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).
Preview |
Text
Fisher_SGR-2020-0140.R3Gohtrajectories.pdf Download (558kB) | Preview |
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 |
Archive Staff Only
 |
View Item |
