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The Effect of Formal Time Allocations on Learning Trajectories and Performance

Goh, Kenneth T; Fisher, Colin; Sommer, S Amy; (2022) The Effect of Formal Time Allocations on Learning Trajectories and Performance. Small Group Research 10.1177/10464964221092331. (In press). Green open access

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Abstract

How do formal time allocations in teams affect team learning trajectories and performance? We argue that allocating more time for transition phases induces steeper learning trajectories that engender a positive group atmosphere, which in turn improves team performance by improving coordination quality. We tested our hypotheses in a laboratory experiment in which teams worked on a creative design task over multiple iterations. Using a latent growth modeling approach, we found that teams with shorter action and longer transition phases during prototyping had lower initial performance but steeper learning trajectories, which indirectly led to better final team performance.

Type: Article
Title: The Effect of Formal Time Allocations on Learning Trajectories and Performance
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/10464964221092331
Publisher version: https://doi.org/10.1177/10464964221092331
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: time, learning trajectories, group process, performance, latent growth modeling
UCL classification: UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > UCL School of Management
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10147372
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