Team Confidence and Mental Models

performance, attitudes, behaviors

Behaviors are the actions relevant for achieving goals, while outcomes are the consequences resulting from performance behaviors

Role-based performance refers to whether teams are competent with regard to their task, team, and organizational role

Transition processes, action processes, interpersonal processes

Team confidence, empowerment, team climate, cohesion, trust, and collective cognition

Setting the stage involves activities such as mission analysis, planning, goal specification, and formulating strategies, which are positively related to performance

Processes and emergent states

team efficacy and potency

efficacy relates to the team’s belief that it can be successful on a specific task whereas potency refers to a team’s more general sense of its capabilities in relation to various tasks and different contexts

structural empowerment and psychological empowerment

the impact that the actual practice of delegating authority and responsibility can have on performance

a team’s collective belief that they have the authority to control their proximal work environment and are responsible for their team’s functioning

the set of norms, attitudes, and expectations that individuals perceive to operate in a specific social context affects attitudes and behaviors

distinct group-level cognition about how a work group as a whole is treated

collectives who exist to perform organizationally relevant tasks, share one or more common goals, interact socially, exhibit task interdependencies, maintain and manage boundaries, and are embedded in an organizational context that sets boundaries, constrains the team, and influences exchanges with other units in the broader entity

Many of the mediational factors between inputs and outputs are not processes, but rather cognitive/motivational/affective states

Temporal dynamics are missing

IMO (Input-Mediator-Output)

Teams differ based on different aspects, such as how long they are together as a unit and the fluidity of the team's membership

The paper focuses on the underlying substantive themes rather than different types of teams

The paper reviews research conducted over the past decade on team effectiveness

Training designed to develop task-relevant skills should be directed at individual team members, while training teamwork skills should be delivered to intact teams.

Some alternative training delivery methods include self-administered CD, multimedia instruction, and Web-based training.

The actions of a team leader can greatly impact the success of the team as a whole.

Person-focused leadership and task-focused leadership.

Coaching involves direct interaction with a team to help members effectively utilize their collective resources in accomplishing the team's work.

Shared leadership is an emergent team property where leadership functions are distributed across multiple team members instead of arising from a single, formal leader.

Team structure serves as a bridge between organization-level strategy decisions and staffing decisions.

Functional departmentalization and divisional team departmentalization.

Examples of organizational contextual inputs include recognition and rewards systems, as well as training systems.

The model does not capture temporal dynamics and many of the mediational factors between inputs and outputs are not processes.

Teams are collectives who exist to perform organizationally relevant tasks, share common goals, interact socially, exhibit task interdependencies, maintain and manage boundaries, and are embedded in an organizational context.

The paper focuses on underlying substantive themes rather than different types of teams.

commitment of team members to the team’s overall task or to each other

collection of knowledge possessed by each team member and a collective awareness of who knows what

mean values (average of member attributes), Diversity (influence of heterogeneity of team members, diversity as being beneficial)

performance, attitudes, behaviors

transition processes, action processes, interpersonal processes

team confidence, empowerment, team climate, cohesion, trust, and collective cognition

group cognition, affect, and mood; group potency and collective self-efficacy; virtual and global teams; environmental (institutional) factors; time

U.S. student teams reported greater functional heterogeneity, potency, and performance compared to Korean student teams

functional departmentalization and divisional team departmentalization

The actions of an external team leader can make or break the team's success

self-administered CD, multimedia instruction, and Web-based training

Openness climate is positively related to team empowerment and outcomes

mature

behaviors

affect management

potency

each other

interact

intact

leader

work

formal

staffing

environment

communication

shared

collective belief