information (Van der Vegt & Bunderson, 2005; Van Knippenberg et al., 2004) which may link team diversity, diversity faultlines, and task autonomy to team outcomes.”