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dc.contributor.authorPorter, C. O. L. H.en_US
dc.contributor.authorWebb, J. W.en_US
dc.contributor.authorGogus, Celile Itiren_US
dc.date.accessioned2016-02-08T09:57:21Z
dc.date.available2016-02-08T09:57:21Z
dc.date.issued2010en_US
dc.identifier.issn0021-9010
dc.identifier.urihttp://hdl.handle.net/11693/22237
dc.description.abstractThe authors draw on resource allocation theory (Kanfer & Ackerman, 1989) to develop hypotheses regarding the conditions under which collective learning and performance orientation have interactive effects and the nature of those effects on teams’ ability to adapt to a sudden and dramatic change in workload. Consistent with the theory, results of a laboratory study in which teams worked on a computerized, decision-making task over 3 performance trials revealed that learning and performance orientation had independent effects on team adaptability when teams had slack resources available for managing their changed task. Time helped explain the independent effects of performance orientation. Results also revealed that learning and performance orientation had interactive effects when teams did not have slack resources. Finally, the results of this study indicate that teams lacking slack resources were better able to balance high levels of learning and performance orientation over time with practice on the changed task.en_US
dc.language.isoEnglishen_US
dc.source.titleJournal of Applied Psychologyen_US
dc.relation.isversionofhttp://dx.doi.org/10.1037/a0019637en_US
dc.subjectAdaptive behavioren_US
dc.subjectCollective learning orientationen_US
dc.subjectCollective performance orientationen_US
dc.subjectDecision makingen_US
dc.subjectGroup processen_US
dc.subjectGoal orientationen_US
dc.subjectLearning orientation and performance orientation interactionsen_US
dc.subjectOrganizational objectivesen_US
dc.subjectPsychological theoryen_US
dc.subjectTeam adaptabilityen_US
dc.titleWhen goal orientations collide: effects of learning and performance orientation on team adaptability in response to workload imbalanceen_US
dc.typeArticleen_US
dc.departmentDepartment of Managementen_US
dc.citation.spage935en_US
dc.citation.epage943en_US
dc.citation.volumeNumber95en_US
dc.citation.issueNumber5en_US
dc.identifier.doi10.1037/a0019637en_US
dc.publisherAmerican Psychological Associationen_US
dc.identifier.eissn1939-1854


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