Review at least 4 articles on TEAM DYNAMICS and write power point presentation 12 slides
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130 © 2018 Annals of Pediatric Cardiology | Published by Wolters Kluwer - Medknow
Address for correspondence: Mr. Sivaram Subaya Emani, 300 Longwood Ave., Boston, MA 02115, USA. E-mail: [email protected]
INTRODUCTION
Optimal patient outcomes during Intensive Care Unit (ICU) resuscitation depend heavily on effective team dynamics among caregivers, especially in cardiac ICU (CICU) settings, where crisis events occur commonly.[1] Nearly half of adverse events in the ICU can be attributed to deficiencies in teamwork and communication.[2,3] Suboptimal team dynamics may lead to adverse patient
outcomes in low-resource health-care settings as well.[4] Efforts to improve outcomes in these settings require interventions that promote an environment of effective communication and structured role clarity.
Crisis resource management (CRM) training applies a deliberative practice model to simulated crisis scenarios
Simulation training improves team dynamics and performance in a low‑resource cardiac intensive care unit Sivaram Subaya Emani1, Catherine K Allan1,2,3, Tess Forster1, Anna C Fisk4, Christine Lagrasta4, Bistra Zheleva5, Peter Weinstock1,3, Ravi R Thiagarajan2,3 1Simulator Program, and Departments of 2Cardiology, 4Nursing, Boston Children’s Hospital, 3Anesthesiology, Perioperative and Pain Medicine, Division of Critical Care Medicine, Boston Children's Hospital, Boston, MA, 5Children's HeartLink, Minneapolis, MN, USA
ORIGINAL ARTICLE
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Website: www.annalspc.com
DOI: 10.4103/apc.APC_117_17
This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
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How to cite this article: Emani SS, Allan CK, Forster T, Fisk AC, Lagrasta C, Zheleva B, et al. Simulation training improves team dynamics and performance in a low-resource cardiac intensive care unit. Ann Pediatr Card 2018;11:130-6.
ABSTRACT
Introduction : Although simulation training has been utilized quite extensively in high‑income medical environments, its feasibility and effect on team performance in low‑resource pediatric Cardiac Intensive Care Unit (CICU) environments has not been demonstrated. We hypothesized that low‑fidelity simulation‑based crisis resource management training would lead to improvements in team performance in such settings.
Methods : In this prospective observational study, the effect of simulation on team dynamics and performance was assessed in 23 health‑care providers in a pediatric CICU in Southeast Asia. A 5‑day training program was utilized consisting of various didactic sessions and simulation training exercises. Improvements in team dynamics were assessed using participant questionnaires, expert evaluations, and video analysis of time to intervention and frequency of closed‑loop communication.
Results : In subjective questionnaires, participants noted significant (P < 0.05) improvement in team dynamics and performance over the training period. Video analysis revealed a decrease in time to intervention and significant (P < 0.05) increase in frequency of closed‑loop communication because of simulation training.
Conclusions : This study demonstrates the feasibility and effectiveness of simulation‑based training in improving team dynamics and performance in low‑resource pediatric CICU environments, indicating its potential role in eliminating communication barriers in these settings.
Keywords : Crisis resource management, intensive care, nursing empowerment, simulation training
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open expression of urgent clinical information to other team members and acknowledgment of receipt of that information. Idea acceptance was defined as the thoughtful consideration of suggestions made by other team members in clinical decision-making during a crisis. To demonstrate the importance of optimal team dynamics, each group of participants was asked to participate in a “tennis ball” exercise, which has been previously utilized.[9] During the introductory session, participants were also introduced to the concept of simulation training and were shown a video demonstrating a well-executed simulation exercise. Management algorithms for low cardiac output, arrhythmias, airway distress, and cardiac arrest were also reviewed. Figure 1 depicts the overall course design.
Presimulation questionnaire
Before participation in the simulation training course, participants completed a questionnaire in which they rated their baseline utilization of role clarity, closed-loop communication techniques, and idea acceptance in clinical practice. Participants rated their clinical environment in each of these parameters on a scale from 1 to 5, with 1 (“strongly agree”) representing high competency and 5 (“strongly disagree”) representing deficiency.
Simulation scenarios
The simulation sessions were designed to replicate the native work environment and were conducted in a bed space within the CICU using clinically available equipment (medication carts, monitors, ventilation, and surgical instruments). Participants were instructed to speak in language of their own preference. The scenarios presented in the training course included patients experiencing low cardiac output, supraventricular tachycardia (SVT), cardiac tamponade, and respiratory distress.
The simulation exercises were performed on a newborn patient simulation mannequin (Newborn HAL S3010 Tetherless Newborn Simulator, Guamard Scientific, Miami, FL), which was connected to a bedside monitor displaying vital signs and physiological data. This high- fidelity mannequin simulates full body assessment incorporating both auditory and visual cues including cyanosis, chest wall movement, pulses, heart sounds, breath sounds, and movement of extremities. Participants utilized physiological data and symptoms provided by the simulation mannequin to diagnose, perform interventions, and assess the response to interventions. Interventions could include (1) administration of intravenous fluids and medication, (2) ventilation by endotracheal intubation or bag-valve-mask, (3) ventilation by endotracheal intubation or bag-valve- mask, (3) Electric defibrillation, and (4) cardiopulmonary resuscitation. Figure 2 shows the simulator setup.
to improve communication and teamwork.[5-7] The use of simulation training for extracorporeal membrane oxygenation resuscitation education, for example, has been shown to improve team dynamics and participant comfort level.[8-10] Although simulation training has been shown to improve outcomes in many developed countries, it has not been widely adopted in developing countries due to lack of data indicating its efficacy and utility. Before the adoption of this methodology for team training in low-resource settings, further data regarding its efficacy are necessary. Given the positive impact of simulation-based team training in high-resource systems, we designed a simulation-based training curriculum that would engender cross-disciplinary teamwork in low-resource pediatric CICU and hypothesized that it would lead to measurable improvements in team dynamics and performance. We analyzed the application of such a simulation-based CRM training program in a low-resource pediatric CICU.
METHODS
Study design
The study is a prospective observational study of 23 health-care providers in a low-resource pediatric CICU in Southeast Asia who underwent a simulation-based team training program designed by Boston Children’s Hospital. Participants were informed of the nature of the study and provided informed consent. Approval for the study was obtained from the institutional review board at Boston Children’s Hospital and the local institution. The impact of the simulation training program on team dynamics and time to intervention was assessed by participant questionnaires and independent observers.
Overall course design
The CRM training program utilized in this study consisted of four 1-h multimedia and interactive discussion sessions that introduced principles of effective teamwork and four 1-h scenario simulation sessions delivered over a 5-day period. The duration of the simulation program was established according to previous protocols.[11] Participants were divided into two training groups, each consisting of at least 1 surgeon, 1 anesthesiologist, 1 attending intensivist, and 3–4 nursing staff.
The program was initiated with a 1-h interactive lecture, in which simulation participants were introduced to the importance of effective team dynamics in hospital care. The interactive lecture emphasized three major aspects of effective team dynamics: Role clarity, closed-loop communication, and idea acceptance. Role clarity was defined as the assigning of specific clinical roles (i.e., bedside nurse, airway manager, recorder, etc.) and the delegation of specific clinical tasks during a crisis. Closed-loop communication was defined as the clear and
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For each simulation session, a primary bedside nurse was assigned, and all other participants were asked to leave the vicinity of the bed space. Course facilitators presented background information regarding the patient diagnosis, past medical history, and recent surgical procedure to the primary nurse. The nurse was instructed to conduct routine activities of patient care and recruit additional help as needed. Other than providing background clinical information to the primary nurse, course facilitators did not interact with participants during the exercise. Following a period of stability, perturbations in vital signs were generated remotely by course facilitators. Within a single simulation exercise, multiple hemodynamic or respiratory perturbations were provided, and each perturbation was treated as a separate event during subsequent analysis. Participants’ responses to changes in vital signs were recorded by video and by the observing simulation staff. Following the simulation, a debriefing was conducted during which participants were asked to reflect on challenges and possible solutions related to role clarity, closed-loop communication, and idea acceptance.
Daily evaluation of simulation performance
After each session, participants completed a questionnaire assessing the team’s utilization of role clarity, closed-loop communication, and idea acceptance. Respondents rated themselves and their team members with respect to the above criteria on a scale from 1 to 5, with a score of 1 (“strongly agree”) representing optimal and 5 (“strongly disagree”) representing deficient performance in each component of team dynamics.
A blinded observer reviewed a video recording of the simulation exercise and measured parameters relating to team dynamics as well as time to therapeutic intervention during simulation. To derive the frequency of role clarity, the total number of instances in which a team member designated a role or delegated a task was divided by the total time of the exercise. Similarly, the frequency of closed-loop communication was calculated from the number of instances, in which team members utilized closed-loop communication. Video analysis was also used to determine the time duration between hemodynamic or respiratory perturbation (change in vital signs or critical laboratory value) and appropriate therapeutic intervention by the team. Appropriate intervention was defined as adenosine administration or cardioversion for SVT, defibrillation for ventricular tachycardia, bag-mask ventilation or intubation for respiratory distress, and fluid administration or inotropic support for low cardiac output/ hypotension. The time duration between perturbation and team response for each group was plotted over time.
Program evaluation/assessment
At the conclusion of the simulation training program and at 1 month after its completion, participants completed
a questionnaire in which they assessed the improvement in their team dynamics as a result of simulation training. Questionnaires were specifically designed to determine integration of closed-loop communication, role clarity, and idea acceptance into their clinical practice as a result of simulation exercises [Table 1]. In addition to these questions, participants were asked to rate their overall improvement in team dynamics, the improvement in patient care attributable to improved team dynamics, and how often they thought simulation should be repeated.
Statistical analysis
Results of questionnaires completed by participants were collected, and the median score for each question was displayed. A Friedman test was utilized used to detect differences in participant scores across multiple test attempts. P < 0.05 was considered to be statistically significant. Participants who did not participate on day 1 but joined for later simulation exercises were excluded from this analysis. Nonparametric comparisons of responses from different groups of respondents (nurses, physicians in training, and doctors) were performed using a Mann–Whitney U-test. Spearman rank correlation test was used to detect the association between training day and communication or role clarity score, with a significant P value indicating a relationship between the variables.
RESULTS
Demographics
A total of 23 participants participated in eight simulation sessions over a 5-day period. Nurses (n = 8), anesthesiologists (n = 8), surgeons (n = 6), and cardiologists (n = 1) were divided into two groups and participated in four simulation sessions each.
Presimulation questionnaire
The median responses to the questions given in the presimulation questionnaire are displayed in Table 2. The median score for each of the six questions was 1 – “strongly agree/excellent” or 2 – “agree/good,” indicating a perception of overall proficiency in team dynamics before simulation.
Daily participant questionnaires
Table 3 depicts the median participant response given to the six questions asked on the daily participant evaluation administered after each simulation session over the 4-day training program. A significant improvement in each component of team dynamics (role clarity, effective communication, and idea acceptance) was detected over the study period by a Friedman test (P < 0.05).
Observer analysis
Time to intervention following a perturbation in hemodynamic or respiratory status decreased
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over the course of the training program [Figure 3]. The total frequency of communication increased significantly (P < 0.01) from 2.2 to 4.9 communications per minute for Group 1, whereas the change in communications per minute for Group 2 was not statistically significant (2.3–3.8, P = 0.07). The frequency of role clarity also increased over the training period for both groups, rising from 1.3–2.1 to 0.5–1.4 role clarifications per minute for groups 1 and 2, respectively. There was no statistically significant difference in the aggregate performance of Group 1 compared to Group 2.
Postsimulation questionnaire
Figure 4 depicts the participant responses to the postsimulation questionnaire. A median response of 1 or 2 to each of the six questions indicates a perception of significant improvement due to simulation training. Scores provided by nurses on this questionnaire
differed significantly from scores provided by physician staff (median score 1 [1–1] vs. 2 [2–2], respectively, P < 0.01).
Follow‑up questionnaire
Table 4 displays the median scores provided by participants to the questions asked in the 1-month follow-up questionnaire. A median response score of 1 (interquartile range [IQR] 1–2) was observed for questions regarding continued improvements in team dynamics. A median score of 2 (IQR 1–2) was observed for questions related to ongoing closed-loop communication in their clinical practice. Regarding optimal frequency of simulation training, 6 out of 14 respondents expressed “every month,” 2 out of 14 expressed “once every 3 months,” and 6 out of 14 respondents expressed “once per year.”
Discussion and analysis
The purpose of this study was to investigate the effectiveness of simulation training in promoting better team dynamics among pediatric CICU caregivers in a low-resource health-care setting. The major findings were that a short simulation training session can improve participant and observer perception of team dynamics as well as time to therapeutic intervention in such healthcare environments.
Its feasibility, low cost, and high impact make simulation, a technique that is ideally suited for low-resource health-care settings in developing countries. Although this study utilized the Newborn HAL device, previous studies have shown that the type of simulator does not appreciably impact results.[12,13] The technology necessary to perform low-fidelity simulation by creating a realistic crisis environment – mannequin, monitor, and laptop with software to control monitor output – can be accessible to low-resource hospitals. Equipment necessary to conduct simulation training exercises described in this study ranges in cost from United States Dollar (USD)
Table 1: Questions asked in participant questionnaires by component of team dynamics Role clarity Effective communication Idea acceptance
Presimulation questionnaire
Q1: Roles are defined clearly Q2: Comfortable seeking help from peers Q5: Ideas are valued Q3: Problems are presented clearly Q4: Understand the thresholds for communication
Daily participant evaluation
Q1: You understood your role Q3: Problems were presented clearly Q6: Ideas were valued Q2: Others understood roles Q4: Understood the thresholds for communication
Q5: Overall communication during exercise Postsimulation questionnaire
Q1: Roles are more clearly defined Q3: More comfortable seeking help from peers Q8: Ideas are valued more Q2: More likely to define roles Q4: More comfortable expressing ideas to supervisor
Q5: More comfortable speaking up in a crisis Q6: More likely to use closed‑loop communication Q7: Higher understanding of thresholds for communication
1‑month follow‑up Q1: Roles are clearer Q3: More comfortable seeking help from peers Q2: How often are roles defined Q4: More comfortable expressing ideas to supervisor
Q5: How often is closed‑loop communication used
Table 2: Presimulation questionnaire data Question asked Median score (IQR) Roles are clearly defined 2 (1‑2) Comfortable seeking help from peers 1 (1‑1) Problems are presented effectively 2 (2‑2) Understand thresholds for communication 1 (1‑2) Ideas are valued 2 (1‑2) Knowledge base 2 (2‑3)
1: Strongly agree/excellent, 2: Agree/good, 3: Neutral/fair, 4: Disagree/ poor, 5: Strongly disagree/very poor. IQR: Interquartile range
Table 3: Daily participant questionnaire data Component assessed Median score (IQR) P*
Day 1 (n=15)
Day 2 (n=7)
Day 3 (n=7)
You understood your role 1 (1‑2) 1 (1‑1) 1 (1‑1) 0.043 Others understood roles 2 (2‑3) 1.5 (1‑2) 1 (1‑2) 0.026 Problem presentation 2 (1‑2) 1 (1‑1) 1 (1‑1) 0.004 Communication thresholds 1 (1‑2) 1 (1‑1) 1 (1‑1) 0.020 Overall communication 2 (1‑3) 1 (1‑2) 1 (1‑1) 0.018 Ideas valued 2 (1‑2) 2 (1‑2) 1 (1‑1) 0.033
*Kruskal–Wallis statistical analysis. 1: Strongly agree/excellent, 2: Agree/ good, 3: Neutral/fair, 4: Disagree/poor, 5: Strongly disagree/very poor. IQR: Interquartile range
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500 to USD 2500, with negligible costs for reusable supplies and equipment maintenance. The mannequin is reusable and generally lasts for 3–5 years with regular use. Thus, the low cost, practical structure, and limited personnel time commitment make simulation a feasible tool for improving team dynamics in low-resource CICU environments.
The significant improvement in perceived team dynamics before and after simulation despite high baseline ratings suggests unrecognized potential for improvement of team dynamics. Participants may not have noticed the deficiencies in their team dynamics until they participated in simulation exercises. Thus, simulation training reveals deficiencies in team dynamics and motivates self-improvement. Importantly, participants reported that improvements in role clarity, closed-loop communication, and idea acceptance persisted beyond the immediate training period.
Analysis of simulation videos by the blinded reviewer revealed significant improvement in objective metrics of team dynamics and time to therapeutic intervention as simulation training progressed. As these data are less susceptible to subjective assessment and observer bias,
they provide important evidence to support the value of simulation training. Furthermore, since the interventions performed in simulation scenarios required complex interactions among team members, the improved time to response cannot simply be attributed to improvement in technical proficiency of individual participants.
Not only did simulation training have an immediate impact on team dynamics within the simulation environment, but participants reported sustained effect up to 1 month following training exercises. The sustained effect of simulation training has been reported in several studies, but the duration of effect is not known. The durability is dependent on multiple factors including staff turnover rate, experience level, and case mix complexity.
Although this study was not designed to determine the optimal frequency and duration of training programs, most participants indicated that training every 3–6 months would be optimal in the 1-month follow-up questionnaire. The current recommendation for frequency of training in centers that regularly perform simulation training is every 6 months.
The personnel required to conduct simulation training includes at least two nursing staff members, an intensivist or anesthesiologist, a surgeon, and an educator who provides simulation scenario and conducts feedback sessions. The necessary personnel can be located within the institution with appropriate training of the educator. An effective educator is critical to the success of the simulation training program. This individual should be a medical caregiver by training, either nurse or physician. Educator skills of facilitation, debriefing, and root cause analysis can be developed by attending several “train the trainer” courses that are available worldwide.
Table 4: 1‑month follow‑up questionnaire data Question Median response (IQR) Role clarity has improved because of simulation
1.5 (1‑2)
How often do you define roles in a crisis
2 (“often”) (2‑3)
You are more comfortable asking for help because of simulation
1 (1‑2)
You are more comfortable speaking up because of simulation
2 (1‑2)
How often do you use closed‑loop communication in a crisis
2 (“often”) (2‑3)
Simulation has improved communication overall
2 (1‑2)
Simulation has improved patient care overall
2 (1‑2)
How often do you think simulation should be repeated
3 (“once every 3 months”) (2‑4)
1: Strongly agree/excellent, 2: Agree/good, 3: Neutral/fair, 4: Disagree/ poor, 5: Strongly disagree/very poor. IQR: Interquartile range
Figure 1: Timeline of overall simulation course and daily simulation sessions including questionnaires and didactics
Figure 2: Schematic depicting simulator and monitor setup
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Figure 3: Time to response following perturbations in clinical status during simulated scenario and the frequency of closed‑loop communication and role clarity are plotted as a function of simulation trial number. Group 1 data are shown in closed circles and Group 2 data are shown in open circles. Group 1 demonstrated a significant increase in the frequency of closed‑loop communication (P < 0.05)
Figure 4: Participant responses to questions in the postsimulation questionnaire are given in bar graphs
Nursing empowerment is a key feature of improvement in team dynamics, especially in developing countries where steep hierarchy provides barriers to communication between nurses and physicians.[14,15] In this study, there was a trend toward nurses perceiving greatest improvement in components of team dynamics, suggesting a large potential for improvement among nurse participants. In environments where baseline
levels of nursing empowerment and engagement are low, simulation training may demonstrate the value of nursing engagement and autonomy. By demonstrating the value of nursing engagement and establishing an expectation of nursing empowerment, simulation may also serve to improve professional practice models in developing countries.
There are several important limitations to this study. First, this is an observational study without comparison to a control group. Second, the sample size for this study was relatively small, thus limiting the power of the study. Finally, since this is a single-center study, results may not be generalizable. A multicenter controlled study is necessary to confirm the utility of simulation training in such health-care settings.
CONCLUSIONS
Simulation training implemented in low-resource environments can result in significant improvements in communication among caregivers as well as decreases in response times to key resuscitation interventions. Furthermore, simulation fosters a culture of open communication and idea acceptance which are traditionally problematic in low-resource settings. Its feasibility and affordability make it a practical tool for improving team dynamics in low-resource medical environments, and its widespread application warrants further investigation.
Financial support and sponsorship
Funding for this study was provided internally by Children’s HeartLink and Boston Children’s Hospital.
Conflicts of interest
There are no conflicts of interest.
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4. Saini SS, Singh C. Organisational structure and nursing service management of select hospitals. Nurs Midwifery Res J 2008;4:72-86.
5. Eppich WJ, Adler MD, McGaghie WC. Emergency and critical care pediatrics: Use of medical simulation for training in acute pediatric emergencies. Curr Opin Pediatr 2006;18:266-71.
6. Weinstock PH, Kappus LJ, Kleinman ME, Grenier B, Hickey P, Burns JP, et al. Toward a new paradigm in hospital-based pediatric education: The development of an onsite simulator program. Pediatr Crit Care Med 2005;6:635-41.
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8. Allan CK, Pigula F, Bacha EA, Emani S, Fynn-Thompson F, Thiagarajan RR, et al. An extracorporeal membrane oxygenation cannulation curriculum featuring a novel
integrated skills trainer leads to improved performance among pediatric cardiac surgery trainees. Simul Healthc 2013;8:221-8.
9. Allan CK, Thiagarajan RR, Beke D, Imprescia A, Kappus LJ, Garden A, et al. Simulation-based training delivered directly to the pediatric cardiac Intensive Care Unit engenders preparedness, comfort, and decreased anxiety among multidisciplinary resuscitation teams. J Thorac Cardiovasc Surg 2010;140:646-52.
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Review of Economic Studies (2015) 82, 187–218 doi:10.1093/restud/rdu031 © The Author 2014. Published by Oxford University Press on behalf of The Review of Economic Studies Limited. Advance access publication 18 September 2014
Projects and Team Dynamics GEORGE GEORGIADIS
Boston University and California Institute of Technology
First version received November 2011; final version accepted June 2014 (Eds.)
I study a dynamic problem in which a group of agents collaborate over time to complete a project. The project progresses at a rate that depends on the agents’ efforts, and it generates a pay-off upon completion. I show that agents work harder the closer the project is to completion, and members of a larger team work harder than members of a smaller team—both individually and on aggregate—if and only if the project is sufficiently far from completion. I apply these results to determine the optimal size of a self-organized partnership, and to study the manager’s problem who recruits agents to carry out a project, and must determine the team size and its members’ incentive contracts. The main results are: (i) that the optimal symmetric contract compensates the agents only upon completing the project; and (ii) the optimal team size decreases in the expected length of the project.
Key words: Projects, Moral hazard in teams, Team formation, Partnerships, Differential games
JEL Codes: D7, H4, L22, M5
1. INTRODUCTION
Teamwork and projects are central in the organization of firms and partnerships. Most large corporations engage a substantial proportion of their workforce in teamwork (Lawler et al., 2001), and organizing workers into teams has been shown to increase productivity in both manufacturing and service firms (Ichniowski and Shaw, 2003). Moreover, the use of teams is especially common in situations in which the task at hand will result in a defined deliverable, and it will not be ongoing, but will terminate (Harvard Business School Press, 2004). Motivated by these observations, I analyse a dynamic problem in which a group of agents collaborate over time to complete a project, and I address a number of questions that naturally arise in this environment. In particular, what is the effect of the group size to the agents’ incentives? How should a manager determine the team size and the agents’ incentive contracts? For example, should they be rewarded for reaching intermediate milestones, and should rewards be equal across the agents?
I propose a continuous-time model, in which at every moment, each of n agents exerts costly effort to bring the project closer to completion. The project progresses stochastically at a rate that is equal to the sum of the agents’effort levels (i.e. efforts are substitutes), and it is completed when its state hits a pre-specified threshold, at which point each agent receives a lump sum pay-off and the game ends.
This model can be applied both within firms, for instance, to research teams in new product development or consulting projects, and across firms, for instance, to R&D joint ventures. More broadly, the model is applicable to settings in which a group of agents collaborate to complete a project, which progresses gradually, its expected duration is sufficiently large such that the agents discounting time matters, and it generates a pay-off upon completion. A natural example is the Myerlin Repair Foundation (MRF): a collaborative effort among a group of leading scientists in quest of a treatment for multiple sclerosis (Lakhani and Carlile, 2012). This is a long-term venture,
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progress is gradual, each principal investigator incurs an opportunity cost by allocating resources to MRF activities (which gives rise to incentives to free-ride), and it will pay off predominantly when an acceptable treatment is discovered.
In Section 3, I characterize the Markov perfect equilibrium (MPE) of this game, wherein at every moment, each agent observes the state of the project (i.e. how close it is to completion), and chooses his effort level to maximize his expected discounted pay-off, while anticipating the strategies of the other agents. A key result is that each agent increases his effort as the project progresses. Intuitively, because he discounts time and is compensated upon completion, his incentives are stronger the closer the project is to completion. An implication of this result is that efforts are strategic complements across time, in that a higher effort level by one agent at time t brings the project (on expectation) closer to completion, which in turn incentivizes himself, as well as the other agents to raise their future efforts.
In Section 4, I examine the effect of the team size to the agents’ incentives. I show that members of a larger team work harder than members of a smaller team—both individually and on aggregate—if and only if the project is sufficiently far from completion.1 Intuitively, by increasing the size of the team, two forces influence the agents’ incentives. First, they obtain stronger incentives to free-ride. However, because the total progress that needs to be carried out is fixed, the agents benefit from the ability to complete the project quicker, which increases the present discounted value of their reward, and consequently strengthens their incentives. I refer to these forces as the free-riding and the encouragement effect, respectively. Because the marginal cost of effort is increasing and agents work harder the closer the project is to completion, the free-riding effect becomes stronger as the project progresses. On the other hand, the benefit of being able to complete the project faster in a bigger team is smaller the less progress remains, and hence the encouragement effect becomes weaker with progress. As a result, the encouragement effect dominates the free-riding effect, and consequently members of a larger team work harder than those of a smaller team if and only if the project is sufficiently far from completion.
I first apply this result to the problem faced by a group of agents organizing into a partnership. If the project is a public good so that each agent’s reward is independent of the team size, then each agent is better off expanding the partnership ad infinitum. However, if the project generates a fixed pay-off upon completion that is shared among the team members, then the optimal partnership size increases in the length of the project.2
Motivated by the fact that projects are often run by corporations (rather than self-organized partnerships), in Section 5, I introduce a manager who is the residual claimant of the project, and he/she recruits a group of agents to undertake it on his/her behalf. His/Her objective is to determine the size of the team and each agent’s incentive contract to maximize his/her expected discounted profit.
First, I show that the optimal symmetric contract compensates the agents only upon completion of the project. The intuition is that by backloading payments (compared to rewarding the agents for reaching intermediate milestones), the manager can provide the same incentives at the early stages of the project (via continuation utility), while providing stronger incentives when the project is close to completion. This result simplifies the manager’s problem to determining the team size and his/her budget for compensating the agents. Given a fixed team size, I show that the manager’s optimal budget increases in the length of the project. This is intuitive: to incentivize
1. This result holds both if the project is a public good so that each agent’s reward is independent of the team size, and if the project generates a fixed pay-off that is shared among the team members so that doubling the team size halves each agent’s reward.
2. The length of the project refers to the expected amount of progress necessary to complete it (given a fixed pay-off).
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 189
the agents, the manager should compensate them more, the longer the project. Moreover, the optimal team size increases in the length of the project. Recall that a larger team works harder than a smaller one if the project is sufficiently far from completion. Therefore, the benefit from a larger team working harder while the project is far from completion outweighs the loss from working less when it is close to completion only if the project is sufficiently long. Lastly, I show that the manager can benefit from dynamically decreasing the size of the team as the project nears completion. The intuition is that he/she prefers a larger team while the project is far from completion since it works harder than a smaller one, while a smaller team becomes preferable near completion.
The restriction to symmetric contracts in not without loss of generality. In particular, the scheme wherein the size of the team decreases dynamically as the project progresses can be implemented with an asymmetric contract that rewards the agents upon reaching different milestones. Finally, with two (identical) agents, I show that the manager is better off compensating them asymmetrically if the project is sufficiently short. Intuitively, the agent who receives the larger reward will carry out the larger share of the work in equilibrium, and hence she/he cannot free-ride on the other agent as much.
First and foremost, this article is related to the moral hazard in teams literature (Holmström, 1982; Ma et al., 1988; Bagnoli and Lipman, 1989; Legros and Matthews, 1993; Strausz, 1999, and others). These papers focus on the free-rider problem that arises when each agent must share the output of his/her effort with the other members of the team, and they explore ways to restore efficiency. My article ties in with this literature in that it analyzes a dynamic game of moral hazard in teams with stochastic output.
Closely related to this article is the literature on dynamic contribution games, and in particular, the papers that study threshold or discrete public good games. Formalizing the intuition of Schelling (1960),Admati and Perry (1991), and Marx and Matthews (2000) show that contributing little by little over multiple periods, each conditional on the previous contributions of the other agents, mitigates the free-rider problem. Lockwood and Thomas (2002) and Compte and Jehiel (2004) show how gradualism can arise in dynamic contribution games, while Battaglini, Nunnari and Palfrey (2013) compare the set of equilibrium outcomes when contributions are reversible to the case in which they are not. Whereas these papers focus on characterizing the equilibria of dynamic contribution games, my primary focus is on the organizational questions that arise in the context of such games.
Yildirim (2006) studies a game in which the project comprises of multiple discrete stages, and in every period, the current stage is completed if at least one agent exerts effort. Effort is binary, and each agent’s effort cost is private information, and re-drawn from a common distribution in each period. In contrast, in my model, following Kessing (2007), the project progresses at a rate that depends smoothly on the team’s aggregate effort. Yildirim (2006) and Kessing (2007) show that if the project generates a pay-off only upon completion, then contributions are strategic complements across time even if there are no complementarities in the agents’ production function. This is in contrast to models in which the agents receive flow pay-offs while the project is in progress (Fershtman and Nitzan, 1991), and models in which the project can be completed instantaneously (Bonatti and Hörner, 2011), where contributions are strategic substitutes. Yildirim also examines how the team size influences the agents’ incentives in a dynamic environment, and he shows that members of a larger team work harder than those of a smaller team at the early stages of the project, while the opposite is true at its later stages.3
This result is similar to Theorem 2(i) in this article. However, leveraging the tractability of my
3. It is worth pointing out, however, that in Yildirim’s model, this result hinges on the assumption that in every period, each agent’s effort cost is re-drawn from a non-degenerate distribution. In contrast, if effort costs are deterministic,
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model, I also characterize the relationship between aggregate effort and the team size, which is the crucial metric for determining the manager’s optimal team size.
In summary, my contributions to this literature are 2-fold. First, I propose a natural framework to analyse the dynamic problem faced by a group of agents who collaborate over time to complete a project. The model provides several testable implications, and the framework proposed in this article can be useful for studying other dynamic moral hazard problems with multiple agents; for example, the joint extraction of an exhaustible common resource, or a tug of war between two teams (in the spirit of Cao, 2014), or a game of oligopolistic competition with demand that is correlated across time (as in Section IV of Sannikov and Skrzypacz, 2007). Moreover, in an earlier version of this article, I also analyse the cases in which the agents are asymmetric and the project size is endogenous (Georgiadis, 2011). Secondly, I derive insights for the organization of partnerships, and for team design where a manager must determine the size of his/her team and the agents’ incentive contracts. To the best of my knowledge, this is one of the first papers to study this problem; one notable exception being Rahmani et al. (2013), who study the contractual relationship between the members of a two-person team.
This paper is also related to the literature on free-riding in groups. To explain why teamwork often leads to increased productivity in organizations in spite of the theoretical predictions that effort and group size should be inversely related (Olson, 1965; Andreoni, 1988), scholars have argued that teams benefit from mutual monitoring (Alchian and Demsetz, 1972), peer pressure to achieve a group norm (Kandel and Lazear, 1992), complementary skills (Lazear, 1998), warm- glow (Andreoni, 1990), and non-pecuniary benefits such as more engaging work and social interaction. While these forces are helpful for explaining the benefits of teamwork, this paper shows that they are actually not necessary in settings in which the team’s efforts are geared towards completing a project.
Lastly, the existence proofs of Theorems 1 and 3 are based on Hartman (1960), while the proof techniques for the comparative statics draw from Cao (2014), who studies a continuous-time version of the patent race of Harris and Vickers (1985).
The remainder of this paper is organized as follows. Section 2 introduces the model. Section 3 characterizes the MPE of the game, and establishes some basic results. Section 4 examines how the size of the team influences the agents’ incentives, and characterizes the optimal partnership size. Section 5 studies the manager’s problem, and Section 6 concludes. Appendix A contains a discussion of non-Markovian strategies and four extensions of the base model. The major proofs are provided in Appendix B, while the omitted proofs are available in the online Appendix.
2. THE MODEL
A team of n agents collaborate to complete a project. Time t ∈ [0,∞) is continuous. The project starts at some initial state q0<0, its state qt evolves according to a stochastic process, and it is completed at the first time τ such that qt hits the completion state which is normalized to 0. Agent i∈{1,...,n} is risk neutral, discounts time at rate r>0, and receives a pre-specified reward Vi>0 upon completing the project.4 An incomplete project has zero value. At every moment t, each
then this comparative static is reversed: the game becomes a dynamic version of the “reporting a crime” game (ch. 4.8 in Osborne, 2003), and one can show that in the unique symmetric, mixed-strategy MPE, both the probability that each agent exerts effort, and the probability that at least one agent exerts effort at any given stage of the project (which is the metric for individual and aggregate effort, respectively) decreases in the team size.
4. In the base model, the project generates a pay-off only upon completion. The case in which the project also generates a flow pay-off while it is in progress is examined in Appendix A.1, and it is shown that the main results continue to hold.
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agent observes the state of the project qt , and privately chooses his/her effort level to influence the drift of the stochastic process
dqt = (
n∑ i=1
ai,t
) dt+σdWt ,
where ai,t ≥0 denotes the effort level of agent i at time t, σ >0 captures the degree of uncertainty associated with the evolution of the project, and Wt is a standard Brownian motion.5,6 As such, |q0| can be interpreted as the expected length of the project.7 Finally, each agent is credit constrained, his effort choices are not observable to the other agents, and his flow cost of exerting effort a is
given by c(a)= ap+1p+1 , where p≥1.8 At every moment t, each agent i observes the state of the project qt , and chooses his/her effort
level ai,t to maximize his/her expected discounted pay-off while taking into account the effort choices a−i,s of the other team members. As such, for a given set of strategies, his/her expected discounted pay-off is given by
Ji (qt)=Eτ [
e−r(τ−t)Vi − ∫ τ
t e−r(s−t)c
( ai,s ) ds
] , (1)
where the expectation is taken with respect to τ : the random variable that denotes the completion time of the project.
Assuming that Ji (·) is twice differentiable for all i, and using standard arguments (Dixit, 1999), one can derive the Hamilton–Jacobi–Bellman (hereafter HJB) equation for the expected discounted pay-off function of agent i:
rJi (q)=−c ( ai,t )+ ⎛ ⎝ n∑
j=1 aj,t
⎞ ⎠J ′i (q)+ σ 22 J ′′i (q) (2)
defined on (−∞,0] subject to the boundary conditions
lim q→−∞Ji (q)=0 and Ji (0)=Vi . (3)
Equation (2) asserts that agent i’s flow pay-off is equal to his/her flow cost of effort, plus his marginal benefit from bringing the project closer to completion times the aggregate effort of the team, plus a term that captures the sensitivity of his/her pay-off to the volatility of the project.
5. For simplicity, I assume that the variance of the stochastic process (i.e. σ ) does not depend on the agents’ effort levels. While the case in which effort influences both the drift and the diffusion of the stochastic process is intractable,
numerical examples with dqt = (∑n
i=1 ai,t ) dt+σ (∑ni=1 ai,t)1/2 dWt suggest that the main results continue to hold. See
Appendix A.3 for details. 6. I assume that efforts are perfect substitutes. To capture the notion that when working in teams, agents may
be more (less) productive due to complementary skills (coordination costs), one can consider a super- (sub-) additive
production function such as dqt = (∑n
i=1 a 1/γ i,t
)γ dt+σdWt , where γ >1 (0<γ <1). The main results continue to hold.
7. Because the project progresses stochastically, the total amount of effort to complete it may be greater or smaller than |q0|.
8. The case in which c(·) is an arbitrary, strictly increasing, and convex function is discussed in Remark 1, while the case in which effort costs are linear is analysed in Appendix A.5 The restriction that p≥1 is necessary only for establishing that a MPE exists. If the conditions in Remark 1 are satisfied, then all results continue to hold for any p>0.
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To interpret equation (3), observe that as q→−∞, the expected time until the project is completed so that agent i collects his/her reward diverges to ∞, and because r>0, his/her expected discounted pay-off asymptotes to 0. However, because he/she receives his/her reward and exerts no further effort after the project is completed, Ji (0)=Vi.
3. MARKOV PERFECT EQUILIBRIUM
I assume that strategies are Markovian, so that at every moment, each agent chooses his/her effort level as a function of the current state of the project.9 Therefore, given q, agent i chooses his/her effort level ai (q) such that
ai (q)∈argmax ai≥0
{ aiJ
′ i (q)−c(ai)
} .
Each agent chooses his/her effort level by trading off marginal benefit of bringing the project closer to completion and the marginal cost of effort. The former comprises of the direct benefit associated with the project being completed sooner, and the indirect benefit associated with influencing the other agents’ future effort choices.10 By noting that c′(0)=0 and c(·) is strictly convex, it follows that for any given q, agent i’s optimal effort level ai (q)= f
( J ′i (q)
) , where
f (·)=c′−1(max{0, ·}). By substituting this into equation (2), the expected discounted pay-off for agent i satisfies
rJi (q)=−c ( f ( J ′i (q)
))+ ⎡ ⎣ n∑
j=1 f (
J ′j (q) )⎤⎦J ′i (q)+ σ 22 J ′′i (q) (4)
subject to the boundary conditions (3). An MPE is characterized by the system of ordinary differential equations (ODE) defined by
equation (4) subject to the boundary conditions (3) for all i∈{1,...,n}. To establish existence of a MPE, it suffices to show that a solution to this system exists. I then show that this system has a unique solution if the agents are symmetric (i.e., Vi =Vj for all i �= j). Together with the facts that every MPE must satisfy this system and the first-order condition is both necessary and sufficient, it follows that the MPE is unique in this case.
Theorem 1. An MPE for the game defined by equation (1) exists. For each agent i, the expected discounted pay-off function Ji (q) satisfies:
(i) 0<Ji (q)≤Vi for all q. (ii) J ′i (q)>0 for all q, and hence the equilibrium effort ai (q)>0 for all q.
(iii) J ′′i (q)>0 for all q, and hence a′i (q)>0 for all q. (iv) If agents are symmetric (i.e. Vi =Vj for all i �= j), then the MPE is symmetric and unique.11
9. The possibility that the agents play non-Markovian strategies is discussed in Remark 5, in Section 3.2. 10. Because each agent’s effort level is a function of q, his/her current effort level will impact his/her and the other
agents’ future effort levels. 11. To simplify notation, if the agents are symmetric, then the subscript i is interchanged with the subscript n to
denote the team size throughout the remainder of this article.
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J ′i (q)>0 implies that each agent is strictly better off, the closer the project is to completion. Because c′(0)=0 (i.e. the marginal cost of little effort is negligible), each agent exerts a strictly positive amount of effort at every state of the project: ai (q)>0 for all q.12
Because the agents incur the cost of effort at the time effort is exerted but are only compensated upon completing the project, their incentives are stronger, the closer the project is to completion: a′i (q)>0 for all q. An implication of this result is that efforts are strategic complements across time. That is because a higher effort by an agent at time t brings the project (on expectation) closer to completion, which in turn incentivizes himself/herself, as well as the other agents to raise their effort at times t′> t.
Note that Theorem 1 hinges on the assumption that r>0. If the agents are patient (i.e. r =0), then in equilibrium, each agent will always exert effort 0.13 Therefore, this model is applicable to projects whose expected duration is sufficiently large such that the agents discounting time matters.
Remark 1. For an MPE to exist, it suffices that c(·) is strictly increasing and convex with c(0)= 0, it satisfies the INADA condition lima→∞c′(a)=∞, and σ 24
∫∞ 0
sds r ∑n
i=1 Vi+nsf (s) > ∑n
i=1Vi. If
c(a)= ap+1p+1 and p≥1, then the LHS equals ∞, so that the inequality is always satisfied. However, if p∈(0,1), then the inequality is satisfied only if∑ni=1Vi, r and n are sufficiently small, or if σ is sufficiently large. More generally, this inequality is satisfied if c(·) is sufficiently convex.
The existence proof requires that Ji (·) and J ′i (·) are always bounded. It is easy to show that Ji (q)∈ [0,Vi] and J ′i (q)≥0 for all i and q. The inequality in Remark 1 ensures that the marginal cost of effort c′(a) is sufficiently large for large values of a that no agent ever has an incentive to exert an arbitrarily high effort, which by the first-order condition implies that J ′i (·) is bounded from above.
Remark 2. An important assumption of the model is that the agents are compensated only upon completion of the project. In Appendix A.1, I consider the case in which during any interval (t, t+dt) while the project is in progress, each agent receives a flow pay-off h(qt)dt, in addition to the lump sum reward V upon completion. Assuming that h(·) is increasing and satisfies certain regularity conditions, there exists a threshold ω (not necessarily interior) such that a′n(q)≥0 if and only if q≤ω; i.e. effort is hump-shaped in progress.
The intuition why effort can decrease in q follows by noting that as the project nears completion, each agent’s flow pay-off becomes larger, which in turn decreases his/her marginal benefit from bringing the project closer to completion. Numerical analysis indicates that this threshold is interior as long as the magnitude of the flow pay-offs is sufficiently large relative to V .
Remark 3. The model assumes that the project is never “cancelled”. If there is an exogenous cancellation state QC<q0<0 such that the project is cancelled (and the agents receive pay-off 0) at the first time that qt hits QC, then statements (i) and (ii) of Theorem 1 continue to hold,
12. If c′ (0)>0, then there exists a quitting threshold Qq, such that each agent exerts 0 effort on (−∞,Qq], while
he/she exerts strictly positive effort on ( Qq,0
] , and his/her effort increases in q.
13. If σ =0, because effort costs are convex and the agents do not discount time, in any equilibrium in which the project is completed, each agent finds it optimal to exert an arbitrarily small amount of effort over an arbitrarily large time horizon, and complete the project asymptotically. (A project-completing equilibrium exists only if c′ (0) is sufficiently close to 0.)
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but effort needs no longer be increasing in q. Instead, there exists a threshold ω (not necessarily interior) such that a′n(q)≤0 if and only if q≤ω; i.e. effort is U-shaped in progress. See Appendix A.2 for details.
Intuitively, the agents have incentives to exert effort (i) to complete the project, and (ii) to avoid hitting the cancellation state QC . Because the incentives due to the former (latter) are stronger the closer the project is to completion (to QC), depending on the choice of QC , the agent’s incentives may be stronger near QC and near the completion state relative to the midpoint. Numerical analysis indicates that ω=0 so that effort increases monotonically in q if QC is sufficiently small; it is interior if QC is in some intermediate range, and ω=−∞ so that effort always decreases in q if QC is sufficiently close to 0.
Remark 4. Agents have been assumed to have outside option 0. In a symmetric team, if each agent has a positive outside option u>0, then there exists an optimal abandonment state QA>−∞ satisfying the smooth-pasting condition ∂∂q Jn(q,QA)
∣∣∣ q=QA
=0 such that the agents find it optimal to abandon the project at the first moment q hits QA, where Jn(·,QA) satisfies equation (4) subject to Jn(QA,QA)=u and Ji (0,QA)=Vi. In this case, each agent’s effort increases monotonically with progress.
3.1. Comparative statics
This section establishes some comparative statics, which are helpful to understand how the agents’ incentives depend on the parameters of the problem. To examine the effect of each parameter to the agents’ incentives, I consider two symmetric teams that differ in exactly one attribute: their members’ rewards V , patience levels r, or the volatility of the project σ .14
Proposition 1. Consider two teams comprising symmetric agents.
(i) If V1<V2, then all other parameters held constant, a1(q)<a2(q) for all q. (ii) If r1>r2, then all other parameters held constant, there exists an interior threshold �r
such that a1(q)≤a2(q) if and only if q≤�r . (iii) If σ1>σ2, then all other parameters held constant, there exist interior thresholds�σ,1 ≤
�σ,2 such that a1(q)≥a2(q) if q≤�σ,1 and a1(q)≤a2(q) if q≥�σ,2.15
The intuition behind statement (i) is straightforward. If the agents receive a bigger reward, then they always work harder in equilibrium.
Statement (ii) asserts that less patient agents work harder than more patient agents if and only if the project is sufficiently close to completion. Intuitively, less patient agents have more to gain from an earlier completion (provided that the project is sufficiently close to completion). However, bringing the completion time forward requires that they exert more effort, the cost of which is incurred at the time that effort is exerted, whereas the reward is only collected upon completion of the project. Therefore, the benefit from bringing the completion time forward (by exerting more effort) outweighs its cost only when the project is sufficiently close to completion.
14. Since the teams are symmetric and differ in a single parameter (e.g. their reward Vi in statement (i)), abusing notation, I let ai (·) denote each agent’s effort strategy corresponding to the parameter with subscript i.
15. Unable to show that J ′′′i (q) is unimodal in q, this result does not guarantee that�σ,1 =�σ,2, which implies that it does not provide any prediction about how the agents’ effort depends on σ when q∈[�σ,1,�σ,2]. However, numerical analysis indicates that in fact �σ,1 =�σ,2.
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 195
Finally, statement (iii) asserts that incentives become stronger in the volatility of the project σ when it is far from completion, while the opposite is true when it gets close to completion. As the volatility increases, it becomes more likely that the project will be completed either earlier than expected (upside), or later than expected (downside). If the project is sufficiently far from completion, then Ji (q) is close to 0 so that the downside is negligible, while J ′′i (q)>0 implies that the upside is not (negligible), and consequently a1(q)≥a2(q). However, because the completion time of the project is non-negative, the upside diminishes as it approaches completion, which implies that the downside is bigger than the upside, and consequently a1(q)≤a2(q).
3.2. Comparison with first-best outcome
To obtain a benchmark for the agents’ equilibrium effort levels, I compare them to the first-best outcome, where at every moment, each agent chooses his effort level to maximize the team’s, as opposed to his individual expected discounted pay-off. I focus on the symmetric case, and denote by Ĵn(q) and ân(q) the first-best expected discounted pay-off and effort level of each member of an
n-person team, respectively. The first-best effort level satisfies ân(q)∈argmaxa {
anĴ ′n(q)−c(a) }
,
and the first-order condition implies that ân(q)= f (
nĴ ′n(q) )
. Substituting this into equation (2)
yields
rĴn(q)=−c (
f (
nĴ ′n(q) ))
+nf (
nĴ ′n(q) )
Ĵ ′n(q)+ σ 2
2 Ĵ ′′n (q)
subject to the boundary conditions (3). It is straightforward to show that the properties established in Theorem 1 apply for Ĵn(q) and ân(q). In particular, the first-best ODE subject to equation (3) has a unique solution, and â′n(q)>0 for all q; i.e. similar to the MPE, the first-best effort level increases with progress.
Proposition 2 compares each agent’s effort and his/her expected discounted pay-off in the MPE to the first-best outcome.
Proposition 2. In a team of n≥2 agents, an(q)< ân(q) and Jn(q)< Ĵn(q) for all q.
This result is intuitive: because each agent’s reward is independent of his/her contribution to the project, he/she has incentives to free-ride. As a result, in equilibrium, each agent exerts strictly less effort and he/she is strictly worse off at every state of the project relative to the case in which agents behave collectively by choosing their effort level at every moment to maximize the team’s expected discounted pay-off.
Remark 5. A natural question is whether the agents can increase their expected discounted pay- off by adopting non-Markovian strategies, so that their effort at t depends on the entire evolution path of the project {qs}s≤t . While a formal analysis is beyond the scope of this article, the analysis of Sannikov and Skrzypacz (2007), who study a related model, suggests that no, there does not exist a symmetric public perfect equilibrium (PPE) in which agents can achieve a higher expected discounted pay-off than the MPE at any state of the project. See Appendix A.4 for details.
It is important to emphasize, however, that this conjecture hinges upon the assumption that the agents cannot observe each other’s effort choices. For example, if efforts are publicly observable, then in addition to the MPE characterized in Theorem 1, using a similar approach as in Georgiadis et al. (2014), who study a deterministic version of this model (i.e. with σ =0), one can show that there exists a PPE in which the agents exert the first-best effort level along the
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equilibrium path. Such equilibrium is supported by trigger strategies, wherein at every moment t, each agent exerts the first-best effort level if all agents have exerted the first-best effort level for all s< t, while he/she reverts to the MPE otherwise.16
4. THE EFFECT OF TEAM SIZE
When examining the relationship between the agents’ incentives and the size of the team, it is important to consider how each agent’s reward depends on the team size. I consider the following (natural) cases: the public good allocation scheme, wherein each agent receives a reward V upon completing the project irrespective of the team size, and the budget allocation scheme, wherein each agent receives a reward V/n upon completing the project.
With n symmetric agents, each agent’s expected discounted pay-off function satisfies
rJn(q) = −c ( f ( J ′n(q)
))+nf (J ′n(q))J ′n(q)+ σ 22 J ′′n (q) subject to limq→−∞Jn(q)=0 and Jn(0)=Vn, where Vn =V or Vn =V/n under the public good or the budget allocation scheme, respectively.
Theorem 2 below shows that under both allocation schemes, members of a larger team work harder than members of a smaller team—both individually and on aggregate—if and only if the project is sufficiently far from completion. Figure 1 illustrates an example.
Theorem 2. Consider two teams comprising n and m>n identical agents. Under both allocation schemes, all other parameters held constant, there exist thresholds �n,m and �n,m such that
(i) am (q)≥an(q) if and only if q≤�n,m ; and ii) mam (q)≥nan(q) if and only if q≤�n,m.
By increasing the size of the team, two opposing forces influence the agents’ incentives: First, agents obtain stronger incentives to free-ride. To see why, consider an agent’s dilemma at time t to (unilaterally) reduce his/her effort by a small amount ε for a short interval . By doing so, he/she saves approximately εc′(a(qt)) in effort costs, but at t+ , the project is ε farther from completion. In equilibrium, this agent will carry out only 1/n of that lost progress, which implies that the benefit from shirking increases in the team size. Secondly, recall that each agent’s incentives are proportional to the marginal benefit of bringing the completion time τ forward: −d/dτVnE
[ e−rτ
]=rVnE[e−rτ ], which implies that holding strategies fixed, an increase in the team size decreases the completion time of the project, and hence strengthens the agents’ incentives. Following the terminology of Bolton and Harris (1999), who study an experimentation in teams problem, I refer to these forces as the free-riding and the encouragement effect, respectively, and the intuition will follow from examining how the magnitude of these effects changes as the project progresses.
It is convenient to consider the deterministic case in which σ =0. Because c′(0)=0 and effort vanishes as q→−∞, and noting that each agent’s gain from free-riding is proportional to c′(a(q)), it follows that the free-riding effect is negligible when the project is sufficiently far from completion. As the project progresses, the agents raise their effort, and because effort costs are convex, the free-riding effect becomes stronger. The magnitude of the encouragement effect
16. There is a well-known difficulty associated with defining trigger strategies in continuous-time games, which Georgiadis et al. (2014) resolve using the concept of inertia strategies proposed by Bergin and MacLeod (1993).
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Figure 1
Illustration of Theorem 2.
The upper panels illustrate each agent’s expected discounted pay-off under public good (left) and budget (right)
allocation for two different team sizes: n=3 and 5. The lower panels illustrate each agent’s equilibrium effort.
can be measured by the ratio of the marginal benefits of bringing the completion time forward: rV2ne
− rτ2 rVne−rτ =
V2n Vn
e rτ 2 . Observe that this ratio increases in τ , which implies that the encouragement
effect becomes weaker as the project progresses (i.e. as τ becomes smaller), and it diminishes under public good allocation (since V2nVn =1) while it becomes negative under budget allocation (since V2nVn <1).
In summary, under both allocation schemes, the encouragement effect dominates the free- riding effect if and only if the project is sufficiently far from completion. This implies that by increasing the team size, the agents obtain stronger incentives when the project is far from completion, while their incentives become weaker near completion.
Turning attention to the second statement, it follows from statement (i) that aggregate effort in the larger team exceeds that in the smaller team if the project is far from completion. Perhaps surprisingly, however, when the project is near completion, not only the individual effort, but also the aggregate effort in the larger team is less than that in the smaller team. The intuition follows by noting that when the project is very close to completion (e.g. qt =−�), this game resembles the (static) “reporting a crime” game (ch. 4.8 in Osborne, 2003), and it is well known that in the unique symmetric mixed-strategy Nash equilibrium of this game, the probability that at least one agent exerts effort (which is analogous to aggregate effort) decreases in the group size.
The same proof technique can be used to show that under both allocation schemes, the first- best aggregate effort increases in the team size at every q. This difference is a consequence of the free-riding effect being absent in this case, so that the encouragement effect alone leads a larger team to always work on aggregate harder than a smaller team.
It is noteworthy that the thresholds of Theorem 2 need not always be interior. Under budget allocation, it is possible that �n,m =−∞, which would imply that each member of the smaller
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Figure 2
An example with quartic effort costs (p=3). The upper panels illustrate that under both allocation schemes, �n,m is interior, whereas the lower panels illustrate that
�n,m =0, in which case the aggregate effort in the larger team always exceeds that of the smaller team.
team always works harder than each member of the larger team. However, numerical analysis indicates that�n,m is always interior under both allocation schemes. Turning to�n,m, the proof of Theorem 2 ensures that it is interior only under budget allocation if effort costs are quadratic, while one can find examples in which�n,m is interior as well as examples in which�n,m =0 otherwise. Numerical analysis indicates that the most important parameter that determines whether�n,m is interior is the convexity of the effort cost function, and it is interior as long as c(·) is not too convex (i.e. p is sufficiently small). This is intuitive, as more convex effort costs favour the larger team more.17 In addition, under public good allocation, for �n,m to be interior, it is also necessary that n and m are sufficiently small. Intuitively, this is because the size of the pie increases in the team size under this scheme, which (again) favours the larger team. Figure 2 illustrates an example with quartic effort costs (i.e. p=3) in which case �n,m is interior but �n,m =0 under both allocation schemes.
4.1. Partnership formation
In this section, I examine the problem faced by a group of agents who seek to organize into a partnership. Proposition 3 characterizes the optimal partnership size.
17. This finding is consistent with the results of Esteban and Ray (2001), who show that in a static setting, the aggregate effort increases in the team size if effort costs are sufficiently convex. In their setting, however, individual effort always decreases in the team size irrespective of the convexity of the effort costs. To further examine the impact of the convexity of the agents’ effort costs, in Appendix A.5, I consider the case in which effort costs are linear, and I establish an analogous result to Theorem 2: members an (n+1)-person team have stronger incentives relative to those of an n-person team as long as n is sufficiently small.
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Proposition 3. Suppose that the partnership composition is finalized before the agents begin to work, so that the optimal partnership size satisfies argmaxn{Jn(q0)}.
(i) Under public good allocation, the optimal partnership size n=∞ independent of the project length |q0|.
(ii) Under budget allocation, the optimal partnership size n increases in the project length |q0|.
Increasing the size of the partnership has two effects. First, the expected completion time of the project changes; from Theorem 2 it follows that it decreases, thus increasing each agent’s expected discounted reward, if the project is sufficiently long. Secondly, in equilibrium, each agent will exert less effort to complete the project, which implies that his total expected discounted cost of effort decreases. Proposition 3 shows that if each agent’s reward does not depend on the partnership size (i.e. under public good allocation), then the latter effect always dominates the former, and hence agents are better off the bigger the partnership. Under budget allocation, however, these effects outweigh the decrease in each agent’s reward caused by the increase in the partnership size only if the project is sufficiently long, and consequently, the optimal partnership size increases in the length of the project.
An important assumption underlying Proposition 3 is that the partnership composition is finalized before the agents begin to work. Under public good allocation, this assumption is without loss of generality, because the optimal partnership size is equal to ∞ irrespective of the length of the project. However, it may not be innocuous under budget allocation, where the optimal partnership size does depend on the project length. If the partnership size is allowed to vary with progress, an important modelling assumption is how the rewards of new and exiting members will be determined. While a formal analysis is beyond the scope of this article, abstracting from the above modelling issue and based on Theorem 2, it is reasonable to conjecture that the agents will have incentives to expand the partnership after setbacks, and to decrease its size as the project nears completion.
5. MANAGER’S PROBLEM
Most projects require substantial capital to cover infrastructure and operating costs. For example, the design of a new pharmaceutical drug, in addition to the scientists responsible for the drug design (i.e. the project team), necessitates a laboratory, expensive and maintenance-intensive machinery, as well as support staff. Because individuals are often unable to cover these costs, projects are often run by corporations instead of the project team, which raises the questions of: (i) how to determine the optimal team size; and (ii) how to best incentivize the agents. These questions are addressed in this section, wherein I consider the case in which a third party (to be referred to as a manager) is the residual claimant of the project, and he/she hires a group of agents to undertake it on his/her behalf. Section 5.1 describes the model, Section 5.2 establishes some of the properties of the manager’s problem, and Section 5.3 studies his/her contracting problem.
5.1. The model with a manager
The manager is the residual claimant of the project, he/she is risk neutral, and he/she discounts time at the same rate r>0 as the agents. The project has (expected) length |q0|, and it generates a pay-off U>0 upon completion. To incentivize the agents, at time 0, the manager commits to an incentive contract that specifies the size of the team, denoted by n, a set of milestones q0<Q1<...<QK =0
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(where K ∈N), and for every k ∈{1,...,K}, allocates non-negative payments {Vi,k}ni=1 that are due upon reaching milestone Qk for the first time.18
5.2. The manager’s profit function
I begin by considering the case in which the manager compensates the agents only upon completing the project, and I show in Theorem 3 that his/her problem is well-defined and it satisfies some desirable properties. Then I explain how this result extends to the case in which the manager also rewards the agents for reaching intermediate milestones.
Given the team size n and the agents’ rewards {Vi}ni=1 that are due upon completion of the project (where I can assume without loss of generality that
∑n i=1Vi ≤U), the manager’s expected
discounted profit function can be written as
F (q)= (
U − n∑
i=1 Vi
) Eτ
[ e−rτ |q] ,
where the expectation is taken with respect to the project’s completion time τ , which depends on the agents’ strategies and the stochastic evolution of the project.19 By using the first-order condition for each agent’s equilibrium effort as determined in Section 3, the manager’s expected discounted profit at any given state of the project satisfies
rF (q)= [
n∑ i=1
f ( J ′i (q)
)] F′(q)+ σ
2
2 F′′(q) (5)
defined on (−∞,0] subject to the boundary conditions
lim q→−∞F (q)=0 and F (0)=U −
n∑ i=1
Vi , (6)
where Ji (q) satisfies equation (2) subject to equation (3). The interpretation of these conditions is similar to equation (3). As the state of the project diverges to −∞, its expected completion time diverges to ∞, and because r>0, the manager’s expected discounted profit diminishes to 0. The second condition asserts that the manager’s profit is realized when the project is completed, and it equals her pay-off U less the payments
∑n i=1Vi disbursed to the agents.
Theorem 3. Given ( n, {Vi}ni=1
) , a solution to the manager’s problem defined by equation (5)
subject to the boundary conditions (6) and the agents’ problem as defined in Theorem 1 exists, and it has the following properties:
(i) F (q)>0 and F′(q)>0 for all q. (ii) F (·) is unique if the agents’ rewards are symmetric (i.e. if Vi =Vj for i �= j).
18. The manager’s contracting space is restricted. In principle, the optimal contract should condition each agent’s pay-off on the path of qt (and hence on the completion time of the project). Unfortunately, however, this problem is not tractable; for example, the contracting approach developed in Sannikov (2008) boils down a partial differential equation with n+1 variables (i.e. the state of the project q and the continuation value of each agent), which is intractable even for the case with a single agent. As such, this analysis is left for future research.
19. The subscript k is dropped when K =1 (in which case Q1 =0).
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Now let us discuss how Theorems 1 and 3 extend to the case in which the manager rewards the agents upon reaching intermediate milestones. Recall that he/she can designate a set of milestones, and attach rewards to each milestone that are due as soon as the project reaches the respective milestone for the first time. Let Ji,k (·) denote agent i’s expected discounted pay-off given that the project has reached k−1 milestones, which is defined on (−∞,Qk], and note that it satisfies equation (4) subject to limq→−∞Ji,k (q)=0 and Ji,k (Qk)=Vi,k +Ji,k+1(Qk), where Ji,K+1(0)= 0.The second boundary condition states that upon reaching milestone k, agent i receives the reward attached to that milestone, plus the continuation value from future rewards. Starting with Ji,K (·), it is straightforward that it satisfies the properties of Theorem 1, and in particular, that Ji,K
( Qk−1
) is unique (as long as rewards are symmetric) so that the boundary condition of Ji,K−1(·) at QK−1 is well defined. Proceeding backwards, it follows that for every k, Ji,k (·) satisfies the properties of Theorem 1.
To examine the manager’s problem, let Fk (·) denote his/her expected discounted profit given that the project has reached k−1 milestones, which is defined on (−∞,Qk], and note that it satisfies equation (5) subject to limq→−∞Fk (q)=0 and Fk (Qk)=Fk+1(Qk)−
∑n i=1Vi,k ,
where FK+1(Qk)=U. The second boundary condition states that upon reaching milestone k, the manager receives the continuation value of the project, less the payments that he/she disburses to the agents for reaching this milestone. Again starting with k =K and proceeding backwards, it is straightforward that for all k, Fk (·) satisfies the properties established in Theorem 3.
5.3. Contracting problem
The manager’s problem entails choosing the team size and the agents’ incentive contracts to maximize his/her ex ante expected discounted profit subject to the agents’ incentive compatibility constraints.20 I begin by analysing symmetric contracts. Then I examine how the manager can increase his/her expected discounted profit with asymmetric contracts.
5.3.1. Symmetric contracts. Theorem 4 shows that within the class of symmetric contracts, one can without loss of generality restrict attention to those that compensate the agents only upon completion of the project.
Theorem 4. The optimal symmetric contract compensates the agents only upon completion of the project.
To prove this result, I consider an arbitrary set of milestones and arbitrary rewards attached to each milestone, and I construct an alternative contract that rewards the agents only upon completing the project and renders the manager better off. Intuitively, because rewards are sunk in terms of incentivizing the agents after they are disbursed, and all parties are risk-neutral and they discount time at the same rate, by backloading payments, the manager can provide the same incentives at the early stages of the project, while providing stronger incentives when it is close to completion.21
20. While it is possible to choose the team size directly via the incentive contract (e.g. by setting the reward of n̄<n agents to 0, the manager can effectively decrease the team size to n− n̄), it is analytically more convenient to analyse the two “levers” (for controlling incentives) separately.
21. As shown in part II of the proof of Theorem 4, the agents are also better off if their rewards are backloaded. In other words, each agent could strengthen his/her incentives and increase his/her expected discounted pay-off by depositing any rewards from reaching intermediate milestones in an account with interest rate r, and closing the account upon completion of the project.
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This result is consistent with practice, as evidenced for example by Lewis and Bajari (2014), who study incentive contracts in highway construction projects. Moreover, it is valuable from an analytical perspective, because it reduces the infinite-dimensional problem of determining the team size, the number of milestones, the set of milestones, and the rewards attached to each milestone into a two-dimensional problem, in which the manager only needs to determine his/her budget B=∑ni=1Vi for compensating the agents and the team size. Propositions 4–6 characterize the manager’s optimal budget and his/her optimal team size.
Proposition 4. Suppose that the manager employs n agents whom she compensates symmetri- cally. Then her optimal budget B increases in the length of the project |q0|.
Contemplating an increase in his/her budget, the manager trades off a decrease in her net profit U −B and an increase in the project’s expected present discounted value Eτ
[ e−rτ |q0
] . Because
a longer project takes (on average) a larger amount of time to be completed, a decrease in his/her net profit has a smaller effect on his/her ex ante expected discounted profit the longer the project. Therefore, the benefit from raising the agents’ rewards outweighs the decrease in his/her net profit if and only if the project is sufficiently long, which in turn implies that the manager’s optimal budget increases in the length of the project.
Lemma 1. Suppose that the manager has a fixed budget B and he/she compensates the agents symmetrically. For any m>n, there exists a threshold Tn,m such that he/she prefers employing an m-member team instead of an n-member team if and only if |q0|≥Tn,m.
Given a fixed budget, the manager’s objective is to choose the team size to minimize the expected completion time of the project. This is equivalent to maximizing the aggregate effort of the team along the evolution path of the project. Hence, the intuition behind this result follows from statement (B) of Theorem 2. If the project is short, then on expectation, the aggregate effort of the smaller team will be greater than that of the larger team due to the free-riding effect (on average) dominating the encouragement effect. The opposite is true if the project is long. Figure 3 illustrates an example.
Applying the Monotonicity Theorem of Milgrom and Shannon (1994) leads one to the following Proposition.
Proposition 5. Given a fixed budget to (symmetrically) compensate a group of agents, the manager’s optimal team size n increases in the length of the project |q0|.
Proposition 5 suggests that a larger team is more desirable while the project is far from completion, whereas a smaller team becomes preferable when the project gets close to completion. Therefore, it seems desirable to construct a scheme that dynamically decreases the team size as the project progresses. Suppose that the manager employs two identical agents on a fixed budget, and he/she designates a retirement state R, such that one of the agents is permanently retired (i.e. he/she stops exerting effort) at the first time that the state of the project hits R. From that point onwards, the other agent continues to work alone. Both agents are compensated only upon completion of the project, and the payments (say V1 and V2) are chosen such that the agents are indifferent with respect to who will retire at R; i.e. their expected discounted pay-offs are equal at qt =R.22
22. Note that this is one of many possible retirement schemes. A complete characterization of the optimal dynamic team size management scheme is beyond the scope of this article, and is left for future research.
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Figure 3
Illustration of Lemma 1.
Given a fixed budget, the manager’s expected discounted profit is higher if she recruits a 5-member team relative to a
3-member team if and only if the initial state of the project q0 is to the left of the threshold −T3,5; or equivalently, if and only if |q0|≥T3,5.
Proposition 6. Suppose the manager employs two agents with quadratic effort costs. Consider the retirement scheme described above, where the retirement state R>max
{ q0,−T1,2
} and T1,2
is taken from Lemma 1. There exists a threshold �R> |R| such that the manager is better off implementing this retirement scheme relative to allowing both agents to work together until the project is completed if and only if its length |q0|<�R.
First, note that after one agent retires, the other will exert first-best effort until the project is completed. Because the manager’s budget is fixed, this retirement scheme is preferable only if it increases the aggregate effort of the team along the evolution path of the project. A key part of the proof involves showing that agents have weaker incentives before one of them is retired as compared to the case in which they always work together (i.e. when a retirement scheme is not used). Therefore, the benefit from having one agent exert first-best effort after one of them retires outweighs the loss from the two agents exerting less effort before one of them retires (relative to the case in which they always work together) only if the project is sufficiently short. Hence, this retirement scheme is preferable if and only if |q0|<�R.
From an applied perspective, this result should be approached with caution. In this environment, the agents are (effectively) restricted to playing the MPE, whereas in practice, groups are often able to coordinate to a more efficient equilibrium, for example, by monitoring each other’s efforts, thus mitigating the free-rider problem (and hence weakening this result). Moreover, Weber (2006) shows that while efficient coordination does not occur in groups that start off large, it is possible to create efficiently coordinated large groups by starting with small groups that find it easier to coordinate, and adding new members gradually who are aware of the group’s history. Therefore, one should be aware of the tension between the free-riding effect becoming stronger with progress, and the force identified by Weber.
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5.3.2. Asymmetric contracts. Insofar, I have restricted attention to contracts that compensate the agents symmetrically. However, Proposition 6 suggests that an asymmetric contract that rewards the agents upon reaching intermediate milestones can do better than the best symmetric one if the project is sufficiently short. Indeed, the retirement scheme proposed above can be implemented using the following asymmetric rewards-for-milestones contract.
Remark 6. Let Q1 =R, and suppose that agent 1 receives V as soon as the project is completed, while he/she receives no intermediate rewards. However, agent 2 receives the equilibrium present discounted value of B−V upon hitting R for the first time (i.e. (B−V)Eτ
[ e−rτ |R]),
and he/she receives no further compensation, so that he/she effectively retires at that point. From Proposition 6 we know that there exists a V ∈(0,B) and a threshold�R such that this asymmetric contract is preferable to a symmetric one if and only if |q0|<�R.
It is important to note that while the expected cost of compensating the agents in the above asymmetric contract is equal to B, the actual cost is stochastic, and in fact, it can exceed the project’s pay-off U. As a result, unless the manager is sufficiently solvent, there is a positive probability that he/she will not be able to honour the contract, which will negatively impact the agents’ incentives.
The following result shows that an asymmetric contract may be preferable even if the manager compensates the (identical) agents upon reaching the same milestone; namely, upon completing the project.
Proposition 7. Suppose that the manager has a fixed budget B>0, and he/she employs two agents with quadratic effort costs whom he/she compensates upon completion of the project. Then
for all �∈ (
0, B2
] , there exists a threshold T� such that the manager is better off compensating the
two agents asymmetrically such that V1 = B2 +� and V2 = B2 −� instead of symmetrically, if and only if the length of the project |q0|≤T� .23
Intuitively, asymmetric compensation has two effects: first, it causes an efficiency gain in that the agent who receives the smaller share of the payment has weak incentives to exert effort, and hence the other agent cannot free-ride as much.At the same time however, because effort costs are convex, it causes an efficiency loss, as the total costs to complete the project are minimized when the agents work symmetrically; which occurs in equilibrium only when they are compensated symmetrically. By noting that the efficiency loss is increasing in the length of the project, and that the manager’s objective is to allocate his/her budget so as to maximize the agents’ expected aggregate effort along the evolution path of the project, it follows that the manager prefers to compensate the agents asymmetrically if the project is sufficiently short.
6. CONCLUDING REMARKS
To recap, I study a dynamic problem in which a group of agents collaborate over time to complete a project, which progresses at a rate that depends on the agents’ efforts, and it generates a pay- off upon completion. The analysis provides several testable implications. In the context of the MRF, for example, one should expect that principal investigators will allocate more resources to MRF activities as the goal comes closer into sight. Secondly, in a drug discovery venture for
23. Note that the solution to the agents’ problem need not be unique if the contract is asymmetric. However, this comparative static holds for every solution to equation (5) subject to equations (6), (4), and (3) (if more than one exists).
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 205
instance, the model predicts that the amount of time and resources (both individually and on aggregate) that the scientists allocate to the project will be positively related to the group size at the early stages of the project, and negatively related near completion. Moreover, this prediction is consistent with empirical studies of voluntary contributions by programmers to open-source software projects (Yildirim, 2006). These studies report an increase in the average contributions with the number of programmers, especially in the early stages of the projects, and a decline in the mature stages. Thirdly, the model prescribes that the members of a project team should be compensated asymmetrically if the project is sufficiently short.
In a related paper, Georgiadis et al. (2014) consider the case in which the project size is endogenous. Motivated by projects involving design or quality objectives that are often difficult to define in advance, they examine how the manager’s optimal project size depends on his/her ability to commit to a given project size in advance. In another related paper, Ederer et al. (2014) examine how the team size affects incentives in a discrete public good contribution game using laboratory experiments. Preliminary results support the predictions of Theorem 2.
This article opens several opportunities for future research. First, the optimal contracting problem is an issue that deserves further exploration. As discussed in Section 5, I have considered a restricted contracting space. Intuitively, the optimal contract will be asymmetric, and it will backload payments (i.e. each agent will be compensated only at the end of his/her involvement in the project). However, each agent’s reward should depend on the path of qt , and hence on the completion time of the project. Secondly, the model assumes that efforts are unobservable, and that at every moment, each agent chooses his/her effort level after observing the current state of the project. An interesting extension might consider the case in which the agents can obtain a noisy signal of each other’s effort (by incurring some cost) and the state of the project is observed imperfectly. The former should allow the agents to coordinate to a more efficient equilibrium, while the latter will force the agents to form beliefs about how close the project is to completion, and to choose their strategies based on those beliefs. Finally, from an applied perspective, it may be interesting to examine how a project can be split into subprojects that can be undertaken by separate teams.
APPENDIX A
A. ADDITIONAL RESULTS
A.1. Flow payoffs while the project is in progress
An important assumption of the base model is that the agents are compensated only upon completion of the project. In this section, I extend the model by considering the case in which during any small [t, t+dt) interval while the project is in progress, each agent receives h(qt)dt, in addition to the lump sum reward V upon completion. To make the problem tractable, I shall make the following assumptions about h(·):
Assumption 1. h(·) is thrice continuously differentiable on (−∞,0], it has positive first, second, and third derivatives, and it satisfies limq→−∞h(q)=0 and h(0)≤rV.
Using a similar approach as in Section 3, it follows that in an MPE, the expected discounted pay-off function of agent i satisfies
rJi (q)=max ai
⎧⎨ ⎩h(q)−c(ai)+
⎛ ⎝ n∑
j=1 aj
⎞ ⎠J ′i (q)+ σ 22 J ′′i (q)
⎫⎬ ⎭
subject to equation (3), and his optimal effort level satisfies ai (q)= f ( J ′i (q)
) , where f (·)=c′−1 (max{0, ·}).
Proposition 8 below characterizes the unique MPE of this game, and it shows: (i) that each agent’s effort level is either increasing, or hump-shaped in q; and (ii) the team size comparative static established in Theorem 2 continues to hold.
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Figure A1
An example in which agents receive flow pay-offs while the project is in progress with h(q)=10eq/2. Observe that effort strategies are hump shaped in q, and the predictions of Theorem 2 continue to hold under both
allocation schemes.
Proposition 8. Suppose that each agent receives a flow pay-off h(q) while the project is in progress, , and h(·) satisfies Assumption 1.
(i) A symmetric MPE for this game exists, it is unique, and it satisfies 0≤Jn (q)≤V and J ′n (q)≥0 for all q. (ii) There exists a threshold ω (not necessarily interior) such that each agent’s effort a′n (q)≥0 if and only if q≤ω.
(iii) Under both allocation schemes and for any m>n, there exists a threshold �n,m (�n,m) such that am (q)≥an (q) (mam (q)≥nan (q)) if and only if q≤�n,m (q≤�n,m).
The intuition why effort can be decreasing in q when the project is close to completion can be explained as follows: far from completion, the agents are incentivized by the future flow pay-offs and the lump sum V upon completion. As the project nears completion, the current flow pay-offs become larger, and hence the agents have less to gain by bringing the project closer to completion, and consequently, they decrease their effort. While establishing conditions under which ω is interior does not seem possible, numerical analysis indicates that this is the case if h(0)/r is sufficiently close to V .
Finally, statement (iii) follows by noting that J ′n (q) being unimodal in q is sufficient for the proof of Theorem 2. Figure A1 illustrates an example.
A.2. Cancellation states
In this section, I consider the case in which the project is cancelled at the first moment that qt hits some (exogenous) cancellation state QC>−∞ and the game ends with the agents receiving 0 pay-off. The expected discounted pay-off for each agent i satisfies equation (4) subject to the boundary conditions
Ji (QC)=0 and Ji (0)=V . In contrast to the model analysed in Section 3, with a finite cancellation state, it need not be the case that J ′i (QC)=0. It follows that all statements of Theorem 1 hold except for (iii) (which asserts that effort increases with progresses).24
Instead, there exists some threshold ω (not necessarily interior), such that a′n (q)≥0 if and only if q≥ω. Similarly, by noting that J ′n (q) being unimodal in q is sufficient for the proof of Theorem 2, it follows that even with
cancellation states, members of a larger team work harder than members of a smaller team, both individually and on aggregate, if and only if the project is sufficiently far from completion. These results are summarized in the Proposition 9 below.
24. This result requires that limq→−∞J ′i (q)=0.
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 207
Figure A2
Illustration of the agents’ effort functions given three different cancellation states.
Observe that when QC is small (e.g. QC =−30), effort increases in q. When QC is in an intermediate range (e.g. QC =−10), then effort is U-shaped in q, while it decreases in q if QC is sufficiently large (e.g. QC =−4.5).
Proposition 9. Suppose that the project is cancelled at the first moment such that qt hits a given cancellation state QC>−∞ and the game ends with the agents receiving 0 pay-off.
(i) A symmetric MPE for this game exists, it is unique, and it satisfies 0≤Jn (q)≤V and J ′n (q)≥0 for all q. (ii) There exists a threshold ω (not necessarily interior) such that each agent’s effort a′n (q)≥0 if and only if q≥ω.
(iii) Under both allocation schemes and for any m>n, there exists a threshold �n,m (�n,m) such that am (q)≥an (q) (mam (q)≥nan (q)) if and only if q≤�n,m (q≤�n,m).
While a sharper characterization of the MPE is not possible, numerical analysis indicates that effort increases in q if QC is sufficiently small (i.e. ω=−∞), it is U-shaped in q if QC is in some intermediate range (i.e. ω is interior), while it decreases in q (i.e. ω=0) if QC is close to 0. An example is illustrated in Figure A2.
Intuitively, the agents have incentives to exert effort to: (i) complete the project; and (ii) avoid hitting the cancellation state QC . Moreover, observe that the incentives due to the former (latter) are stronger the closer the project is to completion (to QC ). Therefore, if QC is small, then the latter incentive is weak, so that the agents’ incentives are driven primarily by (i), and effort increases with progress. As QC increases, (ii) becomes stronger, so that effort becomes U-shaped in q, and if QC is sufficiently close to 0, then the incentives from (ii) dominate those from (i), and consequently, effort decreases in q.
A.3. Effort affects drift and variance of stochastic process
A simplifying assumption in the base model is that the variance of the process that governs the evolution of the project (i.e. σ ) does not depend on the agents’ effort levels. As a result, even if no agent ever exerts any effort, the project is completed in finite time with probability 1. To understand the impact of this assumption, in this section, I consider the case in which the project progresses according to
dqt = n∑
i=1 ai,tdt+
√√√√ n∑ i=1
ai,tσdWt .
25 The expected discounted pay-off function of agent i satisfies the HJB equation
rJi (q)=−c ( ai,t )+ ⎛ ⎝ n∑
j=1 aj,t
⎞ ⎠(J ′i (q)+ σ 22 J ′′i (q)
)
25. Note that the total effort of the team is instantly observable here. Therefore, there typically exist non-Markovian equilibria that are sustained via trigger strategies that revert to the MPE after observing a deviation. Moreover, provided that the state qt is verifiable, the team’s total effort becomes contractible.
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208 REVIEW OF ECONOMIC STUDIES
Figure A3
An example in which the agents’ effort influences both the drift and the variance of the stochastic process.
Observe that effort increases in q, and that the predictions of Theorem 2 continue to hold under both allocation schemes.
subject to equation (3). Restricting attention to symmetric MPE and guessing that each agent’s first order condition always
binds, it follows that his effort level satisfies a(q)= f (
J ′ (q)+ σ 22 J ′′ (q) )
. Using a similar approach to that used to prove
Theorem 1, one can show that a non-trivial solution to this ODE exists. However, the MPE need not be unique in this case: unless a single agent is willing to undertake the project single handedly, then there exists another equilibrium in which no agent ever exerts any effort, and the project is never completed.
Unfortunately, analysing how the agents’ effort levels change with progress and how individual and aggregate effort depends on the team size is analytically intractable. However, as illustrated in Figure A3, numerical examples indicate that the main results of the base model continue to hold: effort increases with progress (i.e. a′ (q)≥0 for all q) and the predictions of Theorem 2 continues to hold: under both allocation schemes and for any m>n, there exists a threshold �n,m (�n,m) such that am (q)≥an (q) (mam (q)≥nan (q)) if and only if q≤�n,m (q≤�n,m).
A.4. Equilibria with non-markovian strategies
Insofar, I have restricted attention to Markovian strategies, so that at every moment, each agent’s effort is a function of only the current state of the project qt . This raises the question whether agents can increase their expected discounted pay-off by adopting non-Markovian strategies that at time t depend on the entire evolution path of the project {qs}s≤t . Sannikov and Skrzypacz (2007) study a related model in which the agents can change their actions only at times t = 0, ,2 ,..., where >0 (but small), and the information structure is similar; i.e. the state variable evolves according to a diffusion process whose drift is influenced by the agents’ actions. They show that the pay-offs from the best symmetric PPE converge to the pay-offs corresponding to the MPE as →0 (see their Proposition 5).
A natural, discrete-time analogue of the model considered in this article is one in which at t ∈{0, ,2 ,...} each agent chooses his effort level ai,t at cost c
( ai,t ) , and at t+ the state of the project is equal to qt+ =
qt + (∑n
i=1 ai,t ) +�t+ , where �t+ ∼N
( 0,σ 2
) . In light of the similarities between this model and the model in
Section VI of Sannikov and Skrzypacz (2007), it is reasonable to conjecture that in the continuous-time limit (i.e. as →0), there does not exist a PPE in which agents can achieve a higher expected discounted pay-off than the MPE at any state of the project. However, because a rigorous proof is difficult for the continuous-time game and the focus of this article is on team formation and contracting, a formal analysis of non-Markovian PPE of this game is left for future work.
Nevertheless, it is useful to present some intuition. FollowingAbreu et al. (1986), an optimal PPE involves a collusive regime and a punishment regime, and in every period, the decision whether to remain in the collusive regime or to switch
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 209
is guided by the outcome in that period alone. In the context of this model, at t+ , each agent will base his decision on qt+ −qt
. As decreases, two forces influence the scope of cooperation. First, the gain from a deviation in a single
period decreases, which helps cooperation. On the other hand, because V (
qt+ −qt
) = σ 2
, the agents must decide whether
to switch to the punishment regime by observing noisier information, which increases the probability of type I errors (i.e. triggering a punishment when no deviation has occurred), thus hurting cooperation. As Sannikov and Skrzypacz (2007) show, the latter force becomes overwhelmingly stronger than the former as →0, thus eradicating any gains from cooperation.
A.5. Linear effort costs
The assumption that effort costs are convex affords tractability as it allows for comparative statics despite the fact that the underlying system of HJB equations does not admit a closed-form solution. However, convex effort costs also favour larger teams. Therefore, it is useful to examine how the comparative statics with respect to the team size extend to the case in which effort costs are linear; i.e. c(a)=a. In this case, the marginal value of effort is equal to J ′i (q)−1, so agent i finds it optimal to exert the largest possible effort level if J ′i (q)>1, he is indifferent across any effort level if J ′i (q)=1, and he exerts no effort if J ′i (q)<1. As a result, I shall impose a bound on the maximum effort that each agent can exert: a∈ [0,u]. Moreover, suppose that agents are symmetric, and σ =0 so that the project evolves deterministically.26 This game has multiple MPE: (i) a symmetric MPE with bang-bang strategies; (ii) a symmetric MPE with interior strategies; and (iii) asymmetric MPE. The reader is referred to Section 5.2 of Georgiadis et al. (2014) for details. Because (ii) is sensitive to the assumption that σ =0, I shall focus on the symmetric MPE with bang-bang strategies.27
By using equation (2) subject to equation (3) and the corresponding first-order condition, it follows that there exists a symmetric MPE in which each agent’s discounted pay-off and effort strategy satisfies
Jn (q)= [ − u
r + (
Vn + u r
) e
rq nu
] 1{q≥ψn} and an (q)=u1{q≥ψn} ,
where ψn = nur ln (
nu rVn+u
) . In this equilibrium, the project is completed only if q0 ≥ψn.28 Observe that agents have
stronger incentives the closer the project is to completion, as evidenced by the facts that J ′′n (q)≥0 for all q, and an (q)=1 if and only if q≥ψn. To investigate how the agents’ incentives depend on the team size, one needs to examine how ψn depends on n. This threshold decreases in the team size n under both allocation schemes (i.e. both if Vn =V and Vn =V/n for some V>0) if and only if n is sufficiently small. This implies that members of an (n+1)-member team have stronger incentives relative to those of an n-member team as long as n is sufficiently small.
If agents maximize the team’s rather than their individual discounted pay-off, then the first-best threshold ψ̂n = nu r ln
( u
rVn+u )
, and it is straightforward to show that it decreases in n under both allocation schemes. Therefore, similar
to the case in which effort costs are convex, members of a larger team always have stronger incentives than those of a smaller one.
B. PROOFS
This proof is organized in seven parts. I first show that an MPE for the game defined by equation (1) exists. Next I show that properties (i) through (iii) hold, and that the value functions are infinitely differentiable. Finally, I show that with symmetric agents, the equilibrium is symmetric and unique.
Part I: Existence of an MPE. To show that an MPE exists, it suffices to show that a solution satisfying the system of ordinary nonlinear differential
equations defined by equation (4) subject to the boundary conditions (3) for all i=1,...,n exists.
26. While the corresponding HJB equation can be solved analytically if effort costs are linear, the solution is too complex to obtain the desired comparative statics if σ >0.
27. In the MPE with interior strategies, J ′n (q)=1 for all q, and the equilibrium effort is chosen so as to satisfy this indifference condition. Together with the boundary condition Jn (0)=Vn, this implies that Jn (q)=0 and an (q)=0 for all q≤−Vn. However, such an equilibrium cannot exist if σ >0, because in this case, Jn (q)>0 for all q even if an (q)=0.
28. If q0 ∈ [ψn,ψ1) so that each agent is not willing to undertake the project single handedly, then there exists another equilibrium in which no agent exerts any effort and the project is never completed.
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210 REVIEW OF ECONOMIC STUDIES
To begin, fix some arbitrary N ∈N and rewrite equations (4) and (3) as
J ′′i,N (q) = 2
σ 2
⎡ ⎣rJi,N (q)+c(f (J ′i,N (q)))−
⎛ ⎝ n∑
j=1 f (
J ′j,N (q) )⎞⎠J ′i,N (q)
⎤ ⎦ (B.1)
subject to Ji,N (−N)=0 and Ji,N (0)=Vi for all i. Let gi
( JN ,J ′N
) denote the the RHS of equation (B.1), where JN and J ′N are vectors whose i-th row corresponds
to Ji,N (q) and J ′i,N (q), respectively , and note that gi (·,·) is continuous. Now fix some arbitrary K>0, and define a new function
gi,K ( JN ,J
′ N
)=max{min{gi (JN ,J ′N ),K},−K} . Note that gi,K (·,·) is continuous and bounded. Therefore, by Lemma 4 in Hartman (1960), there exists a solution to J ′′i,N,K =gi,K
( JN,K ,J ′N,K
) on [−N,0] subject to Ji,N,K (−N)=0 and Ji,N,K (0)=Vi for all i. This Lemma, which is due to
Scorza-Dragoni (1935), states:
Let g ( q,J,J ′
) be a continuous and bounded (vector-valued) function for α≤q≤β and arbitrary (J,J ′).
Then, for arbitrary qα and qβ , the system of differential equations J ′′ =g ( q,J,J ′
) has at least one
solution J =J (q) satisfying J (α)=qα and J (β)=qβ . The next part of the proof involves showing that there exists a K̄ such that gi,K
( Ji,N,K (q),J ′i,N,K (q)
)∈(−K̄,K̄) for all i, K , and q, which will imply that the solution Ji,N,K̄ (·) satisfies equation (B.1) for all i. The final step involves showing that a solution exists when N →∞, so that the first boundary condition in equation (B.1) is replaced by limq→−∞Ji (q)=0.
First, I show that 0≤Ji,N,K (q)≤Vi and J ′i,N,K (q)≥0 for all i and q. Because Ji,N,K (0)>Ji,N,K (−N)=0, either Ji,N,K (q)∈ [0,Vi] for all q, or it has an interior extreme point z∗ such that Ji,N,K (z∗) /∈ [0,Vi]. If the former is true, then the desired inequality holds. Suppose the latter is true. By noting that Ji,N,K (·) is at least twice differentiable, J ′i,N,K (z∗)=0, and hence J ′′i,N,K (z∗)=max
{ min
{ 2r σ 2
Ji,N,K (z∗),K } ,−K
} . Suppose z∗ is a global maximum. Then J ′′i,N,K (z∗)≤0�⇒
Ji,N,K (z∗)≤0, which contradicts the fact that Ji,N,K (0)>0. Now suppose that z∗ is a global minimum. Then, J ′′i,N,K (z∗)≥ 0�⇒Ji,N,K (z∗)≥0. Therefore, 0≤Ji,N,K (q)≤Vi for all i and q.
Next, let us focus on J ′i,N,K (·). Suppose that there exists a z∗∗ such that J ′i,N,K (z∗∗)<0. Because Ji,N,K (−N)=0, either Ji,N,K (·) is decreasing on [−N,z∗∗], or it has a local maximum z̄∈(−N,z∗∗). If the former is true, then J ′i,N,K (z∗∗)<0 implies that Ji,N,K (q)<0 for some q∈(−N,z∗∗], which is a contradiction because Ji,N,K (q)≥0 for all q. So the latter must be true. Then, J ′i,N,K (z̄)=0 implies that J ′′i,N,K (z̄)=max
{ min
{ 2r σ 2
Ji,N,K (z̄),K } ,−K
} . However, because z̄ is a
maximum, J ′′i,N,K (z̄)≤0, and together with the fact that Ji,N,K (q)≥0 for all q, this implies that Ji,N,K (q)=0 for all q∈ [−N,z∗∗). But since J ′i,N,K (z∗∗)<0, it follows that Ji,N,K (q)<0 for some q in the neighbourhood of z∗∗, which is a contradiction. Therefore, it must be the case that J ′i,N,K (q)≥0 for all i and q.
The next step involves establishing that there exists an Ā, independent of N and K , such that J ′i,N,K (q)< Ā for all i and q. First, let SN,K (q)=∑ni=1 ∣∣Ji,N,K (q)∣∣. By summing J ′′i,N,K =gi,K (Ji,N,K ,J ′i,N,K ) over i, using that (i) 0≤Ji,N,K (q)≤ Vi and 0≤J ′i,N,K (q)≤S′N,K (q) for all i and q, (ii) f (x)=x1/p, and (iii) c(x)≤xc′ (x) for all x≥0, and letting�=r
∑n i=1 Vi,
we have that for all q
∣∣S′′N,K (q)∣∣ ≤ 2σ 2 n∑
i=1
⎡ ⎣rJi,N,K (q)+c(f (J ′i,N,K (q)))+
⎡ ⎣ n∑
j=1 f (
J ′j,N,K (q) )⎤⎦J ′i,N,K (q)
⎤ ⎦
≤ 2 σ 2
⎡ ⎣�+ n∑
i=1 c′ (
c′−1 ( J ′i,N,K (q)
)) c′−1
( J ′i,N,K (q)
)+S′N,K (q) n∑
j=1 f (
J ′j,N,K (q) )⎤⎦
≤ 4 σ 2
[ �+nS′N,K (q)f
( S′N,K (q)
)]= 4 σ 2
[ �+n(S′N,K (q)) p+1p
] .
By noting that SN,K (0)=∑ni=1 Vi, SN,K (−N)=0, and applying the mean value theorem, it follows that there exists a z∗ ∈ [−N,0] such that S′N,K (z∗)=
∑n i=1 Vi N . It follows that for all z∈ [−N,0]
n∑ i=1
Vi> ∫ z
z∗ S′N,K (q)dq≥
σ 2
4
∫ z z∗
S′N,K (q) S′′N,K (q)
�+n(S′N,K (q)) p+1p dq≥ σ
2
4
∫ S′N (z) 0
s
�+ns p+1p ds,
where I let s=S′N,K (q) and used that S′N,K (q)S′′N,K (q)dq=S′N,K (q)dS′N,K (q). It suffices to show that there exists a Ā<∞ such that σ 24
∫ Ā 0
s
�+ns p+1
p ds=∑ni=1 Vi. This will imply that S′N,K (q)< Ā, and consequently J ′i,N,K (q)≤ Ā for all
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 211
q∈ [−N,0]. To show that such Ā exists, it suffices to show that ∫∞0 s �+ns
p+1 p
ds=∞. First, observe that if p=1, then∫∞ 0
s �+ns2 ds= 12n ln
( �+ns2)∣∣∞0 =∞. By noting that s�+ns2 is bounded for all s∈ [0,1], s
�+ns p+1
p > s �+ns2 for all s>1
and p>1, and ∫∞
0 s
�+ns2 ds=∞, integrating both sides over [0,∞] yields the desired inequality. Because Ā is independent of both N and K , this implies that J ′i,N,K (q)∈
[ 0,Ā ]
for all q∈ [−N,0], N ∈N and K>0. In addition, we know that Ji,N,K (q)∈ [0,Vi] for all q∈ [−N,0], N ∈N and K>0. Now let K̄ =maxi
{ 2 σ 2
[ rVi +c
( f ( Ā ))]}
,
and observe that a solution to J ′′ i,N,K̄
=gi,K̄ (
JN,K̄ ,J ′ N,K̄
) subject to Ji,N,K̄ (−N)=0 and Ji,N,K̄ (0)=Vi for all i exists, and
gi,K̄
( JN,K̄ (q),J
′ N,K̄
(q) ) =gi
( JN,K̄ (q),J
′ N,K̄
(q) )
for all i and q∈ [−N,0]. Therefore, Ji,N,K̄ (·) solves equation (B.1) for all i.
To show that a solution for equation (B.1) exists at the limit as N →∞, I use the Arzela–Ascoli theorem, which states that:
Consider a sequence of real-valued continuous functions (fn)n∈N defined on a closed and bounded interval [a,b] of the real line. If this sequence is uniformly bounded and equicontinuous, then there exists a subsequence
( fnk )
that converges uniformly.
Recall that 0≤Ji,N (q)≤Vi and that there exists a constant Ā such that 0≤J ′i,N (q)≤ Ā on [−N,0] for all i and N>0. Hence the sequences
{ Ji,N (·)
} and
{ J ′i,N (·)
} are uniformly bounded and equicontinuous on [−N,0]. By applying the
Arzela–Ascoli theorem to a sequence of intervals [−N,0] and letting N →∞, it follows that the system of ODE defined by equation (4) has at least one solution satisfying the boundary conditions (3) for all i.
Finally, note that (i) the RHS of (2) is strictly concave in ai so that the first-order condition is necessary and sufficient for a maximum and (ii) Ji (q)∈ [0,Vi] for all q and i so that the transversality condition limt→∞E
[ e−rtJi (qt)
]=0 is satisfied. Therefore, the verification theorem is satisfied (p. 123 in Chang, 2004), thus ensuring that a solution to the system given by equation (4) subject to equation (3) is indeed optimal for equation (1).
Part II: Ji (q)>0 for all q and i. By the boundary conditions we have that limq→−∞Ji (q)=0 and Ji (0)=Vi>0. Suppose that there exists an interior
z∗ that minimizes Ji (·) on (−∞,0]. Clearly z∗<0. Then J ′i (z∗)=0 and J ′′i (z∗)≥0, which by applying equation (4) imply that
rJi ( z∗ )= σ 2
2 J ′′i ( z∗ )≥0.
Because limq→−∞Ji (q)=0, it follows that Ji (z∗)=0. Next, let z∗∗ =argmaxq≤z∗ {Ji (q)}. If z∗∗ is on the boundary of the desired domain, then Ji (q)=0 for all q≤z∗. Suppose that z∗∗ is interior. Then J ′i (z∗∗)=0 and J ′′i (z∗∗)≤0 imply that Ji (z∗∗)≤0, so that Ji (q)=J ′i (q)=0 for all q<z∗. Using equation (4) we have that∣∣J ′′i (q)∣∣ ≤ 2rσ 2 |Ji (q)|+ 2σ 2 (n+1)f
( Ā )∣∣J ′i (q)∣∣ ,
where this bound follows from part I of the proof. Now let hi (q)=|Ji (q)|+ ∣∣J ′i (q)∣∣, and observe that hi (q)=0 for all
q<z∗, hi (q)≥0 for all q, and
h′i (q)≤ ∣∣J ′i (q)∣∣+∣∣J ′′i (q)∣∣≤ 2rσ 2 |Ji (q)|+ 2σ 2
[ (n+1)f (Ā)+ σ 2
2
]∣∣J ′i (q)∣∣≤Chi (q) , where C = 2
σ 2 max
{ r, (n+1)f (Ā)+ σ 22 }. Fix some ẑ<z∗, and applying the differential form of Grönwall’s inequality
yields hi (q)≤hi ( ẑ ) exp (∫ q
ẑ Cdx )
for all q. Because (i) hi ( ẑ )=0, (ii) exp(∫ qz∗ Cdx)<∞ for all q, and (iii) hi (q)≥0 for all
q, this inequality implies that Ji (q)=0 for all q. However this contradicts the fact that Ji (0)=Vi>0. As a result, Ji (·) cannot have an interior minimum, and there cannot exist a z∗>−∞ such that Ji (q)=0 for all q≤z∗. Hence Ji (q)>0 for all q.
Part III: J ′i (q)>0 for all q and i. Pick a K such that Ji (0)<Ji (K)<Vi. Such K is guaranteed to exist, because Ji (·) is continuous and Ji (0)>0=
limq→−∞Ji (q). Then by the mean-value theorem there exists a z∗ ∈(K,0) such that J ′i (z∗)= Ji(0)−Ji(K)−K = Vi−Ji(K)−K >0. Suppose that there exists a z∗∗ ≤0 such that J ′i (z∗∗)≤0. Then by the intermediate value theorem, there exists a z̄ between z∗ and z∗∗ such that J ′i (z̄)=0, which using equation (4) and part II implies that rJi (z̄)= σ
2
2 J ′′ i (z̄)>0 (i.e. z̄ is a local
minimum). Consider the interval (−∞,z̄]. Because limq→−∞Ji (q)=0, Ji (z̄)>0 and J ′′i (z̄)>0, there exists an interior local maximum ẑ< z̄. Since ẑ is interior, it must be the case that J ′i
( ẑ )=0 and J ′′i (ẑ)≤0, which using equation (4) implies
that Ji ( ẑ )≤0. However, this contradicts the fact that Ji (q)>0 for all q. As a result, there cannot exist a z̄≤0 such that
J ′i (z̄)≤0. Together with part II, this proves properties (i) and (ii).
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212 REVIEW OF ECONOMIC STUDIES
Part IV: Ji (q) is infinitely differentiable on (−∞,0] for all i. By noting that limq→−∞Ji (q)= limq→−∞J ′i (q)=0 for all i, and by twice integrating both sides of equation (B.1)
over the interval (−∞,q], we have that
Ji (q)= ∫ q
−∞
∫ y −∞
2r
σ 2 Ji (z)+ 2
σ 2
⎡ ⎣c(f (J ′i (z)))−
⎛ ⎝ n∑
j=1 f (
J ′j (z) )⎞⎠J ′i (z)
⎤ ⎦dzdy.
Recall that c(a)= ap+1p+1 , f (x)=x1/p, and J ′i (q)>0 for all q. Since Ji (q) and J ′i (q) satisfy equation (4) subject to the boundary conditions (3) for all i, Ji (q) and J ′i (q) are continuous for all i. As a result, the function under the integral is continuous and infinitely differentiable in Ji (z) and J ′i (z) for all i. Because Ji (q) is differentiable twice more than the function under the integral, the desired result follows by induction.
Part V: J ′′i (q)>0 and a′i (q)>0 for all q and i. I have thus far established that for all q, Ji (q)>0 and J ′i (q)>0. By applying the envelope theorem to equation (4)
we have that
rJ ′i (q)= [ f ( J ′i (q)
)+A−i (q)]J ′′i (q)+ σ 22 J ′′′i (q) , (B.2) where A−i (q)=∑nj �=i f (J ′j (q)). Choose some finite z≤0, and let z∗∗ =argmax{J ′i (q) : q≤z}. By part III, J ′i (z∗∗)>0 and because limq→−∞J ′i (q)=0, either z∗∗ =z, or z∗∗ is interior. Suppose z∗∗ is interior. Then J ′′i (z∗∗)=0 and J ′′′i (z∗∗)≤0, which using equation (B.2) implies that J ′i (z∗∗)≤0. However, this contradicts the fact that J ′i (z∗∗)>0, and therefore J ′i (·) does not have an interior maximum on (−∞,z] for any z≤0. Therefore, z∗∗ =z, and since z was chosen arbitrarily, J ′i (·) is strictly increasing; i.e. J ′′i (q)>0 for all q. By differentiating ai (q) and using that J ′i (q)>0 for all q, we have that
d
dq ai (q)= d
dq c′−1
( J ′i (q)
)= J ′′i (q) c′′ ( c′−1
( J ′i (q)
)) >0. Part VI: When the agents are symmetric, the MPE is also symmetric.
Suppose agents are symmetric; i.e. Vi =Vj for all i �= j. In any MPE, {Ji (·)}ni=1 must satisfy equation (4) subject to equation (3). Pick two arbitrary agents i and j, and let (q)=Ji (q)−Jj (q). Observe that (·) is smooth, and limq→−∞ (q)= (0)=0. Therefore, either (·)≡0 on (−∞,0], which implies that Ji (·)≡Jj (·) on (−∞,0] and hence the equilibrium is symmetric, or (·) has at least one interior global extreme point. Suppose the latter is true, and denote this extreme point by z∗. By using equation (4) and the fact that ′ (z∗)=0, we have r (z∗)= σ 22 ′′ (z∗). Suppose that z∗ is a global maximum. Then ′′ (z∗)≤0, which implies that (z∗)≤0. However, because (0)=0 and z∗ is assumed to be a maximum, (z∗)=0. Next, suppose that z∗ is a global minimum. Then ′′ (z∗)≥0, which implies that (z∗)≥0. However, because (0)=0 and z∗ is assumed to be a minimum, (z∗)=0. Therefore, it must be the case that (·)≡0 on (−∞,0]. Since i and j were chosen arbitrarily, Ji (·)≡Jj (·) on (−∞,0] for all i �= j, which implies that the equilibrium is symmetric.
Part VII: Suppose that Vi =Vj for all i �= j. Then the system of ordinary nonlinear differential equations defined by equation (4) subject to equation (3) has at most one solution.
From part VI of the proof, we know that if agents are symmetric, then the MPE is symmetric. Therefore to facilitate exposition, I drop the notation for the i-th agent. Any solution J (·) must satisfy
rJ (q)=−c(f (J ′ (q)))+nf (J ′ (q))J ′ (q)+ σ 2 2
J ′′ (q) subject to lim q→−∞J (q)=0 and J (0)=V .
Suppose that there exist two functions JA (q) ,JB (q) that satisfy the above boundary value problem. Then define D(q)= JA (q)−JB (q), and note that D(·) is smooth and limq→−∞D(q)=D(0)=0. Hence, either D(·)≡0 in which case the proof is complete, or D(·) has an interior global extreme point z∗. Suppose the latter is true. Then D′(z∗)=0, which implies that rD(z∗)= σ 22 D′′ (z∗). Suppose that z∗ is a global maximum. Then D′′ (z∗)≤0⇒D(z∗)≤0, and D(0)=0 implies that D(z∗)=0. Next, suppose that z∗ is a global minimum. Then D′′ (z∗)≥0⇒D(z∗)≥0, and D(0)=0 implies that D(z∗)=0 . Therefore, it must be the case that D(·)≡0 and the proof is complete.
In light of the fact that J ′i (q)>0 for all q, it follows that the first-order condition for each agent’s best response always binds. As a result, any MPE must satisfy the system of ODE defined by equation (4) subject to equation (3). Since this system of ODE has a unique solution with n symmetric, it follows that in this case, the dynamic game defined by equation (1) has a unique MPE. ‖ Proof of Proposition 1. See online Appendix. ‖ Proof of Proposition 2. See online Appendix. ‖
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 213
Proof of Theorem 2. This proof is organized in four parts.
Proof for (i) under public good allocation To begin, let us define Dn,m (q)=Jm (q)−Jn (q), and note that Dn,m (q) is smooth, and Dn,m (0)= limq→−∞Dn,m (q)=
0. Therefore, either Dn,m (·)≡0, or it has an interior extreme point. Suppose the former is true. Then Dn,m (·)≡D′n,m (·)≡ D′′n,m (·)≡0 together with equation (4) implies that f
( J ′n (q)
) J ′n (q)=0 for all q. However, this contradicts Theorem 1 (ii),
so that Dn,m (·) must have an interior extreme point, which I denote by z∗. Then D′n,m (z∗)=0⇒J ′m (z∗)=J ′n (z∗), and using equation (4) yields
rDn,m ( z∗ ) = σ 2
2 D′′n,m
( z∗ )+(m−n)f (J ′n (z∗))J ′n (z∗) .
By noting that any local interior minimum must satisfy D′′n,m (z∗)≥0 and hence Dn,m (z∗)>0, it follows that z∗ must satisfy Dn,m (z∗)≥0. Therefore, Jm (q)≥Jn (q) (i.e. Dn,m (q)≥0) for all q.
I now show that Dn,m (q) is single peaked. Suppose it is not. Then there must exist a local maximum z∗ followed by a local minimum z̄>z∗. Clearly, Dn,m (z̄)<Dn,m (z∗), D′n,m (z̄)=D′n,m (z∗)=0, D′′n,m (z̄)≥0≥D′′n,m (z∗), and by Theorem 1 (iii), J ′n (z̄)>J ′n (z∗). By using equation (4), at z̄ we have
rDn,m (z̄) = σ 2
2 D′′n,m (z̄)+(m−n)f
( J ′m (z̄)
) J ′m (z̄)
> σ 2
2 D′′n,m
( z∗ )+(m−n)f (J ′m (z∗))J ′m (z∗)=rDn,m (z∗) ,
which contradicts the assumption that z∗ is a local maximum and z̄ is a local minimum. Therefore, there exists a�n,m ≤0 such that J ′m (q)≥J ′n (q) (because D′n,m (q)≥0), and consequently am (q)>an (q), if and only if q≤�n,m. Proof for (i) under budget allocation
Recall that under the public good allocation scheme, we had the boundary condition Dn,m (0)=0. This condition is now replaced by Dn,m (0)= Vm − Vn <0. Therefore, Dn,m (·) is either decreasing, or it has at least one extreme point. Using similar arguments as above, it follows that any extreme point z∗ is a global maximum and Dn,m (·) may be at most single peaked. Hence either Dn,m (·) is decreasing in which case �n,m =−∞, or there exists an interior �n,m such that am (q)≥an (q) if and only if q≤�n,m. The details are omitted. Proof for (ii) under public good allocation
Note that c(a)= ap+1p+1 implies that f (x)=x1/p and c(f (x))= x p+1
p
p+1 . As a result, equation (4) can be written for an n-member team as
rJn (q)= (
n− 1 p+1
)( J ′n (q)
) p+1 p + σ
2
2 J ′′n (q) . (B.3)
To compare the total effort of the teams at every state of the project, we need to compare mf ( J ′m (q)
)=(mpJ ′m (q))1/p and nf
( J ′n (q)
)=(npJ ′n (q))1/p. Define D̄n,m (q)=mpJm (q)−npJn (q), and observe that D̄′n,m (q)≥0⇐⇒mam (q)≥nan (q). Note that D̄n,m (0)=(mp −np)V>0 and limq→−∞ D̄n,m (q)=0. As a result, either D̄n,m (q) is increasing for all q, which implies that mam (q)≥nan (q) for all q and hence�n,m =0, or D̄n,m (q) has an interior extreme point z∗. Suppose the latter is true. Then D̄′n,m (z∗)=0 implies that J ′m (z∗)=
( n m
)p J ′n (z∗). Multiplying both sides of equation (B.3) by mp and np for
Jm (·) and Jn (·), respectively, and subtracting the two quantities yields
rD̄n,m ( z∗ ) = np
p+1 (
m−n m
)( J ′n ( z∗ )) p+1
p + σ 2
2 D̄′′n,m
( z∗ ) ,
and observe that the first term in the RHS is strictly positive. Now suppose z∗ is a global minimum. Then D̄′′n,m (z∗)≥0, which implies that D̄n,m (z∗)>0, but this contradicts the facts that limq→−∞ D̄n,m (q)=0 and z∗ is interior. Hence, z∗ must be a global maximum or a local extreme point satisfying D̄n,m (z∗)≥0.
To complete the proof for this case, I now show that D̄n,m (·) can be at most single peaked. Suppose that the contrary is true. Then there exists a local maximum z∗ followed by a local minimum z̄>z∗. Because D̄′n,m (z∗)= D̄′n,m (z̄)= 0, D̄′′n,m (z̄)≥0≥ D̄′′n,m (z∗), and by Theorem 1 (iii) J ′n (z∗)<J ′n (z̄), it follows that D̄n,m (z∗)< D̄n,m (z̄). However, this contradicts the facts that z∗ is a local maximum and z̄ is a local minimum, which implies that D̄n,m (·) is either strictly increasing in which case �n,m =0, or it has a global interior maximum and no other local extreme points, in which case there exists an interior �n,m such that mam (q)≥nan (q) if and only if q≤�n,m. Proof for (ii) under budget allocation
The only difference compared to the proof under public good allocation is the boundary condition at 0; i.e. D̄n,m (0)= mpJm (0)−npJn (0)=
( mp−1 −np−1)V>0 (recall p≥1). As a result, the same proof applies. Note that if p=1 (i.e. effort
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214 REVIEW OF ECONOMIC STUDIES
costs are quadratic), then D̄n,m (0)=0 and hence �n,m must be interior (whereas otherwise D̄n,m (0)>0 and hence �n,m ≤0). ‖ Proof of Proposition 3. Let us first consider the statement under public good allocation. In the proof of Theorem 2 (i), I showed that Dn,n+1 (q)=Jn+1 (q)−Jn (q)≥0 for all q. This implies that Jn+1 (q0)≥Jn (q0) for all n and q0, and hence the optimal partnership size n=∞ for any project length |q0|.
Now consider the statement under budget allocation. In the proof of Theorem 2 (i), I showed that Dn,m (·)=Jm (·)− Jn (·) is either decreasing, or it has exactly one extreme point which must be a maximum. Because limq→−∞Dn,n+1 (q)=0 and Dn,m (0)<0, there exists a threshold Tn,m (may be −∞) such that Jm (q0)≥Jn (q0) if and only if q0 ≤−Tn,m, or equivalently if and only if |q0|≥Tn,m. By noting that the necessary conditions for the Monotonicity Theorem (i.e. Theorem 4) of Milgrom and Shannon (1994) to hold are satisfied, it follows that the optimal partnership size increases in the length of the project |q0|. ‖ Proof of Theorem 3. See online Appendix. ‖ Proof of Theorem 4. To prove this result, first fix a set of arbitrary milestones Q1<...<QK =0 where K is arbitrary but finite, and assume that the manager allocates budget wk>0 for compensating the agents upon reaching milestone k for the first time. Now consider the following two compensation schemes. Let B=∑Kk=1 wk . Under scheme (a), each agent is paid B/n upon completion of the project and receives no intermediate compensation while the project is in progress. Under scheme (b), each agent is paid wk/nEτk [e
rτk |Qk] when qt hits Qk for the first time, where τk denotes the random time to completion given that the current state of the project is Qk . I shall show that the manager is always better off using scheme (a) relative to scheme (b). Note that scheme (b) ensures that the expected total cost for compensating each agent equals B/n to facilitate comparison between the two schemes.
This proof is organized in three parts. In part I, I introduce the necessary functions (i.e. ODEs) that will be necessary for the proof. In part II, I show that each agent exerts higher effort under scheme (a) relative to scheme (b). Finally, in part III, I show that the manager’s expected discounted profit is higher under scheme (a) relative to scheme (b) for any choice of Qk’s and wk’s.
Part I: To begin, I introduce the expected discounted pay-off and discount rate functions that will be necessary for the proof. Under scheme (a), given the current state q, each agent’s expected discounted pay-off satisfies
rJ (q)=−c(f (J ′ (q)))+nf (J ′ (q))J ′ (q)+ σ 2 2
J ′′ (q) subject to lim q→−∞J (q)=0 and J (0)=
B
n .
However, under scheme (b), given the current state q and that k−1 milestones have been reached, each agent’s expected discounted pay-off, which is denoted by Jk (q), satisfies
rJk (q)=−c ( f ( J ′k (q)
))+nf (J ′k (q))J ′k (q)+ σ 22 J ′′k (q) on (−∞,Qk] subject to
lim q→−∞Jk (q)=0 and Jk (Qk)=
wk nEτk [e
rτk |Qk] +Jk+1 (Qk) ,
where JK+1 (QK )=0.29 The second boundary condition states that upon reaching milestone Qk for the first time, each agent is paid wk/nEτk [e
rτk |Qk], and he receives the continuation value Jk+1 (Qk) from future progress. Eventually upon reaching the K-th milestone, the project is completed so that each agent is paid wK/n, and receives no continuation value. Note that due to the stochastic evolution of the project, even after the k-th milestone has been reached for the fist time, the state of the project may drift below Qk . Therefore, the first boundary condition ensures that as q→−∞, the expected time until the project is completed so that each agent collects his/her reward diverges to ∞, which together with the fact that r>0, implies that his/her expected discounted pay-off asymptotes to 0. It follows from Theorem 1 that for each k, Jk (·) exists, it is unique, smooth, strictly positive, strictly increasing, and strictly convex on its domain.
Next, let us denote the expected present discounted value function under scheme (a), given the current state q, by T (q)=Eτ
[ e−rτ |q]. Using the same approach as used to derive the manager’s HJB equation, it follows that
rT (q)=nf (J ′ (q))T ′ (q)+ σ 2 2
T ′′ (q) subject to lim q→−∞T (q)=0 and T (0)=1.
The first boundary condition states that as q→−∞, the expected time until the project is completed diverges to ∞, so that limq→−∞T (q)=0. However, when the project is completed so that q=0, then τ=0 with probability 1, which implies that T (0)=1.
29. Since this proof considers a fixed team size n, we use to subscript k to denote that k−1 milestones have been reached.
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 215
Next, let us consider scheme (b). Similarly, we denote the expected present discounted value function, given the current state q and that k−1 milestones have been reached, by Tk (q)=Eτk
[ e−rτk |q]. Then, it follows that
rTk (q)=nf ( J ′k (q)
) T ′k (q)+
σ 2
2 T ′′k (q) on (−∞,Qk]
subject to lim
q→−∞Tk (q)=0 , Tk (Qk)=Tk+1 (Qk) for all k ≤n, where TK+1 (QK )=1. The first boundary condition has the same interpretation as above. The second boundary condition ensures value matching; i.e. that upon reaching milestone k for the first time, Tk (Qk)=Tk+1 (Qk). Using the same approach as used in Theorem 3, it is straightforward to show that T (·) and for each k, Tk (·) exists, it is unique, smooth, strictly positive, and strictly increasing on its domain.
Note that by Jensen’s inequality, 1 Eτk [e
rτk ] ≤Eτk [ e−rτk
] . Therefore, using this inequality, and the second boundary
condition for Jk (·), it follows that Jk (Qk)≤ wkn Tk (Qk)+Jk+1 (Qk). Part II: The next step of the proof is to show that for any k, J (Qk)≥Jk (Qk), and as a consequence of Proposition
1 (i), J ′ (q)≥J ′k (q) for all q≤Qk . This will imply that agents exert higher effort under scheme (a) at every state of the project. To proceed, let us define k (q)=J (q)−Jk (q)− 1n
(∑k−1 i=1 wi
) Tk (q) on (−∞,Qk] for all k, and note that
limq→−∞ k (q)=0 and k (·) is smooth. First, I consider the case in which k =K , and then I proceed by backward induction. Noting that K (QK )=0 (where
QK =0), either K (·)≡0 on (−∞,QK ], or K (·) has some interior global extreme point z. If the former is true, then K (q)=0 for all q≤QK , so that J (QK )≥JK (QK ). Now suppose that the latter is true. Then ′K (z)=0 so that
r K (z) = −c ( f ( J ′ (z)
))+nf (J ′ (z))J ′ (z)+c(f (J ′K (z)))−nf (J ′K (z))J ′K (z) − (
m−1∑ i=1
wi
) f ( J ′K (z)
) T ′K (z)+
σ 2
2 ′′K (z) .
Because ′K (z)=0 implies that (∑k−1
i=1 wi )
T ′K (z)=n [ J ′ (z)−J ′K (z)
] , the above equation can be re-written as
r K (z) = c ( f ( J ′K (z)
))−c(f (J ′ (z)))+nf (J ′ (z))J ′ (z)−nf (J ′K (z))J ′ (z)+ σ 22 ′′K (z) = ⎧⎨ ⎩ [ J ′K (z)
] p+1 p −[J ′ (z)] p+1p p+1 +n
[ J ′ (z)
] p+1 p −n[J ′K (z)] 1p J ′ (z)
⎫⎬ ⎭+ σ
2
2 ′′K (z) .
To show that the term in brackets is strictly positive, note that J (QK )>JK (QK ) so that J ′ (z)>J ′K (z) by Proposition 1 (i), and J ′K (z)>0. Therefore, let x= J
′ K (z)
J ′(z) , where x<1, and observe that the term in brackets is non-negative if and only if
n(p+1)[J ′ (z)] p+1p −[J ′ (z)] p+1p ≥ n(p+1)[J ′K (z)] 1p J ′ (z)−[J ′K (z)] p+1p �⇒n(p+1)−1 ≥ n(p+1)x 1p −x p+1p .
Because the RHS is strictly increasing in x, and it converges to the LHS as x→1, it follows that the above inequality holds.
Suppose that z is a global minimum. Then, ′′K (z)≥0 together with the fact that the term in brackets is strictly positive implies that K (z)>0. Therefore, any interior global minimum must satisfy K (z)≥0, which in turn implies that K (q)≥0 for all q. As a result, K (QK−1)≥0 or equivalently J (QK−1)≥JK (QK−1)+ 1n
(∑K−1 i=1 wi
) TK (QK−1).
Now consider K−1 (·), and note that limq→−∞ K−1 (q)=0. By using the last inequality, that JK−1 (QK−1)≤ wK−1
n TK−1 (QK−1)+JK (QK−1), and TK−1 (QK−1)=TK (QK−1), it follows that
K−1 (QK−1)=J (QK−1)−JK−1 (QK−1)− 1 n
( K−2∑ i=1
wi
) TK−1 (QK−1)≥0.
Therefore, either K−1 (·) is increasing on (−∞,QK−1], or it has some interior global extreme point z<QK−1 such that ′K−1 (z)=0. If the former is true, then K−1 (QK−2)≥0. If the latter is true, then by applying the same technique as above we can again conclude that K−1 (QK−2)≥0.
Proceeding inductively, it follows that for all k ∈{2,...,K}, k (Qk−1)≥0 or equivalently J (Qk−1)≥Jk (Qk−1)+ 1 n
(∑k−1 i=1 wi
) Tk (Qk−1) and using that Jk−1 (Qk−1)≤ wk−1n Tk (Qk−1)+Jk (Qk−1), it follows that J (Qk−1)≥Jk−1 (Qk−1).
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216 REVIEW OF ECONOMIC STUDIES
Finally, by using Proposition 1 (i), it follows that for all k, J ′ (q)≥J ′k (q) for all q≤Qk . In addition, it follows that for all k, J (q)≥Jk (q) for all q≤Qk , which implies that given a fixed expected budget, the agents are better off if their rewards are backloaded.
Part III: Given a fixed expected budget B, the manager’s objective is to maximize Eτ [ e−rτ |q0
] or equivalently T (q0),
where τ denotes the completion time of the project, and it depends on the agents’ strategies, which themselves depend on the set of milestones {Qk}Kk=1 and payments {wk}Kk=1. Since q0<Q1<...<QK , it suffices to show that T (q0)≥T1 (q0) to conclude that given any arbitrary choice of {Qk,wk}Kk=1, the manager is better off compensating the agents only upon completing the project relative to also rewarding them for reaching intermediate milestones.
Define Dk (q)=T (q)−Tk (q)on (−∞,Qk] for all k ∈{1,...,K}, and note that Dk (·) is smooth and limq→−∞Dk (q)=0. Let us begin with the case in which k =K . Note that DK (QK )=0 (where QK =0). So either DK (·)≡0 on (−∞,QK ], or DK (·) has an interior global extreme point z̄<QK . Suppose that z̄ is a global minimum. Then D′K (z̄)=0 so that
rDK (z̄)=n [ J ′ (z̄)−J ′K (z̄)
] T ′ (z̄)+ σ
2
2 D′′K (z̄) .
Recall that J ′ (q)≥J ′k (q) for all q≤Qk from part II. Since z̄ is assumed to be a minimum, it must be true that D′′K (z̄)≥ 0, which implies that DK (z̄)≥0. Therefore, any interior global minimum must satisfy DK (z̄)≥0, which implies that DK (q)≥0 for all q≤QK . As a result, T (QK−1)≥TK (QK−1)=TK−1 (QK−1).
Next, consider DK−1 (·), recall that limq→−∞DK−1 (q)=0, and note that the above inequality implies that DK−1 (QK−1)≥0. By using the same technique as above, it follows that T (QK−2)≥TK−1 (QK−2)=TK−2 (QK−2), and proceeding inductively we obtain that D1 (q)≥0 for all q≤Q1 so that T (q0)≥T1 (q0). ‖ Proof of Proposition 4. See online Appendix. ‖ Proof of Lemma 1. Let us denote the manager’s expected discounted profit when he/she employs n (symmetric) agents by Fn (·), and note that limq→−∞Fn (q)=0 and Fn (0)=U −V>0 for all n. Now let us define n,m (·)=Fm (·)−Fn (·) and note that n,m (·) is smooth and limq→−∞ n,m (q)= n,m (0)=0. Note that either n,m (·)≡0, or n,m (·) has at least one global extreme point. Suppose that the former is true. Then, n,m (q)= ′n,m (q)= ′′n,m (q)=0 for all q, which together with equation (5) implies that [Am (q)−An (q)]F ′n (q)=0 for all q, where An (·)≡nan (·). However, this is a contradiction, because Am (q)>An (q) for at least some q by Theorem 2 (ii), and F ′n (q)>0 for all q by Theorem 3 (i). Therefore, n,m (·) has at least one global extreme point, which I denote by z̄. By using that ′n,m (z̄)=0 and (5), we have that
r n,m (z̄)= [Am (z̄)−An (z̄)]F ′n (z̄)+ σ 2
2 ′′n,m (z̄) .
Recall that F ′n (z̄)>0, and from Theorem 2 (ii) that for each n and m there exists an (interior) threshold �n,m such that Am (q)≥An (q) if and only if q≤�n,m. It follows that z̄ is a global maximum if z̄≤�n,m, while it is a global minimum if z̄≥�n,m. Next observe that if z̄≤�n,m then any local minimum must satisfy n,m (z̄)≥0, while if z̄≥�n,m then any local maximum must satisfy n,m (z̄)≤0. Therefore, either one of the following three cases must be true: (i) n,m (·)≥0 on (−∞,0], or (ii) n,m (·)≤0 on (−∞,0], or (iii) n,m (·) crosses 0 exactly once from above. Therefore, there exists a Tn,m such that n,m (q0)≥0 if and only if q0 ≤−Tn,m, or equivalently the manager is better off employing m>n rather than n agents if and only if |q0|≥Tn,m. By noting that Tn,m =0 under case (i), and Tn,m =∞ under case (ii), the proof is complete. ‖ Proof of Proposition 5. All other parameters held constant, the manager chooses the team size n∈N to maximize his/her expected discounted profit at q0; i.e. he/she chooses n(|q0|)=argmaxn∈N {Fn (q0)}. By noting that the necessary conditions for the Monotonicity Theorem (i.e. Theorem 4) of Milgrom and Shannon (1994) to hold are satisfied, it follows that the optimal team size n(|q0|) is (weakly) increasing in the project length |q0|. ‖ Proof of Propositions 6–9. See online Appendix. ‖
Acknowledgments. I am grateful to the co-editor, Marco Ottaviani, and to three anonymous referees whose comments have immeasurably improved this paper. I am indebted to Simon Board and Chris Tang for their guidance, suggestions and criticisms. I also thank Andy Atkeson, Sushil Bikhchandani, Andrea Bertozzi, Miaomiao Dong, Florian Ederer, Hugo Hopenhayn, Johannes Hörner, Moritz Meyer-Ter-Vehn, Kenny Mirkin, James Mirrlees, Salvatore Nunnari, Ichiro Obara, Tom Palfrey, Gabriela Rubio, Tomasz Sadzik, Yuliy Sannikov, Pierre-Olivier Weill, Bill Zame, Joe Zipkin, as well as seminar participants at Bocconi, BU, Caltech, Northwestern University, NYU, TSE, UCLA, UCSD, the University of Chicago, the University of Michigan, USC, UT Austin, UT Dallas, the Washington University in St. Louis, the 2012 Southwest Economic Theory conference, the 2012 North American Summer Meetings of the Econometric Society, GAMES 2012, and the SITE 2013 Summer Workshop for many insightful comments and suggestions.
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GEORGIADIS PROJECTS AND TEAM DYNAMICS 217
Supplementary Data
Supplementary materials are available at Review of Economic Studies online.
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- Projects and Team Dynamics
- 1 Introduction
- 2 The Model
- 3 Markov Perfect Equilibrium
- 4 The Effect of Team Size
- 5 Manager's Problem
- 6 Concluding Remarks
- A Additional Results
- B Proofs
23469227.pdf
Leading Associations: How Individual Characteristics and Team Dynamics Generate Committed Leaders Author(s): Matthew Baggetta, Hahrie Han and Kenneth T. Andrews Source: American Sociological Review, Vol. 78, No. 4 (August 2013), pp. 544-573 Published by: American Sociological Association Stable URL: https://www.jstor.org/stable/23469227 Accessed: 10-05-2019 22:53 UTC
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Leading Associations: How Individual Characteristics
and Team Dynamics Generate Committed Leaders
A. A AMERICAN SOCIOLOGICAL ASSOCIATION
American Sociological Review 78(4) 544-573 © American Sociological Association 2013
DOI: 10.1177/0003122413489877
http://asr.sagepub.com
®SAGE
Matthew Baggetta,3 Hahrie Han,b and Kenneth T. Andrewsc
Abstract
Leaders make vital contributions to the survival and success of civic associations, but they vary widely in levels of commitment to those groups. Why are some leaders more committed than others? We draw from scholarship on civic participation, volunteering, social movements, and team management to develop an original explanation. Although theory suggests individual and organizational factors may explain differences, most prior empirical studies examine only individual-level hypotheses. We use data collected from 1,616 Sierra Club volunteer leaders and the 368 chapters and groups they led to conduct multilevel analyses of the determinants of behavioral commitment among leaders. At the individual level, we find that leaders with more applicable skills, available time, and aligned motivations are more committed to the organization. At the organizational level, we find that leaders whose organizations are more complex, and who are on teams that operate more interdependently, share work more equally, and devote smaller shares of time to meetings, are more committed. These findings have implications for scholars of leadership and commitment and for organizations seeking more committed leaders.
Keywords activists, associations, commitment, leaders, time, volunteers
Leaders make vital contributions to the sur
vival and success of civic associations. Orga nization leaders deliberate over and select
group structures, strategies, and tactics (Ganz 2009; Morris 1984; Polletta 2002), shape col lective action frames (Morris and Staggen borg 2003), and identify opportunities and mobilize resources (Zald and McCarthy 1987). They do the work required to launch and sustain programs, engage active partici pants, and expand recognition (Andrews et al. 2010; Robnett 1996; Rothenberg 1992; Skocpol, Ganz, and Munson 2000; Smith, Carson, and Alexander 1984).
Given the critical roles leaders play, it is not surprising that variation in leader commitment has important implications for associations. For example, in a study of anti-drunk-driving associations, McCarthy and Wolfson (1996)
"Indiana University bWellesley College cUniversity of North Carolina-Chapel Hill
Corresponding Author: Matthew Baggetta, Indiana University, School of Public & Environmental Affairs, 1315 E. Tenth Street, Rm. 435, Bloomington, IN 47405 E-mail: [email protected]
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Baggetta et al. 545
found that the time leaders committed pre dicted a group's ability to recruit members and raise funds. Similarly, Ganz (2009) high lighted the crucial role that leader commit ment played in the United Farm Workers' (UFW) ability to out-compete established unions and defeat California's agriculture industry. As he noted, "a key difference between the UFW's leaders and those of the
Teamsters and the AFL-CIO was in the depth of each team's collective commitment to the
enterprise" (Ganz 2009:13). Studies like these demonstrate that commitment varies substan
tially across leaders and that leader commit ment affects important outcomes.
Despite the importance of leader commit ment for organizational outcomes, we know little about why some leaders are more commit
ted than others (but see Dorius and McCarthy 2011). Although scholars have called for increased theoretical and empirical attention to leadership, scholarship remains sparse (Aminzade, Goldstone, and Perry 2001; Barker, Johnson, and Lavalette 2001; Morris and Staggenborg 2003). We can, at best, draw analogies between research on participation among rank-and-file members and leader commitment (Musick and Wilson 2008). This approach suggests individual-level factors, like time availability or skill development, play a role in determining leader commit ment. It misses, however, the possible roles of organizational and interactional factors. Ordi nary members and volunteers, for example, are often provided with structured opportuni ties to engage (Eliasoph 2011; Lichterman 2006); leaders, on the other hand, hold meet ings, debate alternatives, and do administra tive and technical work to create and maintain
those opportunities (Baggetta et al. 2012). As such, leader commitment may vary with the demands of the organization (Dorius and McCarthy 2011; Oliver and Marwell 1992) and with the nature of interactions among members of the leadership team (Hackman 2002). On these points, the current literature on associational leaders is nearly silent.
Our question, then, is the following: Why are some leaders more behaviorally committed
to their associations than others? Our answer
draws on several streams of scholarship. We begin with established theories of participation and volunteering. This research focuses on individual-level factors driving participation, although some scholars note that organiza tional structures and practices can also shape member involvement and commitment (Knoke 1990; Musick and Wilson 2008; Wilson 1973). We thus draw on studies of political, civic, and
movement organizations and social-psycho logical research on work teams to develop expectations for organization-level explana tions of commitment.
In what is, to the best of our knowledge, the first effort to integrate these approaches, we simultaneously assess the organizational, interactional, and individual factors that shape behavioral commitment among leaders. Using data on 1,616 volunteer leaders of the Sierra Club and the hundreds of state chapters and local groups they led, we employed multi level analyses to elucidate the factors that facilitate behavioral commitment. Specifi cally, we examined the demands placed on leaders by an organization's complexity, the degree to which leaders worked interdepend ently and shared work equitably, and the extent to which meetings dominated the lead ership experience as possible organization level drivers of leaders' behavioral
commitment. We found that individual fac
tors play a role, but at least as important are characteristics of the organization and inter actions of the leadership team. These findings imply that association researchers need to consider organization and interactional effects. Moreover, organizations seeking more committed leaders would be better
served by getting current leaders to act as an interdependent, fair, and balanced team than by seeking out new, more intrinsically moti vated leaders.
THEORY
Historically, many social scientists have stud ied commitment, especially as it relates to organizations (Klein, Becker, and Meyer
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546 American Sociological Review 78(4)
2009). Given the complex, multidimensional nature of commitment, many definitions of the construct have been used. Some definitions
focus on the psychological dimensions of commitment; others focus more on its behav ioral implications, particularly when studying commitment in voluntary associations. Becker (1960:33) developed an early formulation of behavioral commitment as engaging in "con sistent lines of activity." Following Becker, scholars of voluntary action regularly concep tualize and measure commitment behavior
ally—by what people do, rather than what they say (Musick and Wilson 2008; Snow and Soule 2010). This approach differs from the psychological measures used by organiza tional behavior scholars studying commitment in for-profit settings (Klein et al. 2009). Where employers prescribe relevant behaviors (like hours spent on the job) and can sanction employees financially, assessing variation in mindsets may be more appropriate. A behav ioral approach makes more sense for unpaid volunteers with greater choice about how (and how much) to act.
Throughout this article, we focus specifi cally on behavioral commitment, using the terms "commitment" or "committed" to refer to the behavioral dimensions of commitment.
Although distinct, the behavioral and psycho logical dimensions of commitment are linked, especially in voluntary settings (Knoke and Wood 1981). As Kanter (1972:66-67) describes it, "When a person is committed, what he wants to do (through internal feeling) is the same as what he has to do (according to external demands), and thus he gives to the group what it needs to maintain itself at the same time that he gets what he needs to nour ish his own sense of self." Integrating several prior formulations, Musick and Wilson (2008:424) define behavioral commitment in voluntary settings as
the strength of a person's ties to a particular
organization or a particular volunteer role....
A highly committed volunteer is loyal to the
organization, willing to work long hours, to
put the volunteer role and its demands first.
... A highly committed volunteer is the last to leave.
In voluntary associations generally, and social movement organizations especially, the more committed member is one who takes on
greater risks and costs (Snow and Soule 2010), which can include devoting more time (Dorius and McCarthy 2011), enduring phys ical or emotional hardship (Hirsch 1990; McAdam 1988; Wiltfang and McAdam 1991), forgoing future opportunities (Mische 2001), persisting for longer periods (Down ton and Wehr 1997; Nepstad 2004; Passy and Giugni 2000), and doing more of the work necessary to see organizations survive and succeed (Andrews et al. 2010; Kanter 1972).
From this behavioral perspective, varia tions in commitment have important socio logical consequences for individuals and organizations. For individuals, commitment shapes the arrangement of other life activities. More commitment to a voluntary association can reduce engagement with family, friends, education, employment, recreation, and other alternative activities, thereby shaping life tra jectories (Corrigall-Brown 2012; Hirsch 1990; McAdam 1988; Mische 2001; Nepstad 2004; Passy and Giugni 2000). For organiza tions, the pool of available leader commit ment shapes groups' endurance, scope, and effectiveness of action (Andrews et al. 2010; Ganz 2009; Kanter 1972; McCarthy and Wolfson 1996; Oliver and Marwell 1992; Smith et al. 1984). Even substantial numbers of less-committed members may not provide enough day-to-day effort to keep an associa tion going. As Kanter (1972:62) notes, an association cannot last if it fails to solve the
problem of "who takes out the garbage?" Organizational maintenance depends on peo ple committed enough to take out the trash every day—and organizational progress requires commitment far deeper than that.
Most research on commitment in associa
tions focuses on the rank-and-file (referred to variously as members, participants, activists, or volunteers). Studies typically explain the choice to join or volunteer by focusing on
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Baggetta et al. 547
individual attributes that make joining more likely (see Musick and Wilson 2008; Verba, Schlozman, and Brady 1995). These same individual-level factors may also explain the depth and persistence of participation among people who join (Beyerlein and Hipp 2006; Corrigall-Brown 2012; Klandermans and Oegema 1987; Schussman and Soule 2005; Wilson and Musick 1999), but recent work suggests organization-level factors like the structure and management of organized vol unteer opportunities may matter more (Elia soph 2011; Musick and Wilson 2008).
Studies of the rank-and-file miss leaders'
unique situation (Morris and Staggenborg 2003). Leadership differs from rank-and-file participation because leaders take responsi bility for achieving organizational outcomes in ways the rank-and-file do not. Leaders seek opportunities and design chances for the rank-and-file to participate. Given the open ended and relatively autonomous nature of leadership activity, we cannot assume that explanations of commitment among the rank and-file will hold for leaders.
Why, then, are some association leaders more behaviorally committed to their associa tions than others? Several primary literatures inform our understanding of leader commit ment. First, civic participation and volunteering
scholars specify key individual-level factors that influence the decision to join, which may also influence leader commitment. Next, we draw on insights about resource mobilization in social movements, arguing that larger organiza tions may demand more commitment from leaders. Finally, we pull from team manage ment theory to consider how leadership team interactions can encourage or undermine com mitment among team members.
Individual Level: Civic Participation and Volunteering
Verba and colleagues ' (1995) Civic Voluntarism Model dominates individual-level explana tions of civic participation. This model con ceptualizes socioeconomic, demographic,
and network characteristics as civic resources
that reduce the costs of civic and political activity. Verba and colleagues studied a large national sample that primarily captured rank and-file participants, but their insights regard ing civic resources like skills, time, and motivation may explain leader behavior as well.
Verba and colleagues argue that political participation demands proficiency with civic skills like leading meetings, writing letters, and making speeches. Often, individuals with more education, regular employment, and other learning opportunities are better able to develop these skills and thus have lower bar riers to political participation (Verba et al. 1995) and a greater likelihood of volunteering (Musick and Wilson 2008). Because civic association leadership demands more skill than does ordinary participation or volunteer ing (Ganz 2010), organization leaders tend to have higher levels of education (Morris and Staggenborg 2003). We expect prior skill development opportunities will facilitate greater behavioral commitment.
Time is another resource that can facilitate
participation. Time in paid employment com petes with time available for volunteering (Musick and Wilson 2008); discretionary time (or greater flexibility) allows some people to participate more than others (De Hart and Dekker 1999; Verba et al. 1995). A similar concept from social movement studies—bio graphical availability—highlights characteris tics that may encourage or constrain participation. Empirical research on the effect of time constraints on participation is mixed. Analyses of political participation (Verba et al. 1995), Freedom Summer volunteers (McAdam 1988), Sanctuary Movement activists (Wilt fang and McAdam 1991), and peace move ment members (Downton and Wehr 1997) found that available free time increases par ticipation. Other studies, however, found no effect of free time on volunteering (Robinson and Godbey 1997), and individuals who are employed, married, and have children— factors that may reduce available time—are
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548 American Sociological Review 78(4)
no less likely to participate (Schussman and Soule 2005). Nepstad and Smith (1999:33) suggested that activists in the Central Ameri can Solidarity movement with the most demanding work schedules developed "con straint management skills," allowing them to successfully negotiate competing obligations and engage in more demanding forms of activism. Nevertheless, we expect leaders with fewer time constraints will commit more
to their organizations. Prior motivations may also shape behavio
ral commitment to associations. Scholars in
several traditions point to social-psychologi cal factors that further behavioral commit
ment. Downton and Wehr (1997:36) describe how prior experiences and beliefs create "atti tudinal availability" that allows individuals to commit to activism. Frame theorists suggest that individuals whose views align with an organization's are more likely to join and contribute (Benford and Snow 2000). Indi viduals who see themselves as part of com munities with shared characteristics or beliefs
are more likely to volunteer for, with, or on behalf of those groups (Omoto and Snyder 2002; Polletta and Jasper 2001). Likewise, Verba and colleagues (1995) focus attention on political interest and public concern among potential participants. Whether conceptual ized as attitudes, frames, identities, communi ties, or interests, social-psychological motivations influence forms and levels of
engagement. Leaders who are more moti vated and whose goals align well with an organization should be more behaviorally committed to leadership activity.
Organization Level: Resource Mobilization and Team Management
Social interactions, peer expectations, and an organization's formal characteristics are also likely to shape leadership commitment (Hirsch 1990; Knoke and Wood 1981; Oliver, Marwell, and Teixeira 1985; Wilson 1973). We begin with core personnel resources: lead ers and staff. In associations with more lead
ers and paid staff, leaders may display less
behavioral commitment because work is dis tributed over more individuals. Association
leaders, however, have more possible tasks to undertake than they could ever accomplish. We thus expect adding leaders or staff does not affect any particular leader's commit ment. Greater staff resources or additional
leaders may prompt a leader to shift her atten tion to other tasks. Leader commitment may be sustained by additional support (Staggenborg 1988) but not enhanced or undermined by it.
Members and money constitute a second set of organizational resources for associa tions. Larger organizations with more mem bers or financial resources are generally more complex and invest substantial effort in organ izational maintenance and program activity (Staggenborg 1991; Zald and McCarthy 1987). Because regular activities like produc ing newsletters, lobbying policymakers, or conducting research require specialized knowledge and focused effort, they are better accomplished by individuals who commit the time needed to becoming experts (Oliver and Marwell 1992). Larger organizations with more specialized work thus demand more behavioral commitment from each leader. In
addition, leaders in organizations with greater resources can launch more ambitious projects, furthering the demand for commitment.
Looking beyond resources, organizational theory and research examine the characteris tics of leadership teams that encourage or undermine commitment. Organization schol ars have long studied whether collaborative work practices are more or less productive than individualistic ones (Blau 1954; Miller and Hamblin 1963; Thomas 1957; Thompson 1967). Hackman (2002), a leading scholar of team management, argues that teams with stronger collective identity, clear goals, inter dependent work, and supportive environments are more likely to accomplish goals and enhance commitment. Most research investi
gating whether group characteristics facilitate member commitment relies on laboratory experiments or field surveys in for-profit cor porations (e.g., Hackman 2002; Van der Vegt
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Baggetta et al. 549
and Janssen 2003; Woolley et al. 2008). These studies have not investigated voluntary time commitment as an outcome. Because time
volunteered is highly salient in civic associa tions, we extend theoretical expectations regarding commitment from the team man agement literature (see Hackman 2002).
Team interdependence is a central focus in contemporary team scholarship. Social psy chology and organization studies have exam ined interdependence since the 1950s. A team works interdependently when work is divided among individuals but the success of any one person's effort depends on other team mem bers' simultaneous efforts (Hackman 2002). Many scholars argue that interdependence develops from structural characteristics such as authority arrangements, technology, or task
design (Guzzo and Dickson 1996; Ilgen et al. 2005) as well as team members' values (Wageman and Gordon 2005).
Research shows that team interdependence produces several attitudinal and behavioral out comes, including learning, productivity, effort, innovation, and satisfaction (Mesch, Johnson, and Johnson 1988; Van der Vegt, Emans, and van de Vliert 2001; Van der Vegt and Janssen 2003; Woolley et al. 2008). Multiple mecha nisms may underlie the relationship between interdependence and commitment in voluntary settings as well. Interdependence may increase feelings of solidarity, collective identity, accountability, or efficacy among team mem bers. For example, Hirsch (1990) described how activists' collective consciousness-raising, empowerment, and decision-making increased movement participants' commitment. Simi larly, Corrigall-Brown (2012) found that UFW leaders who lived and worked communally participated in inclusive decision-making pro cesses and applied their skills across multiple contexts. This interdependency led people to devote long hours for extended periods of time. We expect leadership teams that structure work
interdependently will increase team members' behavioral commitment.
Leadership teams also vary in how they dis tribute effort. Teams with greater inequality may undermine members' behavioral commitment
because inequality may undermine solidarity and reinforce oligarchy (Freeman 1975; Oster man 2006). High contributors may think others cannot be relied on—that "if you don't do it, nobody else will" (Oliver 1984). Inequality can demobilize some initially high contributors who
burn out. Inequality may also demotivate indi viduals who make small time contributions
because their efforts are undervalued. On the
other hand, greater equality may inspire behav ioral commitment from team members. Corri
gall-Brown (2012) describes how UFW leaders regularly interacted, directly observing the con sistent effort put forth. As one of her UFW interviewees reported: "Seeing the commitment of the other volunteers made you realize what you could do yourself. You see other people who are giving up everything and it makes you feel like you can continue to give up everything
yourself for the cause too" (Corrigall-Brown 2012:96). Shared effort among leaders may thus
inspire greater behavioral commitment. Finally, leadership teams that focus dispro
portionately on organizational maintenance may diminish behavioral commitment. Organizational maintenance activities are necessary for group survival (Kanter 1972; Oliver and Marwell 1992) but are less likely to reinforce the purposive motivations that underpin commitment (Hildreth 1994; Wilson 1973). Without an adequate balance of admin istrative and substantive activity, leaders may lose a sense of efficacy and disengage from the group (Ganz 2000; Polletta 2002).
Meetings are central to organizational maintenance activity but are rarely studied in voluntary associations. Following Schwartz man's (1989) anthropological examination, recent studies in workplaces suggest that sat isfaction with meetings is a distinct compo nent of employee job satisfaction (Rogelberg et al. 2010). Employees perceive meetings as disruptions of productive work time. More frequent meetings lead to lower reported lev els of employee well-being (Luong and Rogelberg 2005), although longer meetings do not affect employee satisfaction (Rogel berg et al. 2006). In voluntary settings, we know that leaders spend substantial time in
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550 American Sociological Review 78(4)
meetings (Baggetta et al. 2012; McCarthy and Wolfson 1996), but little is known about how that time affects leaders.
Under ideal circumstances, meetings can be important venues where coordination, cre ative strategizing, and community building activities facilitate civic skill development (Ganz 2009). Many association meetings, however, devolve into long, poorly structured debates (Polletta 2002) where relatively little learning occurs (Baggetta et al. 2012). In such conditions, meetings are less likely to provide solidary incentives (by enhancing camarade rie) or purposive incentives (by demonstrat ing progress toward goals) and instead may frustrate leaders, reducing their commitment.
In summary, literatures on civic participa tion, volunteering, social movements, and team management suggest individual and organizational factors shape the behavioral commitment of association leaders. One of
our main contributions is synthesizing these research traditions to generate a more com prehensive, multilevel explanation of behav ioral commitment. Leaders with greater civic skills, more available time, and stronger moti vations should be more committed. Greater
organizational resources may increase com mitment by demanding more of leaders. Finally, team contexts in which leaders work interdependently, share work equitably, and balance their activities well may foster greater commitment to the group.
RESEARCH DESIGN AND
DATA
Examining both the organizational and indi vidual factors that shape leaders' commitment requires a multilevel design with a large sample of organizations and leaders nested within them. Most quantitative studies of par ticipation in voluntary associations sample individuals and ask them about their experi ences (e.g., Verba et al. 1995), or sample organizations and either survey one key infor mant (e.g., Walker 1991) or collect data from organizational records and secondary sources (e.g., Skocpol 2003). A research design that
blends these approaches can better assess the simultaneous effects of individual and organi zational characteristics on leader outcomes
(e.g., Knoke 1990; Stolle 2001). We used data from the National Purpose,
Local Action (NPLA) project—a major study of the Sierra Club, one of the oldest and larg est environmental groups in the United States. The Sierra Club is a broad-based membership association whose mission is to "explore, enjoy, and protect the wild places of the earth, practice and promote the responsible use of the earth's ecosystem and resources, [and] educate and enlist humanity to protect and restore the . . . environment" (Sierra Club 1981). Headquartered in San Francisco, the Sierra Club is a federated organization with 63 chapters (one per state, plus 13 regional chapters in California) and 343 local groups. Most Sierra Club members join through direct mail solicitation conducted by the national headquarters, but once signed-on, individuals are assigned to the group and chapter whose boundaries encompass their homes. Execu tive Committees (ExComs) elected annually by members govern groups and chapters. ExCom members and other committee lead
ers organize the political and recreational activities undertaken by the group or chapter. Some chapters (62 percent) have paid staff who contribute to advocacy, organizing, and member engagement. Groups, by rule, do not have staff. The national board dictates mini
mum standards for chapters and groups (e.g., each must have an ExCom chairperson and a treasurer; elections must take place annually), but these subnational entities have autonomy in how they structure activity, how they oper ate, and what they choose to do.
The NPLA project collected data on the Sierra Club from three main sources: organi zational surveys, individual leader surveys, and secondary data on each organization's structure and resources. In fall 2003, we con ducted telephone surveys with ExCom chair persons from groups and chapters. The 40-minute survey asked about a variety of organizational characteristics, including organizational structure, practices, resources,
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Baggetta et al. 551
culture, activities, and effectiveness. Of 63 possible chapters, 60 participated in the sur vey (95.2 percent), and 308 of 343 groups participated (89.9 percent). In the fall and winter of 2003 to 2004, individual ExCom members completed 15-page surveys asking about their personal pathway into leadership in the organization, their assessments of the functioning of their leadership teams, and their personal demographic characteristics. We collected 1,616 surveys from the 3,184 Sierra Club ExCom members for a response rate of 51 percent. The Sierra Club also pro vided extensive data on membership, budg ets, staff, and other characteristics for all chapters and groups. Using these data, we completed extensive response bias analyses for the organizational and leader surveys, finding high levels of representativeness of our samples (Andrews et al. 2010). The Sierra Club provides an excellent case study for understanding leaders of national civic associations, but we address three con cerns regarding its possible limitations. First, in relation to the environmental movement, the Sierra Club is distinctive in terms of its age
and prominence (Bosso 2005). Its chapters and groups, however, are quite similar to other local environmental groups (Andrews and Edwards 2005). Second, the Sierra Club's focus on environmental issues distinguishes it from associations with other substantive con
cerns. Still, its federated structure is similar to
that of many other important organizations, ranging from the National Rifle Association to the American Bowling Congress (McCarthy 2005; Skocpol 2003), and the internal struc tures of its local units are comparable to those found in peace movement organizations, anti drunk-driving groups, and even community choirs (Baggetta 2009).1 Third, Sierra Club leaders have relatively elite sociodemographic backgrounds. This is similar, however, to other social movement leaders (Morris and Staggenborg 2003), and Sierra Club leader ship experiences resemble those studied in other organizational contexts (e.g., Barkan 2004; McCarthy and Wolfson 1996; Tannen baum 1961). These features may distinguish
the Sierra Club from any other particular organization, but we expect our major analyti cal claims extend to other associational set
tings and provide a benchmark for future work on the organizational and individual determi nants of commitment.2
MEASURES AND HYPOTHESES
Dependent Variable: Commitment as Hours Contributed
To measure behavioral commitment, we doc umented the time leaders voluntarily contrib uted to their leadership position. Our measure of hours contributed is based on questions from our written survey of ExCom members. We began by asking respondents the follow ing question:
On average, how many hours per month have you devoted to Sierra Club work for your Group or Chapter over the past year?
(Note: Think specifically about the work that you did for the Group or Chapter that
you will be discussing during your ExCom Self-Assessment, especially if you hold multiple leadership positions at different levels of the Sierra Club.)
Time has strong intuitive appeal as a behavioral indicator of commitment; a leader
devoting 50 hours per month certainly appears more committed than a leader working one hour. Using time as an indicator of commit ment is also consistent with past scholarship on volunteering (Dorius and McCarthy 2011; Musick and Wilson 2008).
Despite its face validity, a potential con ceptual concern exists. Hours volunteered could be influenced not just by a leader's commitment to the association but also by her
task efficiency. If association leaders have a finite number of tasks to accomplish, indi viduals who can complete those tasks more efficiently will spend less time than their less efficient counterparts. This concern is likely valid for rank-and-file volunteers. When all
the onions are chopped for the soup kitchen's
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552 American Sociological Review 78(4)
upcoming meal, the volunteer can go home; when the annual awards committee members
have read nomination letters and chosen a
winner, their work is done. In such circum stances, time is given voluntarily but the work to be accomplished is essentially piece-work (see, e.g., Eliasoph 2011). Increasing the piece-rate will decrease the time contributed regardless of level of commitment.
When examining leaders, however, we argue that this is a minimal concern because the
work is open-ended and ambiguous. Leaders of self-governing voluntary associations like the Sierra Club face an essentially unlimited set of possible tasks to undertake. Like business exec utives, entrepreneurs, artists, and academics, the universe of tasks an association leader
could undertake far exceeds any individual's capacity to complete them—especially because one of the core demands of leadership is scan ning the environment for opportunities and developing creative new tasks to exploit them (Aminzade et al. 2001; Ganz 2009; Morris and Staggenborg 2003). Efficiency may influence how many tasks an individual accomplishes, but completing a task merely opens the oppor tunity to take on (or invent) another. Research on high-earning managers and other profes sionals suggests that highly competent individ uals in these open-ended jobs contribute extreme amounts of time not because they are inefficient but because they are committed to the occupation (Hewlett and Luce 2006). The same is likely true for voluntary association leaders; the total time they contribute reflects their commitment. As such, we use the time contributed by Sierra Club leaders to measure behavioral commitment.
Important measurement questions are also related to this dependent variable. Social sci entists have used self-reported time estimates in a wide range of subfields (Tijdens and Dragsta 2007). Much of this work is driven by demographic questions for which accurate
point estimates are the primary goal. Key examples include the Current Population Sur vey's (CPS) question about the amount of time worked in the prior week and research on the gender-based division of household
labor. Open-ended questions about time use make significant demands on a respondent's ability to supply accurate estimates (Bianchi, Robinson, and Milkie 2006; Robinson and Godbey 1997).
Despite this concern, methodological research suggests that self-reported time measures are robust when used as dependent variables. Time diaries that allow respondents to document a wide range of activities are generally the gold standard for time-use stud ies. Although comparisons of time diaries and self-reported measures are rare, some evi dence suggests self-reports lead to exagger ated estimates (Chase and Godbey 1983). In our analysis, the major threat is systematic sources of bias rather than random error. On
this issue, Jacobs (1998) compared the stand ard CPS self-report of hours worked with a calculated workweek estimate. Using regres sion analyses, Jacobs tested whether social psychological factors (e.g., stress), work (e.g., nonstandard schedules), or demographic attributes (e.g., gender or education) explained variation in the discrepancy between self reports and calculated work. Jacobs's (1998:50) analyses "revealed random rather than systematic errors" (see also Kan and Pudney 2008). Taken together, past scholar ship provides support for our use of self reported time as a dependent variable.3
Nevertheless, given possible recall and social desirability biases, we conducted sup plementary analyses. Methodological research on volunteering surveys finds that longer, more detailed batteries of questions about vol unteering—including items focused on domains of behavior and particular activities— produce more accurate results (Rooney, Steinberg, and Schervish 2004; Steinberg, Rooney, and Chin 2002). This format yields larger time estimates, but the estimates are closer to those found using a detailed time diary method (Havens and Schervish 2001). Our survey included two additional batteries of questions asking leaders to categorize their average monthly time commitments into spe cific types of activities (e.g., working on newsletters, fundraising, participating in
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Baggetta et al. 553
meetings, and community outreach) and broader domains of activity (e.g., conserva tion, politics, outdoors activities, and organi zation building) (see Table A1 in the Appendix for a complete list). The total number of reported hours across all three question for mats was quite consistent within individuals. Pearson correlations across reports range from .83 to .89. Discrepancies appear to be randomly distributed across reports (no meas ure is systematically higher or lower than the others) and across value ranges (low time commitment responses seem no more or less likely to be discrepantly reported than high estimates).
Additionally, the phone survey asked ExCom chairpersons to self-report their amount of time commitment (see Table A1 in the Appendix for wording). These surveys took place at different times and in a different
format than the written leader survey and focused primarily on characteristics of the particular organization (not the chairperson). Despite the time lag between responses and differences in format, chairpersons' overall estimates were correlated at .85. Again, dis crepancies in reports are randomly distributed over the range of values and are not consist ently higher or lower in either response for mat. Supplementary analyses of related measures within the same survey and the same measure across different surveys increase confidence in our analysis.
Survey nonresponse is an additional con cern because leaders who responded to the survey may differ systematically in their time contributions from leaders who did not. Abra
ham, Helms, and Presser (2009) note that volunteering and volunteer time contribution estimates may be biased because volunteering and survey response may be driven by the same personality characteristics. They found that respondents to surveys of the general population volunteer at higher rates and for more hours than do survey nonrespondents. They show, however, that among volunteers, those who do respond to surveys and those who do not are indistinguishable in terms of the number of hours they volunteer. Because
our sample includes only volunteers, there is little reason to believe respondents contrib uted hours differently compared to nonre spondents. That said, even if respondents' time reports are biased, Abraham and col leagues (2009) demonstrate that inferences drawn from multivariate analyses of time contributed do not differ between respondents and nonrespondents.
Taken together, our supplementary meth odological tests and the broader literature pro vide confidence in our multivariate analyses. Given the multiple question formats, detailed response batteries, and consistency of reports by individuals within and across survey instru ments and contexts, we have substantial con fidence in the validity of our point estimates of
time contribution. In our analyses we used the sum of responses for time contributed in dif ferent categories of activity (e.g., newsletters, fundraising, and events), the most detailed set of time reports collected.
Independent Variables: Individual Level
The literatures reviewed earlier suggest three sets of individual characteristics that might influence leaders' behavioral commitment—
skills, time, and motivation.4 These factors influence who joins, volunteers, and partici pates, and in some cases how much individu als do. We expect similar patterns for time contributions of Sierra Club leaders (see Table A2 in the Appendix for data sources and question wording for all measures). Leaders who have more opportunities to practice civic skills through formal education and Sierra Club specific trainings should contribute more time. We measured formal education
categorically as having less than a bachelor's degree (reference category), a bachelor's degree, or an advanced degree. We also included a measure of the number of Sierra
Club trainings a leader attended. Leaders with fewer time constraints should
have more time available and contribute more
hours. Time constraints include formal
employment (full-time and part-time; not
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554 American Sociological Review 78(4)
currently employed is the reference category), having a child under the age of 18 living at home (dummy), and the amount of time con tributed to other voluntary organizations (the sum of hours spent in any of 24 types of asso ciations in which respondents reported being a member or leader at the time of the survey).
Motivational factors, such as a personal connection to the cause or a closer match
between individual identity and organiza tional aims, should increase behavioral com mitment. The Sierra Club should better align with individuals who have stronger interests in environmental protection. We used attitudi nal and behavioral measures to assess envi
ronmental alignment. The attitudinal measure is a scale constructed from items regarding political change motivations for participating in the Sierra Club.5 Respondents were asked to rate the importance of various factors to their participation, such as "influencing pub lic policy" or "protect the quality of the envi ronment." Behavioral measures are indicators
of whether a respondent had ever been a member of another local, state, or national environmental group and whether a respond ent had ever been a leader in such a group. Because we control for the amount of time
currently spent in any other organization (including other environmental groups), membership and leadership in other environ mental groups demonstrates additional identi fication with the environmental movement
apart from any time competition between associations. We expect all three measures to be positively related to Sierra Club leadership time contributions.
Because the Sierra Club is not only an advocacy organization but also facilitates community engagement and improvement through activities like outings and clean-ups, individuals with stronger civic or community orientations should contribute more time.
Two variables indicate having ever been a member or leader in any nonenvironmental association; these parallel the measures of environmental involvement. Both variables
should have positive effects on the hours a leader contributes.
In addition, we included individual-level control variables for age, household income, gender, marital status, and the length of time an individual had been an activist within the Sierra Club. We also included indicator vari
ables for the four different types of leadership
positions in our sample: group ExCom mem bers, group chairpersons, chapter ExCom members, and chapter chairpersons (group ExCom members are the reference category). As a robustness check, we ran one model including a control for the total number of other Sierra Club positions a leader held, as self-reported by leaders in the written survey.
Independent Variables: Organization Level
We examined two related sets of organiza tion-level factors that may contribute to lead ers' behavioral commitment: organizational resources and the leader interaction context.
We included four variables to measure orga nizational resources: leaders, staff, members,
and revenue. Although some might expect organizations with more volunteer leaders (as measured by the size of the ExCom) and more paid staff will demand less time from each individual leader because work can be
divided among more people, we expect these factors will have no effect on commitment
(because leaders with additional support sim ply move on to additional tasks). Larger orga nizations or those with greater resources, however, will likely demand more time from their leaders, who must complete activities that require specialized knowledge and endur ing attention. We measured size by the num ber of members. Sierra Club entities have two
primary revenue streams: funds collected by the national organization that are transferred to lower-level units and locally raised funds. Because local fundraising could be influ enced by leader commitment, we only include transfer funds to measure financial resources.
We focused on three components of the leader interaction context: (1) the extent to which a team operated interdependently, (2) the extent to which work was balanced among
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Baggetta et al. 555
leaders, and (3) the proportion of time spent in meetings. We modeled the first scale on Hackman's Team Diagnostic Survey (Wage man, Hackman, and Lehman 2005), which has been used to measure the performance of work teams (Hackman 2002; Wageman 1995). We combined two items adopted from the Hackman survey, both of which were scored from 1 (never) to 5 (almost always): "A lot of communication and coordination is
necessary with other members to generate outcomes" and "I depend heavily on other members to get the work done." We expect teams with greater interdependence will stim ulate greater time contribution from leaders. We measured this variable using a scale that combines the items of the entire ExCom; the measure thus represents the team's assess ment of its ability to work interdependently.6
The second dimension is the extent to
which work was balanced among leaders. We expect leaders will contribute more time when work is spread more evenly across the whole leadership team. To measure inequality we created a GINI index (Hao and Naiman 2010) for each leadership team using the self reported time measure (described earlier). The index runs from 0 to 1 with higher values indicating more inequality.
The third dimension measures the propor tion of time leaders spent in meetings. We expect leaders in ExComs that focus a greater share of their time on meetings will be less behaviorally committed. We derived an organization-level measure of the proportion of all leader hours spent in meetings for each ExCom using the time measure (described earlier). We divided the total reported time spent in meetings by all ExCom members by the total time for all activities by all members of that ExCom.
As a robustness check, we also estimated one model including a control for program activity. We measured programs with an addi tive scale, in which chairpersons were asked whether their group or chapter regularly, sometimes, rarely, or never engaged in 35 dif ferent types of activities. Groups and chapters were given one point for each activity they
reported doing regularly or sometimes and the total number of activities was summed.
RESULTS: EXPLAINING
BEHAVIORAL COMMITMENT
AMONG LEADERS
Before turning to our multivariate analysis, we describe the leaders and their organizations (see Table 1 for descriptive statistics for all variables). The median Sierra Club leader spent 17 hours per month on leadership activ ities (the average leader spent 27.5 hours), although the range stretches from less than an hour to more than 100 hours per month. The average Sierra Club ExCom chairperson con tributed 45 hours per month. As a benchmark, McCarthy and Wolfson's (1996) study of anti drunk-driving leaders found that chapter vice presidents spent 29 hours per month on lead ership activities and chapter presidents devoted nearly 62 hours per month.
Sierra Club leaders are highly educated: 88 percent had a college education and more than half attained an advanced degree. The average leader was in her mid-50s, worked full-time for pay, and was unlikely to have a child living at home (15 percent). About 43 percent were women, 63 percent were married, and the median leader had been an active member for
nine years. Nearly four-fifths of leaders had been members of another environmental
group and nearly a third had led another envi ronmental group; 88 percent of leaders had been members of nonenvironmental groups (more than half had been leaders). The Sierra Club was leaders' primary associational com mitment and the median leader held one posi tion within the Sierra Club. Despite their other affiliations, the median Sierra Club leader spent less than half an hour per month partici pating in other groups. The average leader had strong attitudinal motivations for political change on environmental issues (mean score of 4.08 on a five-point scale).
Turning to organizational context, 31 per cent of respondents were chapter-level lead ers (the other 69 percent led local groups).
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556 American Sociological Review 78(4)
Table 1. Descriptive Statistics
Dependent Variable Leadership Hours3
Individual Resources
Skills
College Degree Advanced Degree Sierra Club Training
Time
Employed Full-Time Employed Part-Time Child at Home
Hours in Other Associations"
Motivation
Political Change Scaleb Env. Association Member
Env. Association Leader
Other Association Member
Other Association Leader
Organizational Resources ExCom Leaders
Staff Persons
Entity Members"
Transfer Revenue"
Leader Interaction Context
ExCom Interdependence0
Leader Time Inequality (GINI)
Proportion of Time in Meetings
Controls
Age Household Income
Gender (Female = 1) Marital Status (Married = 1) Sierra Club Activist Tenure
Chapter ExCom Chairperson Chapter ExCom Member Group ExCom Chairperson Group ExCom Memberd Other Sierra Club Positions
Chapter/Group Programs
N Mean Med. SD Min. Max.
1496 27.52 17.00 31.01 .50 239.50
1493 .36 .00 .48 .00 1.00
1493 .52 1.00 .50 .00 1.00
1479 1.14 1.00 1.02 .00 3.00
1459 .52 1.00 .50 .00 1.00
1459 .13 .00 .34 .00 1.00
1480 .15 .00 .35 .00 1.00
1536 9.36 .38 18.71 .00 190.00
1513 4.08 4.20 .57 1.50 5.00
1536 .78 1.00 .41 .00 1.00
1536 .31 .00 .46 .00 1.00
1536 .88 1.00 .32 .00 1.00
1536 .53 1.00 .50 .00 1.00
1536 10.05 9.00 4.56 4.00 28.00
254 8.89 8.00 3.66 4.00 28.00
1536 .78 .00 2.26 .00 18.00
254 .50 .00 1.76 .00 18.00
1536 5322.20 2021.00 7838.73 110.00 40872.00
254 3925.07 1660.50 6318.91 110.00 40872.00
1533 33934.74 2167.00 67304.09 .00 288980.30
253 21673.15 1463.00 53382.24 .00 288980.30
1536 3.37 3.44 .52 1.60 5.00
254 3.34 3.40 .55 1.60 5.00
1536 .37 .37 .12 .07 .70
254 .36 .36 .12 .07 .70
1536 .19 .18 .08 .00 .49
254 .19 .18 .08 .00 .49
1470 53.65 54.00 11.53 22.00 89.00
1353 2.58 3.00 .99 1.00 4.00
1465 .43 .00 .50 .00 1.00
1460 .63 1.00 .48 .00 1.00
1474 11.65 9.00 9.39 .00 52.00
1423 .03 .00 .18 .00 1.00
1423 .28 .00 .45 .00 1.00
1423 .12 .00 .33 .00 1.00
1423 .57 1.00 .50 .00 1.00
1536 1.69 1.00 1.92 .00 13.00
1409 21.32 21.00 6.37 .00 35.00
231 20.49 21.00 6.33 .00 35.00
Note: Statistics for organization-level variables are reported at individual and organization levels. aVariables are logged in regression analyses. bCronbach's a = .81. cCronbach's α = .72.
dReference category in analyses.
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Baggetta et al. 557
The median leader served on an ExCom with
eight other individuals (although this ranged from 3 to 27) and had no staff support.7 The median entity received transfer revenue of less than $1,500 and had about 1,700 members (with significant variation among groups and chapters). The typical leader experienced a modest level of team interdependency (3.4 of a possible 5) and inequality of time contribu tions across team members (GINI = .37) with a wide range of experiences across entities. Typical leaders spent about one-fifth of their time in meetings, although some ExComs spent fully half of their time meeting.
Why are some leaders more behaviorally committed to their associations than others?
Table 2 shows results of regression analyses addressing this question. Model 1 is a fixed effect linear regression model with robust standard errors. Models 2, 3, and 4 are GLS multilevel random-effects models including variables at the organizational level of analysis.
Civic skills, especially Sierra Club-spe cific skills, matter a great deal. Individuals who received more formal training from the Sierra Club contributed significantly more hours. This likely represents two complemen tary mechanisms. First, trainings give indi viduals the tools they need to feel competent in their work. Second, going through training can increase organizational identification.
Our findings on the relationship between formal education and commitment are less
intuitive. Individuals with a college degree contributed fewer hours than did individuals
with less than a college education, and indi viduals with advanced degrees contributed fewer still. Most prior work finds a positive effect of education on other forms of civic
engagement (e.g., joining an association or voting) among rank-and-file members. Musick and Wilson (2008), however, found that edu cation does not have a positive relationship to the number of volunteer hours except among
people who volunteer around youth develop ment issues. Our finding is robust to alterna tive specifications of the education variable.8 It is also consistent with examination of the
relationship between education and voluntary
hours in other datasets.9 Recent longitudinal research on volunteering in the Netherlands shows that although higher levels of education were once positively correlated with hours volunteered, that relationship is now reversed (van Ingen and Dekker 2011). Several possi ble mechanisms could explain this negative relationship. People with more education could face higher opportunity costs in devot ing time to unpaid volunteer work or may be reluctant to embrace lower status forms of
voluntary activity. Or, more educated people may prefer making contributions related to their own skill sets, thus indirectly constrain ing the amount of time they devote. Given that our data are not well-suited to identifying the specific mechanisms underlying this finding, we refrain from speculating further and note that more research on the role of formal edu
cation among association leaders is needed. In addition, we find that available time is
an important personal resource. Employment, especially full-time employment, substantially reduces the amount of time leaders contribute.
As expected, the coefficient for having a child at home is negative, but given the sample's limited number of leaders with children, the
relationship does not reach conventional standards of statistical significance. The esti mated effect of hours spent in other groups is
small and not statistically significant. Motivations shape hours contributed to a
group. Individuals with stronger political change motivations devote more hours. Simi larly, leadership in other environmental groups (now or in the past) is also positively related to additional Sierra Club leadership time. Motivational effects, however, appear to be limited to the environmental domain.
Membership or leadership in other types of civic associations had no impact on behavio ral commitment to the Sierra Club.
Turning to organizational resources, the number of members matters but the number
of volunteer leaders, the number of paid staff, and the amount of transfer revenue do not.10
As expected, a greater number of leaders does not reduce demands on individual leaders.
Organizations that are larger in terms of
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558 American Sociological Review 78(4)
Table 2. Coefficients of Regressions for the Number of Hours (In) Contributed by Sierra Club Leaders
Individual Resources
Skills
College Degree
Advanced Degree
Sierra Club Training
Time
Employed Full-Time
Employed Part-Time
Child at Home
Hours in Other Associations (In)
Motivation
Political Change Scale
Env. Association Member
Env. Association Leader
Other Association Member
Other Association Leader
Organizational Resources ExCom Leaders
Staff Persons
Entity Members (In)
Transfer Revenue (In)
Leader Interaction Context
ExCom Interdependence
Leader Time Inequality (GINI)
Proportion of Time in Meetings
Model 1 Model 2 Model 3 Model 4
Fixed Random Random Random Effects Effects Effects Effects
-.110 -.171* -.107
(.103) (.080) (.082) -.194 -.284*** -.217**
(.103) (.078) (.079) .199*** .169*** .099***
(.032) (.024) (.026)
-.355*** -.359*** -.313***
(.074) (.061) (.061) -.227* -.238** -.245**
(.092) (.076) (.076) -.072 -.062 -.080
(.082) (.068) (.070) .014 .015 .007
(.020) (.017) (.018)
.194*** .151*** .124**
(.052) (.043) (.044) .204** .125 .072
(.077) (.066) (.068) .098 .173** .167**
(.066) (.055) (.056) .033 .108 .107
(.112) (.093) (.096) .040 .008 -.047
(.062) (.052) (.053)
.002 -.002 -.001
(.010) (.009) (.008) -.017 -.015 -.025
(.018) (.017) (.015) .118*** .114*** .078*
(.035) (.033) (.032) .017 .012 .011
(.013) (.012) (.011)
.248*** .186** .206***
(.061) (.057) (.055) -.554* -.687** -.799**
(.283) (.263) (.251) -2.887*** -2.848*** -2.765***
(.433) (.401) (.380)
(continued)
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Baggetta et al. 559
Table 2. (contined)
Model 1 Model 2 Model 3 Model 4
Controls
Age
Household Income
Gender (Female = 1)
Marital Status (Married = 1)
Sierra Club Activist Tenure (In)
Chapter ExCom Chairperson
Chapter ExCom Member
Group ExCom Chairperson
Other Sierra Club Positions
Chapter/Group Programs
Constant
Overall fl-squared Within-Group fl-squared Between-Group fl-squared Within-Group SD Between-Group SD Residual Intraclass Correlation
F or Chi-squared Ν
Fixed Random Random Random Effects Effects Effects Effects
-.002 .001 .003
(.003) (.003) (.003) .038 .029 .020
(.034) (.028) (.028) .118* .152** 171***
(.055) (.048) (.049) .038 -.029 -.048
(.066) (.055) (.055) .035 -.008 -.034
(.045) (.036) (.037) .938*** .870*** .822***
(.155) (.146) (.146) -.027 -.049 -.082
(.107) (.100) (.097) .632*** .598*** .603***
(.075) (.070) (.072) .094***
(.014) .014**
(.005) 1.845*** 1.668*** 1.194** 1.194**
(.321) (.308) (.383) (.379) .463 .193 .326 .353
.115 .258 .277
.311 .424 .491
.271 .249 .183
.795 .734 .721
.104 .103 .060
8.781*** 231.740*** 483.293*** 520.455***
1,110 1,110 1,110 1,029
Note: Standard errors are in parentheses. *p < .05; **p < .01; ***p < .001 (two-tailed tests).
membership, however, demand more time from leaders.
In terms of leader interaction context, team
interdependence emerges as an important factor.
Leaders on ExComs that operated as interde pendent teams contributed more time to leader
ship activities. We suspect individuals on interdependent teams experience greater trust in
other leaders, greater confidence that their efforts
will succeed, and greater solidarity with their peers. Interdependence may enhance a sense of mutual obligation and reduce free-riding. By
working interdependently, leadership teams can
generate greater time contributions from leaders.11
We also find that the way leaders distribute
work matters. Greater inequality of time con tribution between leaders decreases individu
als' behavioral commitment. We argue that two
factors contribute to this pattern. First, some individuals may work long hours to support their own goals with little to no engagement of others on the leadership team. This approach may demobilize other leaders who are not self starters (Oliver 1984). Second, inequality
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560 American Sociological Review 78(4)
among leaders could be due to internal faction alism. Without successful conflict resolution,
some individuals may disengage (Polletta 2002). If so, time inequality is conceptually related to our finding on leadership team inter dependence. We see this finding as providing a basis for further investigation to determine the
mechanisms underlying this relationship.12 Finally, we find that leaders contributed
fewer hours when their leadership teams devoted a greater proportion of their time to meetings. As currently practiced, meetings fail to reinforce purposive and solidary incen tives that undergird strong forms of behavio ral commitment and hence do not capitalize on the motivations that activists bring to the organization (Leighley 1996). Meetings may thus demobilize individuals who find their
efforts wasted in lengthy debates or listening to mundane reports with little meaningful decision-making.
Looking briefly at the control variables, age and income have small and statistically insignificant effects on the amount of time leaders contributed.13 Women committed more time than men.14 There was no differ ence between married and unmarried leaders.
Activist tenure shows no effect. Group and chapter chairpersons committed substantially more time.
To verify the robustness of our findings against alternate specifications, we also pre sent a model including controls for the num ber of other Sierra Club positions a leader held and the total number of program activities a chapter or group undertook. Model 4 in Table 2 shows that inclusion of these variables does
not substantively change the effects of other variables. Holding other leadership positions within the Sierra Club could constrain the
amount of time a leader has, leading to a negative relationship with the dependent vari able. Instead, we find a statistically signifi cant, positive relationship between holding more leadership positions and commitment. This finding reinforces our overall argument that the number of hours a person spends is an indication of their commitment. In voluntary associations like the Sierra Club, leaders face an unbounded set of tasks they can undertake
and consequently an open-ended amount of time they can spend. The more committed people are, the more likely they are to under take more leadership positions within the Club and to spend more time on their group or chapter ExCom. We also find a statistically significant, positive relationship between pro gram activity and the number of hours leaders spend. Groups and chapters that undertake more program activities require more time from their leaders.
Both of these controls raise complicated questions about causality. Are leaders more committed and spend more hours on Sierra Club work because they run more programs, or do they run more programs because they are more committed? Do people hold more positions because they are more committed, or are they more committed because they hold more positions? Including these varia bles does not change the main substantive effects in our model, so we excluded them from further analyses.
Figure 1 illustrates the relative magnitudes of these effects. The figure displays the pre dicted change in the number of hours com mitted to Sierra Club activity for a typical leader if we took that leader and moved each
characteristic (independently) from its mean to the 90th percentile of the observed distri bution (or from zero to one for dichotomous measures), holding all other characteristics constant (using Model 3 from Table 2; only statistically significant relationships are graphed). For example, based on this analy sis, a typical Sierra Club leader is predicted to commit 18 hours per month. If we took that leader and increased the number of Sierra
Club trainings he participated in from the mean (one training) to the 90th percentile (three trainings), his predicted time commit ment would increase 6.8 hours to nearly 25 hours per month.
Looking first to individual-level effects, we see that although social-psychological motivations are important, the size of their effect is substantially smaller than that of other civic resources. The number of trainings received by a leader (a measure of skills) has the largest effect on behavioral commitment,
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Baggetta et al. 561
7
6
5
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Figure 1. Predicted Change in the Number of Hours Contributed to Sierra Club Activity Note: Each bar shows the change in the number of hours contributed to Sierra Club activity as each variable is moved from its mean to the 90th percentile. Dichotomous variables move from zero to one. Calculations are based on Model 3 in Table 2.
followed closely by employment status (a measure of time availability). As noted ear lier, an average leader moving to the 90th percentile in trainings adds 6.8 hours per month. A leader who is employed full-time is predicted to contribute more than five hours a month less to Sierra Club activity relative to their nonemployed colleagues. None of the motivation indicators show an increase of
more than 3.3 hours with a shift from mean
levels of motivation to the 90th percentile. Turning to the organization-level varia
bles, organizational resources show a sub stantial effect. Moving a leader from an entity operating with the mean number of members to an entity at the 90th percentile would increase that leader's time contribution by more than five hours. The three indicators of
leader interaction context also show substan
tial effects. Leadership interdependence increases an individual leader's time contri
bution by about 2.3 hours per month as inter dependency rises to the 90th percentile. Increasingly unequal time sharing reduces
time commitment by more than 1.7 hours per month. And leaders who spend 29 percent of their time in meetings (the 90th percentile) are likely to spend more than four hours less on Sierra Club activities each month com
pared to leaders who spend only 19 percent (the mean) of their time in meetings.
It is particularly instructive to consider three of the variables with large predicted effects: the number of Sierra Club trainings an individual attended, whether that person was employed full-time, and the proportion of time spent in meetings. Employment status is a clearly influential individual characteristic and likely one beyond the association's con trol. The other two factors are organizational. Leaders could modify the time an ExCom devotes to meetings. Trainings, which can be an indicator of individual civic skills, also suggest the extent to which the organization invests in building its leaders' civic and moti vational capacities. Given the similar sizes of their effects, this means that providing addi tional leader trainings or restructuring ExCom
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562 American Sociological Review 78(4)
time usage can have as much—or even more—influence on a leader's time commit
ment as leaving full-time paid employment. Similarly, organizations that work interde
pendently and equitably can have an effect on behavioral commitment comparable to recruit ing leaders at the 90th percentile of motiva tion. Put another way, increasing the typical leader's political motivation level from aver age to the 90th percentile is comparable to moving that same typical leader from a leader ship team with average levels of interdepend ence to one at the 90th percentile of this interaction context. This finding is a striking statement on the potential effect of organiza tional design on leaders' commitment.
Table 3 underscores the significance of organizational factors for leaders' behavioral commitment. The table shows the predicted hours per month for leaders who vary along two dimensions: the extent to which their indi
vidual characteristics predispose them to being committed and whether they work in organizations likely to foster greater commit ment. The boxes on the off-diagonal show the relative impact of individual versus organiza tional factors on leadership time. The top right-hand box shows predicted hours for leaders with the most favorable individual
characteristics (e.g., a leader who was retired, had extensive Sierra Club training, and was highly motivated by political change) working in organizations with the least favorable char acteristics (e.g., one with low team interde pendence, proportionally more time in meetings, and relatively inequitable distribu tion of leader time). The bottom left-hand box, in contrast, shows leaders with the least favorable individual characteristics working in the most favorable organizations. The dif ference is stark. Leaders with unfavorable
individual characteristics working in strong organizations are predicted to spend more than five times more hours on Sierra Club activities than leaders with favorable individual charac
teristics working in weak organizations. The final, multilevel model explains 32
percent of the overall variance of the data. Only 26 percent of within-group variance is explained, but at the organization level, the
Table 3. Predicted Hours per Month
model explains almost 42 percent of between organization variance. Individual-level fac tors like time availability and political change motivation are important, but the organiza tional context plays a major explanatory role as well. These significant organizational effects are noteworthy given how little research has considered organizational fac tors in explanations of voluntarism and asso ciation leadership.
Possible concerns about the causal direc
tion of our analyses exist. Like much influen tial research on associational participation (e.g., Almond and Verba 1965; Knoke 1990; Verba et al. 1995), our study uses a cross sectional design, posing challenges for causal interpretations. In our case, most of the demo graphic variables (e.g., education) raise little concern because they are temporally prior to the decision to contribute time. Most of our
organizational factors (e.g., number of mem bers and transfer revenue) are similarly unproblematic because they are unlikely to be influenced by a particular leader's increased time contribution (members are primarily recruited via national mass mailings and then allotted to entities by zip code; transfer reve nues are independent of locally raised funds). Our measures of skills and motivation, how ever, are more debatable. One could argue that individuals who commit more hours
become more likely to participate in Sierra Club trainings (because they seek out training opportunities or because they are sought out by the organization). Given the question for mat, in which time is estimated for the prior year, we suspect that most training occurred
Organization
Most Least
Favorable Favorable
'cd
T3
Most Favorable
426.9 7.8
_> -3 Least
Favorable 43.5 .8
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Baggetta et al. 563
before the period for which time contribution was reported, increasing the likelihood of our causal interpretation. Similarly, individuals who spend more time leading the group could develop higher levels of motivation through their activity. While this may be the case for individuals at low levels of time contribution,
we find it more likely that individuals con tributing substantial amounts of time—and experiencing the opportunity costs—would not do so in the absence of some reasonably strong level of motivation that aligns with organizational opportunities to act upon it. We recognize the possibility for reverse (or, more likely, bidirectional) causality regarding these relationships, but we contend that the observed effects are most plausibly inter preted in the direction we suggest.
CONCLUSIONS AND IMPLICATIONS
In this study we make two central contribu tions to the study of leadership and civic associations. Theoretically, we developed a synthetic model that draws on scholarship on civic participation, volunteering, social move ments, and team management to explain behavioral commitment among leaders. Empirically, we tested these claims using a multilevel study of associations and their leaders. Given the importance of leader com mitment to the survival and success of asso
ciations, we hope our extension of these theories to new empirical terrain will moti vate further research along these lines.
The preceding findings suggest several conclusions. First, leaders' behavioral com mitment to civic associations is patterned along important individual-level characteris tics. Although some standard demographic traits (e.g., age, income, and marital status) do not offer much leverage in explaining leader commitment, variations across individuals in terms of skills, time availability, and motiva tion are important in understanding why some
leaders are more behaviorally committed than others. Second, there are important and cur rently underappreciated organizational stories here. Individuals who participate in more
trainings contribute more time. Furthermore, ExComs that structure themselves as interde
pendent teams—working together to accom plish common goals, sharing work more evenly among team members, and allocating ExCom hours to fulfilling, productive uses— elicit far more time from leaders. In short, the
answer to the question "why are some leaders more behaviorally committed than others?" is two-pronged: individuals with certain per sonal characteristics are more committed, but
individuals embedded in the right organiza tional contexts are as well.
We highlight two main implications of this study that motivate new directions for theory and research. First, our work demonstrates the analytic importance of distinguishing between members and leaders, and between the process of joining and the process of vol unteering. We noted that most prior research examines the contributions of rank-and-file
members rather than leaders. At the individ
ual level, our findings suggest some factors that explain participation, such as resources and skills, are also related to leadership, while others, such as income and marital status, are
not. Moreover, our reading of these data sug gests that resources, skills, and time provide less leverage in differentiating among the select group of people that become leaders than they might in distinguishing leaders from members. A stronger test of this per spective will require data that compare mem bers and leaders directly, but our results suggest this is an important analysis to under take. We suspect some of the organizational factors we point to as influencing leaders could also account for differences in mem
bers' and volunteers' contributions. For exam
ple, participation structured to reinforce social
solidarity should generate greater behavioral commitment from members too.
Second, our findings regarding the impor tance of team dynamics in shaping individual voluntary actions have substantial implica tions for theory and research on leaders, vol unteers, and associations. For example, we find that meetings undermine leader commit ment—but organizations need mechanisms for information-sharing, coordination, and
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564 American Sociological Review 78(4)
decision-making. We suspect well-run meet ings could foster greater interdependence and more equitable time distribution among lead ers. This raises the question of what makes for a well-run meeting in a civic association. Popular treatments of what makes a good business meeting abound (e.g., Doyle and Strauss 1993), but even the most systematic investigations (Tropman 2003) provide lim ited empirical evidence. We need new research that investigates how civic associa tion meetings vary and why some are more effective than others. In addition, we find that
interdependent teams generate more behavio ral commitment among leaders. Several mechanisms may explain this finding, includ ing the possibility that working interdepend ently makes it harder for individuals to free-ride, that interdependence generates greater trust, or that interdependence strength ens the relational bonds between team mem
bers. Our research highlights the importance of better understanding team interdependence and points to exploration of these mecha nisms as an avenue for further study.
More generally, scholars have long recog nized the importance of thinking about the organizational side of recruitment in voluntary associations and social movements (Zald and McCarthy 1987). Our results demonstrate the need for more carefully specified models explaining commitment beyond the initial decision to join—models that must consider organizational contexts and mechanisms that structure individuals' experiences inside asso ciations. We examined one set of organiza tional factors that influence behavioral
commitment among leaders, and others may exist, including factors that account for varia tion in the socio-political context within which these organizations work. To test these and other hypotheses, we need studies that nest individuals within particular organizational contexts. Conventional surveys provide lim ited leverage regarding the way organizations shape participation and leadership. Alterna tively, most organization studies provide only aggregate characteristics of members or lead ers and lack data on how leaders interact and
the consequences of their participation. Only
by connecting these levels of analysis can we empirically trace the important effects of organizational context on individual outcomes.
Of course, as noted earlier, the multilevel analysis conducted here is based on cross sectional data. We argued that our interpreta tions are more causally probable than the reverse and leveraged the advantages of mul tilevel analyses to buttress our claims. For instance, increased commitment on the part of any one leader can affect the quality of organ izational practices such as meetings only indi rectly, because effects of individual actions are nested within the organizational context. Nonetheless, longitudinal data would provide a more rigorous test of causal claims. Con ducting research similar to ours with a panel design would allow one to track changes in organizational features (e.g., the leader inter action context or achievement of organiza tional goals), individual factors (e.g., transitions from employment to retirement), and even broader local or national contextual
factors (e.g., the rise of an issue on policy agendas) that might influence commitment.
This study could be extended in two other important ways: to examine other dimensions of commitment, especially psychological ones, and to study other associational set tings. Commitment is a complex, multidi mensional construct that has multiple psychological and behavioral dimensions. Because our measure of commitment focused
solely on hours volunteered, our study exam ined the individual and organizational precur sors of only one type of behavioral commitment. More research is needed to
understand if organizational factors similarly shape the psychological states that underlie commitment and other indicators of behavio
ral commitment. In addition, extension of the
study design to other associational settings would allow for identification of patterns common to all associations as well as those
unique to certain groups' particular substan tive and demographic characteristics.
More broadly, scholars should give much greater attention to organizational structures and practices in our efforts to understand who
participates and who leads—and how much
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Baggetta et al. 565
they do of each. Associations that invest in current leaders by promoting skill develop ment and strong leadership teams stand to benefit in important ways. Insights of the team management perspective should be incorporated into the study of association leaders and, potentially, volunteering more generally. Well-functioning teams may not only generate commitment but could also produce better organizational outcomes as well. Purely individual-level explanations of volunteer time contributions lead to an atom
ized understanding of the process of engage ment and commitment. Leaders' and
volunteers' work is always nested in organi zational contexts that channel the amount and
kinds of work individuals do (Musick and Wilson 2008). Adopting a team approach leads us to reconceptualize individual contri butions not as the final output of interest but rather as a byproduct of group processes.
When collectives act, patterns of behavior among participants—emerging from group level interactions—shift in new directions. To
understand and influence individuals' actions,
we should adjust our theory and research to examine what groups do, how that varies, and the consequences for leaders and their organi zations.
Finally, these results carry a practical implication as well. Organizers seeking greater commitment from leaders can choose how to address that need. Recruiting new leaders with more free time or more intrinsic
motivation is one approach. Our work shows, however, that organizers may have more suc cess generating commitment if they instead focus on training the leaders they already have, both in the individual skills needed to complete tasks and in the collective skills needed to work as a highly effective leader ship team.
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Baggetta et al. 569
Acknowledgments We would like to thank Marshall Ganz and Chaeyoon Lim, our collaborators on the original data collection, as well as the Sierra Club leaders and volunteers who made
this research possible.
Funding The research was supported by funding from the Milton Fund, the Center for Public Leadership, the Hauser Center
at Harvard's Kennedy School, and the Sierra Club Foundation. The second author thanks the Robert Wood
Johnson Foundation for support during the writing process.
Notes
1. The Sierra Club's secular nature distinguishes the group's content focus from the large share of U.S. civic activity that takes place in religious contexts (Putnam 2000). Verba and colleagues (1995), however, note the similarity in civic opportunities between certain denominations and secular associa
tions like unions or community groups. 2. For more details on the Sierra Club and its com
parability to other organizations, see Andrews and colleagues (2010).
3. Our approach is consistent with other major sur veys. The American Citizen Participation Study, the volunteer supplement of the U.S. Census Bureau's Current Population Survey, the American National Election Studies, the General Social Survey, and the National Civic Engagement Survey have all used self-reports of time committed, as have exami nations of the leaders of particular organizations (McCarthy and Wolfson 1996).
4. Verba and colleagues (1995) also highlight money as a civic resource, but its expected effect on leader time is unclear. As they note, everyone has the same basic stock of time and it is difficult to directly trans
late money into additional time. Given the impor tance of financial resources in prior research, we included household income as a control variable.
5. In his classic work on political organizations, Wil son (1973) argues that individuals seeking solidary, relational, and purposive goals are most likely to participate. This parallels the goals of the Sierra Club, which seeks political and social change, pro vides opportunities for social interaction, and offers
individuals personal development opportunities. We also tested a model that included all three types of motivations. Substantive results were unchanged
and purposive, political change-oriented motiva tions had the most consistent effects. Here, we show
only the model with purposive motivations.
6. Elsewhere, we have used a larger set of items in a team interdependence scale (Andrews et al. 2010). Here we use the limited item set to most closely hew
to the original scales (Wageman et al. 2005). Sub stantive findings are the same with either measure.
7. To ensure the validity of derived organization-level measures, we only include ExComs from which we received at least three surveys and at least a 50 percent response rate. Response bias analyses show groups meeting these standards are statisti cally indistinguishable from those with 100 percent response rates. See Andrews and colleagues (2010) for details.
8. Including education as a six-category ordinal mea sure ranging from "less than high school" through "advanced degree" results in a statistically signifi cant negative relationship, as does including only a dummy for holding an advanced degree. Adding an additional control for holding a very high educa tion-level occupation (e.g., medical doctor, lawyer, or professor) is not significant and does not change the education results. Effects are similar in simpli fied models including only education or education and demographic controls and across both fixed and random-effects estimations.
9. Dorius and McCarthy's (2011, 2012) recent study of anti-drunk-driving activists found a negative relationship. Among those who volunteered at least one hour in the prior week in Wuthnow's (1997) Civic Involvement Survey, education had a nega tive relationship to hours volunteered. The Volun teer Supplement of the 2010 Current Population Survey shows a negative relationship between edu cation and the number of hours volunteered in the
past week (U.S. Dept. of Commerce, Bureau of the Census 2010).
10. The correlation between members and revenue is
r = .54 for the entire sample. Among groups the correlation is only r = .25, but it is much higher among chapters (r - .88). If we drop members from the model, revenue is statistically significant and positive. Thus, having a larger budget does have a relationship to commitment. Staff, however, do not seem to affect commitment. Only chapters have staff, and the correlation between staff and member
ship size is r = .56. Even when we drop members and revenue from the model, however, there is no
statistically significant relationship between the number of staff and leader commitment.
11. Alternatively, interdependence could be less effi cient because it requires interaction. In these data, however, the correlation between meeting time and interdependency is weak and negative, suggesting that additional duration of deliberation and plan ning is not driving the positive relationship between
interdependence and hours committed. 12. To ensure that the inequality finding was not an
artifact of how the dependent variable was con structed, we trichotomized our dataset by the aver age number of hours per ExCom. We estimated the
model on each subset of data. The inequality vari able remained negative and statistically significant across all three subsets. Results of this sensitivity
analysis are available in the online supplement (http://asr.sagepub.com/supplemental).
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570 American Sociological Review 78(4)
13. In additional analyses (not shown), a quadratic term for age showed no effect.
14. See Dorius and McCarthy (2011) for a discussion of gender and leadership in associations.
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Matthew Baggetta is Assistant Professor of Public & Environmental Affairs at Indiana University Bloomington. His research focuses on civil society, civic engagement, voluntary associations, and social move ments. In particular, he seeks to identify the causal impacts associations may have on participants. He is developing a new project examining the civic develop ment of youth in campus-based associations. His work has appeared in American Journal of Sociology, Social Forces, and Perspectives on Politics, and he is a contrib uting editor at Mobilizing Ideas, a scholarly blog spon sored by the Center for the Study of Social Movements at
the University of Notre Dame.
Hahrie Han is Associate Professor of Political Science at
Wellesley College. Her research focuses on how citizens connect to politics. Her first book, Moved to Action: Motivation, Participation, and Inequality in American Politics (Stanford University Press 2009), examines the
way people become motivated to participate in politics, looking particularly at how to engage underprivileged populations in political action. A recent project examin ing the strategies that political organizations (e.g., civic associations, parties, and campaigns) can use to motivate participation and develop political leaders was conducted while a Robert Wood Johnson Scholar in Health Policy (2009 to 2011, Harvard).
Kenneth T. Andrews is Professor of Sociology at the University of North Carolina at Chapel Hill. His research examines social movements, political institutions, and social change. In past research he has examined the dif fusion of protest, media attention, and the consequences of movements. Current projects examine the dynamics of protest campaigns to desegregate public facilities, the diffusion of local prohibition laws, and the organiza tion and leadership of contemporary environmental movements.
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- Contents
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- Issue Table of Contents
- American Sociological Review, Vol. 78, No. 4 (August 2013) pp. 521-726
- Front Matter
- The Historical Nature of Cities: A Study of Urbanization and Hazardous Waste Accumulation [pp. 521-543]
- Leading Associations: How Individual Characteristics and Team Dynamics Generate Committed Leaders [pp. 544-573]
- Deciding to Cross: Norms and Economics of Unauthorized Migration [pp. 574-603]
- Neighborhood Immigration, Violence, and City-Level Immigrant Political Opportunities [pp. 604-632]
- The Association of Social Class and Lifestyles: Persistence in American Sociability, 1974 to 2010 [pp. 633-661]
- The Grandparents Effect in Social Mobility: Evidence from British Birth Cohort Studies [pp. 662-678]
- Pathways to Empowerment: Repertoires of Women's Activism and Gender Earnings Equality [pp. 679-701]
- Conditional Decoupling: Assessing the Impact of National Human Rights Institutions, 1981 to 2004 [pp. 702-725]
- Back Matter
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Working as a part of a team is part of a normal working environment, few people work alone exclusively. Being part of a team can be a wonderful part of working lives—people can make lifelong friendships and have inspirational colleagues who provide support, knowledge and skills that can be shared. However, working in a team or a group is always more complicated. Inevitably, the ideal is hard to achieve as there are so many dynamics that affect teamwork and can interfere with its benefits. This article seeks to explore what those dynamics are, the problems they cause when things go wrong and the benefits when it works well.
In understanding the importance of how team mem- bers react and behave with one another, we can under- stand how to encourage staff to play to their strengths, form healthy, open, appropriate relationships and to feel a valued member of the team.
What is a team dynamic? Team dynamics are the unconscious, psychological forces that influence the direction of a team’s behaviour and performance. Team dynamics are created by the nature of the team’s work, personalities within the team, their working relationships with other people, and the environment (Myers, 2013).
Kurt Lewin (1947), a social psychologist and change management expert, is credited with coining the term ‘group dynamics’. He noted that people often take on distinct roles and behaviours when they work in a group. ‘Group dynamics’ describes the effects of these roles and behaviours on other group members, and on the group as a whole.
Models of team dynamics There are many models used to describe team dynamics. Many of them describe the psychological aspects of group dynamics, such as: zz Group dynamics consider how people interact and the common perceptions that arise within a group (Lewin, 1947) zz Psychoanalysis is concerned with the (natural) defensive behaviours of team members (Freud, 1885; Bion, 1980) zz Fundamental interpersonal relations orientation (FIRO) or human elements considers the compatibility between people using behaviours of inclusion, control and openness, and how those behaviours relate to inner feelings of significance, competence and likeability (Schutz, 1958) zz The Tuckman model considers four stages of development for a team—forming, storming, norming and performing (Tuckman, 1965) zz Team roles, such as the management team role indicator (MTR-i) or Belbin, examine how team performance is related to nine psychological roles taken by different team members (Belbin, 1981) zz Personality type theories, such as the Myers-Briggs type indicator, DISC profile and Herrmann brain dominance, consider how the different preferences of team members affect their interactions and team performance (Myers and Briggs, 1962) zz Team islands and In/Out groups show how sub-teams can form as a result of members having different characteristics or being separated by a geographical boundary. Having an understanding of some of these models and
how they are played out in the workplace illustrates the strength of argument supporting the need to look closely at how to positively develop an effective team.
The negative impact of poor team dynamics Team dynamics can make a significant difference to team performance through unproductive conflict, mistrust and demotivation. Ensuring that this does not become an issue
Juliette Yardley Emotional�and�Behavioural�Change� Facilitator�� [email protected]� www.julietteyardley.co.uk�
When staff members work well together in the care home it not only ensures that the work environment is healthy but will also impact on the care provided to residents. Juliette Yardley provides methods that can help managers instigate this culture change
Team dynamics: the role it plays in shaping service delivery
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in an often stressful work environment is essential. In the author’s experience, this will often impact on the resident. Clash of personality, issues of insecurity both in role and personally, hierarchy, control and bullying all attribute to poor team effectiveness. This can have a devastating and long-lasting impact on the culture and staff.
Culture and values Culture in the working environment relates to ‘the way we do things around here’ thinking. Culture is shaped by legacy, reputation and values. It is the people that make up the team, which is led and influenced by the manage- ment structure which is responsible for the perpetuation of that culture. All organisations strive to ensure that their working environment and the values at their core are reflected through their people. When this goes wrong, teams can be viewed by others as ‘difficult’, ‘hard to get on with’, or that they ‘do not gel’. Addressing such prob- lems can be difficult and takes a lot of time and persever- ance and should be led at management level.
A positive group A group with a positive dynamic is easy to spot. Team members trust one another, they work towards a collective decision, and they hold one another accountable for making things happen. As well as this, researchers have found that when a team has a positive dynamic, its members are nearly twice as creative as an average group (Manktelow and Thompson, 2013). Teams who work together in this way are self-motivated, supportive and emotionally intelligent. Getting the performance of a team through its dynamic is as essential as the service that it provides.
Transactional analysis: the dynamics of interaction Each time an individual speaks to another member of the team there is a dynamic of interaction that takes place. Transactional analysis is a popular way to look at being able to create healthy, open and respectful relationships among team members.
Clash of personality, issues of insecurity, hierarchy, control and bullying all attribute to poor team effectiveness. This can have a devastating and long-lasting impact on the culture and team of staff
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This idea was developed by Dr Eric Berne (1964), the author of Games People Play, the ground-breaking book in which he introduces games and transactional analysis. According to Berne, games are ritualistic transactions or behaviour patterns between individuals that can indicate hidden feelings or emotions.
There are three ego states at play: the parent, the adult and the child. Depending on which ‘role’ someone is play- ing affects the response from the other person. For exam- ple, someone in the team who plays out the ego state of the negative parent can elicit a negative childlike response in the person they are speaking with. This can lead to an unhealthy dynamic.
Aiming to achieve an adult-to-adult relationship is the desired state for a team to be in, with a few exceptions.
Emotional intelligence and team performance Goleman (1998) refers to emotional intelligence as:
‘The capacity for recognising our own feelings and those of others, for motivating ourselves, and for manag- ing emotions well in ourselves and in our relationships.’
Exploring some of the core emotional intelligence ele- ments for developing resilience includes: zz Self-awareness zz Managing emotions zz Social awareness zz Communication skills. Teams that actively look to develop emotional intelligence
within their team become more aware of the needs of a supportive and nurturing group environment. They are far more self-aware of the impact that their behaviours, attitudes and personality have of team culture and seek to maximise on team functioning, ultimately enabling a better service delivery.
Improving a team’s dynamics Improvement can be made by looking closely at the team and consulting with others internally and externally around how they feel the team functions. How well do you know your team, their strengths, positive behaviours, per- sonality traits and motivators?
There are many types of intervention that can positively affect team dynamics, some examples being: zz A change of organisational structure, reassignment of personnel or change of office layout zz Bespoke team development workshops designed to address specific work or team performance issues zz Personality workshops that increase awareness of interpersonal dynamics zz Change workshops, aimed at addressing latent fears and resistance to the work of the team zz Stakeholder workshops, to give the team a wider perspective or understand others’ views of the team’s performance
zz A cultural change programme to introduce new types of attitudes and behaviours to the organisation’s norms zz New processes, tools or technology, e.g. to facilitate better communication.
Conclusion Getting the best from a team is complex and requires a long-term commitment to embedding new behaviours to change or enhance the culture within a team. Tackling problems quickly and giving feedback which is construc- tive is useful. Clearly defined roles and responsibilities that all members of the team agree with can also help. Break- ing down barriers through time invested in team build- ing is essential, for example, using the Joharis Window activity (Hallet, 2013) to look at individuals strengths. Focusing on open communication, honesty with tact and mutual respect will all add to the traits that a well- functioning team shows. The end result is a team that can focus on what really matters and that is the delivery of service to the user. nRC
Belbin M (1981) Management in Teams. 3rd edition. Elsevier Limited, Ox- ford
Berne E (1964) Games People Play. Penguin, London Bion W (2004) Experience in Groups. Taylor and Francis, London Freud S (1957) The Complete Works of Sigmund Freud. Hogarth Press, Lon-
don Goleman D (1995) Emotional Intelligence. Why it Matters More than IQ.
Bantam, New York Hallet T (2013) The Johari Window. http://bit.ly/1hadtyx (accessed 26
March 2014) Lewin K (2010) Resolving Human Conflict. E book Manktelow J, Thompson R (2013) Beat bad group dynamics! http://bit.
ly/1gY69l6 (accessed 26 March 2014) Myers I, Briggs K (1995) Gifts Differing: Understanding Personality Type.
Davies-Black Publishing, California Tuckman B, Abry A, Smith D (2007) Learning and Motivation Strategies.
2nd edition. Prentice Hall, London
Key�points
zz Recognise�the�dynamics�that�your�team� demonstrates� zz Notice�the�impact�this�has�on�relationships�both� inside�and�outside�of�the�team zz Invest�time�in�providing�structures�that�will�nurture�a� positive�team�environment zz Promote�emotional�intelligence�development zz Use�transactional�analysis�as�a�tool�to�recognise�and� develop�healthy�interactions zz Plan�team�time�away�from�the�work�environment�to� develop�closer�rapport�between�team�members zz Use�Belbin’s�roles�or�Tuckman’s�model�for�examples� to�track�what�role�team�members�play�within�the� organisation�and�where�they�sit�within�a�group�work� process
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ABSTRACT. In many business cours- es, computer-based simulations are becom-
ing a popular choice of pedagogical tech-
nique, yet research is only beginning to
consider how these simulation games
impact student outcomes. In this study, the
author investigated individual perceptions
of simulation team dynamics and their rela-
tionship to student affect regarding the sim-
ulation as well as simulation performance
in a sample of 172 responding students.
The results showed that a student’s affect
regarding the simulation game was influ-
enced by student team cohesion and student
team independence. Alternatively, student
simulation performance was influenced by
team heterogeneity, opportunistic practices,
and hypothesis-driven thinking. These find-
ings encourage instructors to consider
thoughtfully the outcomes they want stu-
dents to experience when structuring stu-
dent teams that will participate in simula-
tion learning games.
Copyright © 2005 Heldref Publications
The Relationship Between Student Perceptions of Team Dynamics and Simulation Game Outcomes: An Individual-Level Analysis JONATHAN R. ANDERSON UNIVERSITY OF WEST GEORGIA CARROLLTON, GEORGIA
sing technology in the business classroom may be one of the great-
est challenges and opportunities afforded to business educators today. One popular method of integrating technology and instruction is through simulation games in business courses. Often business simu- lation games are used in capstone strate- gy courses as a tool to integrate infor- mation acquired through the business curriculum and to provide a simulated, hands-on business experience. From stock market games (McMlatchey & Kuhlemeyer, 2000) to business strategy simulations (Doyle & Brown, 2000), instructors are integrating traditional cur- ricula with a computer simulation experi- ence. Increased access to computers and the World Wide Web have facilitated this integration with more efficiency and greater effectiveness than ever before. Even so, we are just beginning to under- stand how these simulation teaching tools impact student outcomes. In this study, I explored two questions regarding out- comes of simulations for students: First, which team dynamics produced a posi- tive affect for the simulation exercise in students and second, which team dynam- ics influenced simulation game perfor- mance. Research in both of these streams has produced mixed results (Mitchell, 2004; Wolfe & Luethge, 2003).
Background Literature
For some time, research has recog- nized the positive potential of computer-
based simulations (Amini, 1995). In fact, researchers have suggested that business simulations have the ability to create “microworlds” in which students can gain a better understanding of not only individual effects of decisions on a company, but also the interactive effects of environment, multiple competitors, and employees all within a simulated experience (Romme, 2003). Addition- ally, simulation activities have been used to teach students business ethics (Wolfe & Fritsche, 1998), the integra- tion of business knowledge (Stephen, Parente, & Brown, 2002), international business communication (Doyle & Brown, 2000), and differences in collec- tivist and individualistic cultures (Chat- man & Barsade, 1995). Along with teaching students a variety of manage- ment principles, business simulations have been suggested to have the ability to help students integrate computer- based communication skills (Amini). Tompson and Tompson (1995) found that computer-based simulations actual- ly prepared students more thoroughly for the real world of business than tradi- tional group projects did.
Yet, despite the adoption of simula- tion exercises in the business school classroom, in each classroom there are students who do not fully enjoy or ben- efit from the simulation process. Wal- ters and Coalter (1997) found that “indi- vidual locus of control, need for achievement, and risk propensity were associated with satisfaction with the
U
November/December 2005 85
game as a learning tool” (p.170). Addi- tionally, one can point to a student’s prior computer experience, ability to use technology, and involvement in the classroom as possible antecedents to a positive experience with the simulation. Although these issues are critical, simu- lation games are usually completed in teams and little empirical research has looked at the relationship between indi- vidual perceptions of team dynamics and simulation game outcomes. Clearly understanding the dynamics between team characteristics and simulation game outcomes is critical to improving pedagogical technique when garnering the greatest benefit from the simulation activity as an instructional tool.
Researchers concentrating on simula- tion games generally consider perfor- mance as the dependent variable of interest. For example, Schoenecker, Martell, and Michlitsch (1997) found that group dominance by one individual negatively affected performance. Addi- tionally, Hornaday and Curran (1996) attempted to link formal planning by students with their performance in the business simulation game. Also, in a series of five studies, Gosenpud and Washbush (1996) found that students’ ratings on the Myers-Briggs personality type inventory correlated with individ- ual performance in a simulation game. While performance on the simulation exercise itself is interesting, a student’s affect regarding the simulation game is also critical to the game’s success as a learning tool in the classroom. In this study, I looked at a student’s perception of five team dynamics and how those perceptions related differentially to a student’s affect regarding the game and to simulation performance.
As instructors, if we better under- stand the team dynamics that serve as antecedents to a student’s affect toward the simulation game as well as to simu- lation performance, we can establish better pedagogical practices that increase both performance and student affect. Student perceptions of team dynamics that I explored were team cohesiveness, team independence, team heterogeneity, team opportunistic prac- tices, and team hypothesis-driven think- ing. Each of these team variables is thought to have a unique relationship
with student affect and simulation per- formance. The two objectives of this study were to understand (a) which stu- dent team dynamics produced a positive affect in students regarding the simula- tion exercise and (b) which team dynamics influenced simulation game performance. I surmised that each of the variables listed above had a distinct relationship with both student affect and performance. These relationships were developed in the following hypotheses.
Hypotheses
Each of the following hypotheses pertains to one relationship between an individual’s perception of a team dynamic and both student affect regard- ing the simulation exercise and simula- tion performance. Below, I present each independent variable and its hypothe- sized relationship with both dependent variables. I selected this order for the sake of brevity to refrain from dis- cussing each independent variable twice. In each pair of hypotheses, hypothesis (H) A refers to the first study objective (understanding antecedents to student affect regarding the simulation exercise) and hypothesis (H) B refers to the second study objective (understand- ing factors that influenced simulation exercise performance).
The first independent variable of interest to me was cohesion. Cohesion is considered a key element in deter- mining team performance, yet in man- agement decisions, if teams are too cohesive, they may fall victim to think- ing the same way (“groupthink”) and restrict the number of options consid- ered in decision making. Research has generally supported this idea. For exam- ple, Carron et al. (2004) found that groups that are too cohesive have lower performance. Likewise, other research has shown that low levels of team cohe- siveness can benefit group performance (Chansler, Swamidass, & Cammann, 2003). In a simulation game context, the relationship between an individual team member’s perception of team cohesion and team performance is thought to be negative. As in the business world, highly cohesive teams can become too friendly and comfortable, which can negatively impact performance. If a
team becomes too cohesive, they are likely to exhibit groupthink and con- sider a restricted set of options. A team that is not as cohesive, however, may consider options from a variety of per- spectives and in turn produce better decisions. While cohesion is thought to impact performance negatively, a team that is highly cohesive will produce greater positive emotion and individual friendship. Thus, cohesion should lead to high individual affect and low simu- lation game performance. Thus, my hypotheses about cohesion were
H1A: A student’s perception of team cohesion will positively impact student affect regarding the simulation game and
H1B: A student’s perception of team cohesion will negatively impact simula- tion performance.
The next variable I considered was team independence. A growing body of literature recognizes the distinctions between team independence and team interdependence (Shaw, Duffy, & Stark, 2000; Van Der Vegt, Emans, & Van De Vliert, 2000). Team members who are interdependent work better with others than they do alone. Team interdependence has been positively correlated with team effectiveness (Hertel, Konradt, & Orlikowski, 2004), helping behaviors (Allen, Sargent, & Bradley, 2003), and job and team satis- faction (Van Der Vegt, Emans, & Van De Vliert, 2001); team interdepen- dence has long been thought to be a positive attribute of teams. Team inde- pendence is a team attribute distin- guished by a perception that team members work better alone than together. Independent teams are char- acterized by a team member’s ability to perform individually and a lack of desire to work with others. Individuals who are forced to work in teams but do not work interdependently will miss opportunities to capitalize on synergies between team members’ ideas and activities (Sprigg, Jackson, & Parker, 2000). I hypothesized that team inde- pendence would have the opposite effect of team interdependence on sim- ulation game performance. Indeed, I believed that team independence would negatively correlate with both student affect regarding the simulation
86 Journal of Education for Business
exercise and simulation game perfor- mance as stated below:
H2A: A student’s perception of team independence will negatively impact stu- dent affect and
H2B: A student’s perception of team independence will negatively impact sim- ulation performance.
Another variable that I studied was team heterogeneity. Team heterogene- ity has a mixed relationship with per- formance (Michie, Dooley, & Fryxell, 2002). Some have considered hetero- geneity to be synonymous with diver- sity in race, background, or culture (Mohammed & Angell, 2003), while others consider heterogeneity to exist only in the realm of ideas and ideals (Harrison, Price, Gavin, & Florey, 2002). Team heterogeneity of ideas seemingly would have a larger impact on simulation outcomes than hetero- geneity of race, background, or cul- ture. As team members develop rela- tionships, they are likely to understand the level of heterogeneity that exists between team members. If the team is high in idea heterogeneity, the team will experience conflict in decision making. The team will likely disagree on direction and team members may begin to harbor feelings of discomfort concerning group processes. Indeed, a team member’s perception of team het- erogeneity will negatively influence student affect. Team heterogeneity will force the group to consider a variety of ideas, which in turn will encourage more thorough decision making and improve team performance. Therefore, my hypotheses about team heterogene- ity of ideas were
H3A: A student’s perception of team het- erogeneity will negatively impact a stu- dent’s affect for the simulation game and
H3B: A student’s perception of team het- erogeneity will positively impact simula- tion performance.
Yet another variable I studied was team opportunistic practices. Team opportunistic practices stem from aggressive and opportunistic personali- ties within the team. As team members develop strategies and make decisions, individual tolerance for risk taking and opportunistic practices will influence
individual input into team discussions as well as the decisions themselves. Oppor- tunistic practices are defined as the ability to identify opportunities coupled with the fortitude to exploit them. It must be noted that opportunistic practices are not reckless, but a calculated ability to identify and exploit potential profit prospects (Stanton, Ashleigh, Roberts, & Xu, 2001). Opportunistic practices should be rewarded in simulation games as they are in the business practice. One would expect that team opportunistic practices will lead to higher team perfor- mance. Likewise, one would expect that team opportunistic practices will rally the team around team decisions (as they identify opportunities to exploit) and increase student affect regarding the sim- ulation exercise. I developed the follow- ing hypotheses about team opportunistic practices:
H4A: A student’s perception of team opportunistic practices will positively impact student affect and
H4B: A student’s perception of team opportunistic practices will positively impact simulation performance.
Still another variable that I studied was team hypothesis-driven thinking. Team hypothesis-driven thinking is defined as a student’s perception of a team’s ability to think in terms of “what if,” or, the team’s ability to direct thought to potential future actions, and make decisions based on potential future outcomes. If a team participates in hypothesis-driven thinking, individual members will develop an ability to work together to complete situational analyses. Team members will spend time analyzing potential outcomes of decisions and work to provide proper evaluation for decision making. One would expect that hypothesis-driven thinking would be associated with both performance and student affect; performance as hypothesis-driven thinking should improve decisions and strategic actions as well as affect because the hypothe- sis-driven thinking process will increase team member interaction. Thus, I hypothesized that
H5A: A student’s perception of team hypothesis-driven thinking will positively impact student affect and
H5B: A student’s perception of team hypothesis-driven thinking will positively impact simulation performance.
METHOD
I assigned students (N = 220) enrolled in a large section of an intro- ductory management class at a large southeastern research university to three-person teams through random assignment stratified by major. I assigned each team to participate in a 4- week simulation exercise that included both written and simulation require- ments. Through simulation, teams man- aged a $40 million dollar electronics company through 8 years of perfor- mance. The simulation used for this study was Capsim Foundation (Man- agement Simulations, 2004). In this simulation, students are required to input Research and Development (R & D), marketing, production, finan- cial, human resources (HR), and total quality management (TQM) initiatives in rounds that represent 1 complete year of operations. This simulation game is referred to as Capsim (the official title of the Web page the students use) throughout the rest of the article. I also required students to turn in written assignments that reflected how they intended to manage the organization throughout the exercise. I gave students the opportunity to complete a survey for extra credit on their final exam in the course. There were 172 students who provided useable responses (a total response rate of 78%).
Measures
I measured each variable on the indi- vidual level. Thus, each case represent- ed a student’s perception of the team dynamic. I did not aggregate data to the team level because the individual’s per- ception was the variable of interest. I used a one-item scale to measure the dependent variable of a student’s affect toward the simulation exercise (“I liked the Capsim simulation.”). This item had a 5-point Likert-type scale for responses (strongly disagree to strongly agree).
I measured overall performance in the simulation exercise on a 10-point scale based on criteria included in the game itself. The weighted scale includ-
November/December 2005 87
ed cumulative profit, market share, return on sales, asset turnover, return on assets, return on equity, stock price, and ending market cap. Each team received a computer-generated score based on the weighting of each of the listed cate- gories and the team’s performance on those categories.
I measured independent variables with 5-point scale response options. Responses ranged from strongly agree to strongly disagree. I measured a stu- dent’s perception of group cohesiveness using a 2-item scale (Cronbach’s α = .64) developed by Cammann, Fichman, Jenkins, and Klesh (1983). To measure team independence, I developed a 5- item scale (α = .90). The literature base for this scale was the work on team interdependence (see Allen et al., 2003; Campion & Papper, 1996; Hertel et al., 2004; Shaw et al., 2000; Van Der Vegt et al., 2000). These items reflected the opposite meaning of similar items that measured interdependence. Items included the following: “Our team members work better alone than togeth- er,” “Our team would do better working individ-ually,” “I make better decisions when working alone rather than with my team,” “Team members are more of a hindrance than a benefit,” and “I do a better job alone than with my team.” I measured team heterogeneity using a 3- item scale (α = .74) developed by Cam- pion and Medsker (1993). To measure team opportunistic thinking, I devel- oped a 5-item scale (α = .86). Items
included the following: “Our team iden- tifies and recognizes opportunities,” “Our team understands the difference between good and bad opportunities,” “Our team is not afraid of pursuing new opportunities,” “Our team generally makes good decisions when opportuni- ties are presented,” and “Our team fails to capitalize on opportunities.” This scale was loosely based on the work of Stanton et al. (2001). I developed anoth- er 5-item scale (α = .89) to measure team hypothesis-driven thinking. Items included the following: “Our team often considers ‘if/then’ situations,” “Our team discusses the possibility of ‘what if,’” “Our team explores possible future scenarios,” “Our team looks at possible future outcomes of current decisions,” and “Our team often has hypotheses about what could happen.” This scale was also loosely based on the work of Stanton et al.
I measured the control variables as fol- lows. I gathered a student’s prior work experience using a self-report 5-point scale (1 = no experience; 2 = 1 year; 3 = 2 years; 4 = 3 years; and 5 = 4 or more years). I collected the students’ majors by self-report as well (coded as either 1 = business or 0 = nonbusiness; business majors included those within the college of business and agricultural economics). I did not use these controls in the research design. However, I included them in the regression analysis to control for their effects while testing the hypotheses (Cohen, Cohen, West, & Aiken, 2003).
RESULTS
For the sake of brevity, I have pre- sented the means (M), standard devia- tions (SD), and zero-order correlations for each of the control, independent, and dependent variables in Table 1. In ana- lyzing the data, I used linear regression. First, I regressed the control variables on each dependent variable. Then I regressed the control variables and the independent variables on each depen- dent variable using two-step hierarchi- cal regression. This process allows the effects of each independent variable to account for variance explained beyond that of the control variables (Cohen et al., 2003). Results for the dependent variable student affect are presented in Table 2. Results for the dependent vari- able simulation performance are pre- sented in Table 3.
Hypotheses 1A and 1B referred to the relationship between team cohesion and both student affect and simulation perfor- mance. As expected (H1A), a student’s perception of team cohesiveness positive- ly correlated with a student’s affect regarding the simulation game, (β = .391, p = .000) and negatively correlated with team performance (β = −.227, p = .024). The results supported both hypotheses 1A and 1B (see Tables 2 and 3).
Hypotheses 2A and 2B referred to the level of team interdependence observed by the student. As shown in Table 2, team interdependence did cor- relate with student affect (β = .225, p =
88 Journal of Education for Business
TABLE 1. Means, Standard Deviations (SD), and Zero-Order Correlations for All Variables
Variable M SD 1 2 3 4 5 6 7 8
1. Work experience 2.76 1.48 2. Major 0.43 0.50 –0.022 3. Student affect 3.10 1.35 –0.024 –0.054 4. Performance 5.96 2.40 –0.111 –0.004 0.446* 5. Cohesion 3.72 0.92 –0.001 0.039 –0.463* –0.296* 6. Independence 2.26 0.95 –0.047 –0.022 0.633* 0.506* –0.421* 7. Heterogeneity 3.59 0.81 –0.116 –0.025 0.512* 0.495* –0.454* 0.643* 8. Opportunistic
practices 3.95 0.75 0.150 0.118 0.344* 0.205* –0.014 0.248* 0.228* 9. Hypothesis-driven
thinking 3.87 0.72 0.031 0.118 0.096 0.016 –0.107 0.285* 0.246* 0.294*
Note. N = 172. *p < .01.
.005); thus, the results supported hypothesis 2A. However, team inde- pendence did not correlate with simu- lation performance (Table 3). There- fore, the results did not support hypothesis 2B (β = −.889, p = .375).
Hypotheses 3A and 3B referred to a student’s perception of team hetero- geneity. As shown in Table 2, team het-
erogeneity did not correlate with stu- dent affect (β =.111, p =.184), meaning that the results did not support hypothe- sis 3A . However, team heterogeneity did correlate with simulation perfor- mance (β = −.215, p = .013), but the relationship was in the opposite direc- tion of that expected (Table 3). Thus, the results did not support H3B.
Hypotheses 4A and 4B referred to a student’s perception of team oppor- tunistic practices. Team opportunistic practices did not correlate with a stu- dent’s affect (β = .079, p = .446). Therefore, the results did not support hypothesis 4A (Table 2). However, team opportunistic practices did correlate with simulation game performance (β = 3.171, p = .002), as shown in Table 3, supporting hypothesis 4B.
Finally, hypotheses 5A and 5B referred to a team’s hypothesis-driven thinking. Hypothesis-driven thinking did not correlate with a student’s affect (β = .085, p = .371), failing to support hypothesis 5A (see Table 2). However, team hypothesis-driven thinking did correlate with simulation performance (β = 1.683, p = .094), lending support for hypothesis 5B (see Table 3).
DISCUSSION
This project supports the general argu- ment that performance and student affect have different antecedents in a simula- tion game setting. The findings suggest that students who perceive their teams to be cohesive and independent have strong affect for the exercise, but this does not translate into strong performance. How- ever, students who perceive their teams to have low cohesiveness, low hetero- geneity, high opportunistic practices, and high hypothesis-driven thinking experi- ence higher team performance.
This research suggests that teachers must be aware of the desired outcomes of the simulation exercise. If an instructor is interested in building a sense of unity and positive affect within each team, the instructor should create cohesive and independent teams. This can be accom- plished through team-building exercises and selecting teams whose members are generally similar to each other. As an alternative, if instructors are interested in building teams for performance, teams consisting of members who are similar (low heterogeneity) and can think and act opportunistically and grasp hypothesis- driven thinking should be created and fostered. Indeed, simulation activities in classroom instruction seem to be increas- ing in use and functionality, and it is the instructor’s opportunity to capitalize on the potential benefits for students
November/December 2005 89
TABLE 2. Hierarchical Regression Analysis Results for Variables Predicting Student Affect
Variable B SE B β
Step 1a
Work experience .131 .066 0.143+ Major .251 .199 0.092 Performance .157 .041 0.278*
Step 2b
Work experience .157 .062 0.172* Major .294 .184 0.108 Performance .149 .041 0.263* Cohesion .527 .124 0.391* Heterogeneity .149 .112 0.225* Independence .307 .108 0.111 Opportunistic practices –.107 .140 –0.079 Hypothesis-driven thinking .115 .129 0.085
Note. N = 172. aR 2 = .336, p < .05. bR 2 = .155, p < .05. +p < .10. *p < .05.
TABLE 3. Hierarchical Regression Analysis Results for Variables Predicting Simulation Performance
Variable B SE B β
Step 1a
Work experience –.017 .120 –.011 Major .291 .357 .060 Student affect .504 .133 .286*
Step 2b
Work experience –.008 .116 –.005 Major .292 .340 .061 Student affect .502 .138 .284* Cohesion –.540 .236 –.227* Heterogeneity –.510 .202 –.215* Independence –.180 .202 –.075 Opportunistic practices .790 .249 .333* Hypothesis-driven thinking .395 .234 .165+
Note. N = 172. aR 2 = .297, p < .05. bR 2 = .121, p < .05. +p < .10. *p < .05.
through understanding individual and team dynamics that are associated with simulation game outcomes. This article is a step in that direction.
NOTE
An earlier version of this article entitled, “To simulate or not to simulate: Antecedents to posi- tive student affect toward a strategic management simulation exercise,” was presented at the Moun- tain Plains Management Conference, Moscow, Idaho in October 2003 and summarized in its unpublished proceedings.
Correspondence concerning this article should be addressed to Dr. Jonathan R. Anderson, Assis- tant Professor, Department of Management & Business Systems, Richards College of Business, State University of West Georgia, Carrollton, Geor- gia 30118-3030. E-mail: [email protected].
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