Enhancing team learning in nursing teams through beliefs about interpersonal context.

Aim: This article is a report of a study that examines the relationship between team-level learning and performance in nursing teams, and the role of beliefs about the interpersonal context in this relationship.

Background: Over recent years, there has been an increasing interest in the learning processes of work teams. Researchers have investigated the impact of team learning on team performance, and the enabling conditions for this learning.

Bridging team faultlines by combining task role assignment and goal structure strategies.

This study tests whether the detrimental effects of strong diversity faultlines on team performance can be counteracted by combining 2 managerial strategies: task role crosscutting and superordinate goals. We conducted a 2 (crosscut vs. aligned roles) × 2 (superordinate vs.

Team learning and effectiveness in virtual project teams: the role of beliefs about interpersonal context.

There has been increasing interest in team learning processes in recent years. Researchers have investigated the impact of team learning on team effectiveness and analyzed the enabling conditions for the process, but team learning in virtual teams has been largely ignored. This study examined the relationship between team learning and effectiveness in virtual teams, as well as the role of team beliefs about interpersonal context.

[Transactive memory in decision-making teams: implications for team effectiveness].

The transactive memory system (TMS) construct is one of the most extended theoretical approaches to understand the role of cognitive processes at group level in the effectiveness of work teams. This study examined the relationships among TMS, performance, satisfaction and functional communication in decision-making teams. 40 four-person teams were asked to suppose they were expert consulting teams advising a fictitious organization on how to solve a problem with their employees.