The effect of formal time allocations on learning trajectories and performance
Abstract
Duplicate record, see https://ink.library.smu.edu.sg/lkcsb_research/7004/. Organizational teams face important challenges with non-obvious solutions. For a solution to emerge, trial-and-error experimentation may be necessary with multiple iterations. We develop and test a theory for how the allocation of time for action and transition phases in teams affect group 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 outcomes by improving coordination quality. We tested our hypotheses in a laboratory experiment with 62 groups (186 individuals) performing a creative design task over multiple iterations. Results of latent growth modeling indicate that teams with shorter action and longer transition phases during trial and error had decreased performance initially but produced steeper learning trajectories which led to better team performance.