The DOI matches its Crossref record; 84 of the 84 references it cites were found in a registry or an index.
Team learning: Collectively connecting the dots.
Abstract
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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Cites
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THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS
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Goldberg, L. R. (1993) · American Psychologist · doi:10.1037/0003-066x.48.1.26 · Cited by 4,816
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What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite
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Cited by
Enhancing the Effectiveness of Work Groups and Teams
Kozlowski, S. W. J., & Ilgen, D. R. (2006) · Psychological Science in the Public Interest · doi:10.1111/j.1529-1006.2006.00030.x · Cited by 2,623
Self-citationTeams in Organizations: From Input-Process-Output Models to IMOI Models
Ilgen, D. R., Hollenbeck, J. R., Johnson, M., & Jundt, D. (2005) · Annual Review of Psychology · doi:10.1146/annurev.psych.56.091103.070250 · Cited by 2,273
Self-citationRECONSIDERING THE USE OF PERSONALITY TESTS IN PERSONNEL SELECTION CONTEXTS
MORGESON, F. P., CAMPION, M. A., DIPBOYE, R. L., HOLLENBECK, J. R., MURPHY, K., & SCHMITT, N. (2007) · Personnel Psychology · doi:10.1111/j.1744-6570.2007.00089.x · Cited by 638
Self-citationDecuyper, S., Dochy, F., & Van den Bossche, P. (2010) · Educational Research Review · doi:10.1016/j.edurev.2010.02.002 · Cited by 481
100 years of training and development research: What we know and where we should go.
Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017) · Journal of Applied Psychology · doi:10.1037/apl0000142 · Cited by 462
Metadata
- Authors
- Ellis, A. P. J., Hollenbeck, J. R., Ilgen, D. R., Porter, C. O. L. H., West, B. J., & Moon, H.
- Venue
- Journal of Applied Psychology
- Published
- 2003
- Volume
- 88
- Issue
- 5
- Pages
- 821-835
- ISSN
- 0021-9010 (ISSN-L)
- 1939-1854
- OpenAlex
- W1963556848
- Cited by
- 372
- References
- 84
- FWCI
- 11.29
- Type
- journal article
- Language
- en
- Open access
- closed
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- Ellis, A. P. J., Hollenbeck, J. R., Ilgen, D. R., Porter, C. O. L. H., West, B. J., & Moon, H. (2003). Team learning: Collectively connecting the dots. Journal of Applied Psychology. https://doi.org/10.1037/0021-9010.88.5.821
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
