Measuring team performance

Research Technology Management

Volumn 43, Issue 2, 2000, Pages 48-56

  Lynn, Gary S ^a   Reilly, Richard R ^b  

^a STEVENS INSTITUTE OF TECHNOLOGY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EMPOWERMENT OF PERSONNEL; LEARNING SYSTEMS; MANAGEMENT; PERFORMANCE; PRODUCT DEVELOPMENT;

KNOWLEDGE MANAGEMENT; METRICS; ORGANIZATIONAL LEARNING; PRODUCT TEAMS;

PERSONNEL RATING;

EID: 0034155890     PISSN: 08956308     EISSN: None     Source Type: Journal    
DOI: 10.1080/08956308.2000.11671341     Document Type: Article

References (53)

1. These estimates were the aggregate of results of credible studies performed during each of these time periods.
2. Lynn, G. "New Product Team Learning." California Management Review, 40 (1) (1998): pp. 74-93.
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4. See Divesta, F. J. and Gray, S. Listening and Notetaking II. Journal of Educational Psychology 64 (1973): pp. 278-287; Fisher, J. L. and Harris, M. B. Effects of notetaking and review on recall. Journal of Educational Psychology 65 (1973): pp. 321-325; Hult, R. E., Cohn, S. and Potter, D. An analysis of student notetaking effectiveness and learning outcome in the college lecture setting. Journal of Instructional Psychology 11 (1984): pp. 171-181; Kiewra, K. A., DuBois, N. F., Christian, D. and McShane, A. Providing study notes: Comparison of three types of notes for review. Journal of Educational Psychology 80 (1988): pp. 595-597.
5. See Divesta, F. J. and Gray, S. Listening and Notetaking II. Journal of Educational Psychology 64 (1973): pp. 278-287; Fisher, J. L. and Harris, M. B. Effects of notetaking and review on recall. Journal of Educational Psychology 65 (1973): pp. 321-325; Hult, R. E., Cohn, S. and Potter, D. An analysis of student notetaking effectiveness and learning outcome in the college lecture setting. Journal of Instructional Psychology 11 (1984): pp. 171-181; Kiewra, K. A., DuBois, N. F., Christian, D. and McShane, A. Providing study notes: Comparison of three types of notes for review. Journal of Educational Psychology 80 (1988): pp. 595-597.
6. See Divesta, F. J. and Gray, S. Listening and Notetaking II. Journal of Educational Psychology 64 (1973): pp. 278-287; Fisher, J. L. and Harris, M. B. Effects of notetaking and review on recall. Journal of Educational Psychology 65 (1973): pp. 321-325; Hult, R. E., Cohn, S. and Potter, D. An analysis of student notetaking effectiveness and learning outcome in the college lecture setting. Journal of Instructional Psychology 11 (1984): pp. 171-181; Kiewra, K. A., DuBois, N. F., Christian, D. and McShane, A. Providing study notes: Comparison of three types of notes for review. Journal of Educational Psychology 80 (1988): pp. 595-597.
7. See Hartley, J. Notetaking research: Resetting the scoreboard. Bulletin of the British Psychological Society 36 (1983): pp. 13-14 and Kiewra, A. A. Investigating notetaking and review: A depth of processing alternative. Educational Psychologist 20 (1985): pp. 23-32.
8. See Hartley, J. Notetaking research: Resetting the scoreboard. Bulletin of the British Psychological Society 36 (1983): pp. 13-14 and Kiewra, A. A. Investigating notetaking and review: A depth of processing alternative. Educational Psychologist 20 (1985): pp. 23-32.
9. Hartley, J. Notetaking research: Resetting the scoreboard. Bulletin of the British Psychological Society 36: pp. 13-14 (1983); and Kiewra, K. A. Investigating notetaking and review: A depth of processing alternative. Educational Psychologist 20 (1985): pp. 23-32.
10. Hartley, J. Notetaking research: Resetting the scoreboard. Bulletin of the British Psychological Society 36: pp. 13-14 (1983); and Kiewra, K. A. Investigating notetaking and review: A depth of processing alternative. Educational Psychologist 20 (1985): pp. 23-32.
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24. See Anthony, M. T. and McKay, J. From experience: Balancing the product development process: Achieving product and cycle time excellence in high-technology industries. Journal of Product Innovation Management 9 (1992): pp. 140-147; Cooper, R. G. and Kleinschmidt, E. J. An Investigation into the new product process: Steps, deficiencies and impact. Journal of Product Innovation Management 3 (1986a): pp. 71-85; Cooper, R. G. and Kleinschmidt, E. J. Firm's experiences using a formal new product process. Hamilton, Ontario: McMaster University working paper #335 (1986b); Divesta, F. J. and Gray, S. Listening and notetaking II. Journal of Educational Psychology 64 (1973): pp. 278-287;
25. See Anthony, M. T. and McKay, J. From experience: Balancing the product development process: Achieving product and cycle time excellence in high-technology industries. Journal of Product Innovation Management 9 (1992): pp. 140-147; Cooper, R. G. and Kleinschmidt, E. J. An Investigation into the new product process: Steps, deficiencies and impact. Journal of Product Innovation Management 3 (1986a): pp. 71-85; Cooper, R. G. and Kleinschmidt, E. J. Firm's experiences using a formal new product process. Hamilton, Ontario: McMaster University working paper #335 (1986b); Divesta, F. J. and Gray, S. Listening and notetaking II. Journal of Educational Psychology 64 (1973): pp. 278-287;
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35. Using the measures and items noted, we developed a path model shown in Figure 2. This model was validated using structural equation modeling. Indices demonstrated that the model provided a good fit of the data (CFI, NNFI, etc. > .9). For a more detailed explanation of this analysis, see, Lynn, Gary and Richard Reilly (1998) "Knowledge Management in New Product Teams." Working Paper, Hoboken, NJ: Stevens Institute of Technology.
36. To develop the following recommendations we ran three regression equations with Speed, Information Implementation and New Product Success as dependent variables. All regression equations were significant at the p < .000 level - indicating that the models provide a good fit of the data.
37. The significance levels of the regression coefficients are as follows: NPD Process (p = .02), Vision Stability (p = .000) and Team Stability (p = .007).
38. The significance levels of the regression coefficients are: NPD Process (p = .03), Team Stability (p = .04), Management Support (p = .02), Recording (p = .03) and Reviewing (p = .004).
39. The significance levels of the regression coefficients are: NPD Process (p = .02), Management Support (p = .08), Reviewing (p = .003), and Vision Clarity (p = .07).
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