A Dynamic Perspective on Diverse Teams: Moving From The Dual Process Model to A Dynamic Coordination-Based Model of Diverse Team Performance - Kannan Srikanth, Sarah Harvey & Randall Peterson

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Table 1.
(Continued)
Example study Temporal frame Measures Findings
Harrison et al.
(2002)
Van der Vegt
et al. (2006)
Dahlin et al.
(2005)
Medium
Nine–14-week MBA and
undergraduate teams with
measures taken after 3–5
weeks and end of team
interaction
Medium
Nine-month student teams with
measures taken after 3, 6, and 9
months
Medium
Seven-week MBA teams
DV: Aggregate measure of social
integration taken at end of
project; expert ratings of team
performance
DV: Aggregate measure of
interpersonal helping;
performance measured by expert
ratings
Med: Interpersonal commitment
DV: Written case study analyses
were coded to identify range,
depth, and integration of
information
Negative effect of both surface-level and
deep-level diversity on social integration
Negative effect of surface-level diversity is
negatively moderated by collaboration,
such that the more teams collaborate,
the negative effects of surface-level
diversity diminish
Negative effect of deep-level diversity is
positively moderated by collaboration,
such that the negative effects of deeplevel
diversity intensify
Diversity in levels of expertise associated
with asymmetrical patterns of
interpersonal helping, such that
members provided more help to those
with higher perceived expertise
Relationship between expertise diversity
and helping mediated by interpersonal
commitment; members were more
committed to those they perceived as
more expert
Diversity in educational background led
to use of a greater range and depth of
information, but less integration of
information
Diversity in nationality had a curvilinear
effect with information range, depth,
and integration
Potential interpretation and
implications for our research
Groups with informational diversity
experience difficulty collaborating
effectively, particularly as they
become more exposed to their deeplevel
differences
14 † The Academy of Management Annals