Publication Type
Journal Article
Version
submittedVersion
Publication Date
6-2022
Abstract
How do formal time allocations in teams affect team learning trajectories and performance? We argue that allocating more time for transition phases induces steeper learning trajectories that engender a positive group atmosphere, which in turn improves team performance by improving coordination quality. We tested our hypotheses in a laboratory experiment in which teams worked on a creative design task over multiple iterations. Using a latent growth modeling approach, we found that teams with shorter action and longer transition phases during prototyping had lower initial performance but steeper learning trajectories, which indirectly led to better final team performance.
Keywords
time, learning trajectories, group process, performance, latent growth modeling
Discipline
Organizational Behavior and Theory | Strategic Management Policy
Research Areas
Strategy and Organisation
Publication
Small Group Research
Volume
53
Issue
6
First Page
821
Last Page
854
ISSN
1046-4964
Identifier
10.1177/10464964221092331
Publisher
SAGE Publications
Citation
GOH, Kenneth T.; FISHER, Colin M.; and SOMMER, S. Amy.
The effect of formal time allocations on learning trajectories and performance. (2022). Small Group Research. 53, (6), 821-854.
Available at: https://ink.library.smu.edu.sg/lkcsb_research/7004
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1177/10464964221092331