TY - JOUR
T1 - Team Learning
T2 - Collectively Connecting the Dots
AU - Ellis, Aleksander P.J.
AU - Hollenbeck, John R.
AU - Ilgen, Daniel R.
AU - Porter, Christopher O.L.H.
AU - West, Bradley J.
AU - Moon, Henry
PY - 2003/10
Y1 - 2003/10
N2 - This article tests the degree to which personal and situational variables impact the acquisition of knowledge and skill within interactive project teams. On the basis of the literature regarding attentional capacity, constructive controversy, and truth-supported wins, the authors examined the effects of cognitive ability, workload distribution, Agreeableness, Openness to Experience, and structure on team learning. Results from 109 four-person project teams working on an interdependent command and control simulator indicated that teams learned more when composed of individuals who were high in cognitive ability and when the workload was distributed evenly. Conversely, team learning was negatively affected when teams were composed of individuals who were high in Agreeableness. Finally, teams using a paired structure learned more than teams structured either functionally or divisionally. Theoretical and practical implications are discussed, as well as possible limitations and directions for future research.
AB - This article tests the degree to which personal and situational variables impact the acquisition of knowledge and skill within interactive project teams. On the basis of the literature regarding attentional capacity, constructive controversy, and truth-supported wins, the authors examined the effects of cognitive ability, workload distribution, Agreeableness, Openness to Experience, and structure on team learning. Results from 109 four-person project teams working on an interdependent command and control simulator indicated that teams learned more when composed of individuals who were high in cognitive ability and when the workload was distributed evenly. Conversely, team learning was negatively affected when teams were composed of individuals who were high in Agreeableness. Finally, teams using a paired structure learned more than teams structured either functionally or divisionally. Theoretical and practical implications are discussed, as well as possible limitations and directions for future research.
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U2 - 10.1037/0021-9010.88.5.821
DO - 10.1037/0021-9010.88.5.821
M3 - Article
C2 - 14516247
AN - SCOPUS:0141976714
SN - 0021-9010
VL - 88
SP - 821
EP - 835
JO - Journal of Applied Psychology
JF - Journal of Applied Psychology
IS - 5
ER -