Group learning and performance: The role of communication and faultlines

摘要

Drawing upon group learning theory, we suggest that communication content and frequency as well as experimentation can be considered aspects of group learning behavior and explore their effect on group performance. We posit that communication content and frequency, as well as experimentation, positively influence group performance. Further, drawing upon the diversity construct of group faultlines, we hypothesize that faultlines moderate these relationships. Results provide mixed support for our hypotheses.