Arbeits-, Organisations- und Marktpsychologie

Journal Artikel von 2016

Konradt, U., & Eckardt, G. (2016). Short-term and long-term relations among reflection and performance in teams: Evidence from a four-wave longitudinal study.

European Journal of Work and Organizational Psychology, 25, 804–818.


Previous theory and research suggest that team reflection is beneficial for team performance. We argue that results remain inconclusive because prior studies have not accounted for the dynamic nature of this relationship. This paper addresses this research gap by examining time-specific relationships among variables and the intra-team variability of changes across time. In a four-wave longitudinal field study with 97 teams (N = 453 team members) performing a business simulation task, short-term (i.e., autoregressive, cross-lagged effects) and long-term (i.e., latent trajectories) relationships between team reflection and performance were explored. We found evidence that reflection had negative autoregressive effects and that there were direct positive short-term relationships between reflection and performance. Reflection trajectories were seen to decline across time and performance trajectories to increase across time. In addition, teams with either low initial reflection or low initial performance showed higher increases in reflection across time, whilst higher increase in reflection was negatively related to change in performance. Findings are discussed with respect to how they extend the previous literature and what directions they suggest for future research.


Konradt, U., Garbers, Y., Erdogan, B., & Bauer, T. N. (2016). Patterns of change in fairness perceptions during the hiring process. 

International Journal of Assessment and Selection, 24, 246–259. doi: 10.1111/ijsa.12144


The justice literature, to date, shows that changes in fairness perceptions over time are consequential for job attitudes. However, few studies have been directed at explicating how fairness perceptions change over time or individual differences in patterns of change. The present research attempts to fill this gap by exploring patterns of temporal changes in fairness perceptions toward the selection process during a hiring process and potential determinants for such change. In a 3-wave longitudinal study of the entire hiring process (pre-, in-, and post-process) using a latent growth mixture modeling approach, different patterns of change in perceived fairness were modeled. In addition, the role of Big Five personality factors to predict classes of temporal patterns was examined. Results suggest that, on average, fairness perceptions declined in a non-linear way over time, with high initial levels of fairness perception corresponding to a lower rate of decline, and vice versa. Four unique classes of applicants exhibiting different initial scores and growth of fairness perceptions were identified, which were predicted by the personality factors of extraversion, agreeableness, and conscientiousness. Findings are discussed in terms of their implications for fairness theory and future research.


Schwibbe, A., Kothe, C., Hampe, W., & Konradt, U. (2016). Acquisition of dental skills in preclinical technique courses - Influence of spatial and manual abilities.

Advances in Health Sciences Education, 21, 841-857. doi: 10.1007/s10459-016-9670-0


60 years of research have not added up to a concordant evaluation of the influence of spatial and manual ability on dental skill acquisition. In a longitudinal dataset we used Ackerman’s theory of ability determinants of skill acquisition to explain the influence of spatial visualization and manual dexterity on task performance of dental students in two consecutive preclinical technique courses. We measured spatial and manual ability of applicants to Hamburg Dental School by means of a multiple choice test on Technical Aptitude and a wire-bending test, respectively. Preclinical dental technique tasks were categorized as consistent-simple and inconsistent-complex based on their contents. For analysis we used robust regression to circumvent typical limitations in dental studies like small sample size and non-normal residual distributions. We found that manual, but not spatial ability exhibited a moderate influence on performance in consistent-simple tasks during dental skill acquisition in preclinical dentistry. Both abilities revealed a moderate relationship with performance in inconsistent-complex tasks. These findings support the hypotheses which we had postulated on the basis of Ackerman’s work. Therefore spatial as well as manual ability are required for the acquisition of dental skills in preclinical technique courses. Both abilities should be addressed in addition to grade point average and science knowledge in dental admission procedures and in trainings of dental first year students.


Konradt, U., & Garbers, Y. (2016). The role of job and family involvement for satisfaction in job and family: A longitudinal study.

Journal of Psychology, 224, 15-22. doi: 10.1027/2151-2604/a0000234


Yet to come...


Konradt, U., Otte, K.-P., Schippers, M. C., &  Steenfatt, C. (2016). Reflexivity in teams - A review and new perspectives.

The Journal of Psychology: Interdisciplinary and Applied, 150, 153–172. doi:10.1080/00223980.2015.1050977


Team reflexivity posits that the extent to which teams reflect upon and adapt their functioning is positively related to team performance. While remarkable progress has been made to provide evidence of this relationship, the underlying framework is missing elements of current theoretical streams for analyzing and describing teamwork, leaving the diversity of effects of team reflexivity often untouched. In this paper, we present an update for this framework, by reviewing previous research on reflexivity, addressing gaps in the literature, and revising the original model by integrating feedback and dynamic team effectiveness frameworks for describing temporal developments of reflexivity. We furthermore propose a new dimensional structure for reflexivity, relying on prior work conceptualizing teams as information-processing systems that learn and advance through social-cognitive elements. Our model is therefore not only suitable for explaining the diverse set of relationships between team reflexivity on outcomes, but also provides valuable directions for viewing reflexivity as process that takes place during both transition and action phases of teamwork. We conclude with implications for managers, identify limitations, and propose an agenda for further research into this area. This paper contributes an extended perspective relevant for further theory development and for effectively managing reflexivity in teams.