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Underpinned by paradox theory, this study aims to investigate how and when intragroup cooperation and competition combine to drive individual creativity. It further examines how group goal orientation influences individuals’ creative processes by underscoring its effect on individuals' tendency to adopt a paradox lens.

A time-lagged survey was conducted with 85 leaders and 420 employees in Chinese high-tech companies that were actively engaged in innovative activities.

The results reveal that pure cooperation or pure competition exerts no significant influence on creativity, yet simultaneous high levels of cooperation and competition give rise to strong levels of creativity. This combined effect of cooperation and competition on employees' creativity could be explained by their changes in cognitive flexibility. Moreover, employees' flexible responses to high levels of cooperation and competition could be promoted when groups enact learning goals rather than performance goals.

This study provides a theoretical perspective on how cooperation and competition can be contingent upon each other. It also highlights the role of group learning goals when members strive to be creative in groups with high levels of competition and cooperation.

This chapter theorizes, and provides field-based illustrations, about new ways to foster intergroup collaboration beginning first with intragroup conflict engagement. While the author has been experimenting with these ideas and practices for many years, this chapter represents still early efforts to lay out an agenda for systematic research and experimentation.

I hypothesize that by successfully engaging internal conflicts about outgroups within ingroups, sides may separately become more willing and able to successfully and interactively solve shared problems and achieve superordinate goals between them. History is filled with attempts at cooperation between antagonistic groups – whether through negotiated agreement, functional cooperation, promoting positive contact and attitudes, and so forth – that have led instead to worsening attitudes and renewed confrontation. Even when polarized groups decide to cooperate to achieve superordinate goals (Sherif, 1966) they are often unable to make this leap from conflict to collaboration. I posit that this may be in part because inadequate attention is paid first to intragroup conflict dynamics vis-à-vis outgroups.

This paper examines the effect of intergroup competition on intragroup cooperation. Three experiments are reviewed. The first experiment establishes that intergroup competition can effectively increase intragroup cooperation in a laboratory setting where symmetric players make binary decisions in one‐shot dilemma games. The second experiment shows that this constructive effect of intergroup competition is generalizable to a real‐life setting in which asymmetric players make continuous decisions in an ongoing interaction. The third experiment demonstrates that the increase in intragroup cooperation can be accounted for at least in part by motivational, rather than structural, effects of the intergroup competition. Theoretical and practical issues concerning the applications of these findings are discussed.

Although studies have demonstrated that knowledge hiding is an important inhibitor of organizational innovation, current research does not clearly address how intragroup relationship conflict influences knowledge hiding. This study aims to identify the underlying mechanism between intra-group relationship conflict and knowledge hiding.

Drawing on affective events theory (AET), the authors propose a theoretical model and empirically test it by applying hierarchical regression analysis and a bootstrapping approach to data from a multi-wave survey of 224 employees in China.

Consistent with AET, the empirical results show that envy mediates perceived intragroup relationship conflict and knowledge hiding. As predicted, trait competitiveness moderates the indirect effect of perceived intragroup relationship conflict on knowledge hiding via envy.

The results support an AET perspective whereby knowledge hiding is shaped by relationship conflict, envy and trait competitiveness. This study introduces the novel proposition that relationship conflict and competitiveness influence envy, and consequently knowledge hiding.

This chapter aims to advance in the analysis of the learner engagement and performance in the use of computer-based games, also known as Serious Games (SG). The chapter describes the learner engagement in relation to the use of SG in individual and collaborative learning activities. The SG learning experience considers the learner engagement in the individual activities observed through their real use of the game and their perceptions of the usefulness of the game and the time-on-task spent. The collaborative use of SG considers additional mechanisms of engagement related to the intragroup relationships – relationships within the same members of the group – and intergroup relationships – relationships between the different groups – such is the degree of interdependence and the degree of competition in the game. The state of the art in the learner engagement in the use of individual and collaborative SG is based in a literature review, and completed by the study case of the individual and the collaborative use of the eFinance Game or eFG (MetaVals) in ESADE Business & Law School. We analyse the current challenges and transfer the knowledge created through the eFG case for the practitioners aiming to promote learners’ engagement through the use of individual and collaborative SG.

How is strategic consensus formed in top management team (TMT)? Prior literature provides inadequate evidence. A few scholars explore its antecedents from some perspectives (e.g. organizational or team structure) to address this gap but yield confusing results. This study aims to clarify the mechanism to reach TMT strategic consensus and explore both the effect of collective team identification and information elaboration.

Stepwise regression analysis is applied to explore the formation process of strategic consensus by using data collected from 126 TMTs of Chinese firms.

Results show that collective team identification has a positive effect on TMT strategic consensus, whereas information elaboration has a U-shaped effect. Further, the U-shaped relationship between information elaboration and TMT strategic consensus is strengthened by collective team identification.

This study provides a nuanced explanation of the antecedents of strategic consensus in TMT by exploring the effects of collective team identification and information elaboration. Particularly, this study proposes a U-shaped relationship between information elaboration and strategic consensus, which enriches TMT decision-making literature and consensus research. Moreover, by examining the moderating effect of collective team identification, this study articulates why TMT members fail to achieve strategic consensus even when they have sufficiently discussed the task-relevant information.

Purpose – This chapter provides a framework that captures the fundamental impacts of power at the individual, dyadic, small group, and organizational levels. Within each level, we trace the psychological, cognitive, and behavioral consequences of having or lacking power.

Approach – We integrate theoretical approaches from psychology, sociology, behavioral economics, and organizational theory to underscore the far-reaching effects that power has.

Findings – We review theoretical and empirical evidence that demonstrate that (a) power leads people to take action, increases their general sense of control, and shape the way they construe the world; (b) power anesthetizes people to other people's emotions and immunizes them from the pressures of conformity; and (c) power differences within groups may facilitate group functioning by creating order, reducing conflict, and facilitating coordination. In addition to providing a framework for existing research on power, we also provide three research directions in hope of generating fruitful future research.

Originality/value – Through a careful review of the literature, we demonstrate that power helps people know who does what, when, and how.

This study seeks to examine the links between employee agreeableness, group performance, and peers' perceptions of threat of retaliation, through relationship conflict.

In a laboratory setting, 42 groups of undergraduate students (N = 182) from a Pakistani university were assigned to group projects to be completed within four months. Data collected from three different questionnaires at four different times and actual scores awarded by the course instructor to each group were used for the analyses. Based on r_WG(J) and ICC(1), level 1 (182 students') data were aggregated to level 2 (groups), and then analysed using regression analysis followed by Preacher and Hayes' bootstrapping procedure.

Results suggest that high agreeableness predicts group performance positively and peers' perceptions of threat of retaliation negatively. Moreover, relationship conflict among group members significantly mediates the agreeableness-group performance relationship. The above relationships may be sensitive to national culture.

In this study, groups were formed for a few months, whereas in real organizational life, workgroups are formed for different durations. Therefore, the range of situations to which these findings generalize remains an open question.

Agreeableness of group members can be constructive for performance of the group. Managers may utilize this insight while forming groups, and rating performance.

There is dearth of research illuminating how employee's personality traits affect group performance and appraisal ratings. The study tests the effects of employee agreeableness on: (1) group performance, as rated by supervisors; (2) the threat of retaliation, as perceived by peer raters; and (3) the mediating effect of relationship conflict.

Barnard was acutely aware of the social factors present in organizations and their influence on the effectiveness of organizations. He realized that cooperation, and more specifically that systems of cooperation, were a critical, essential element of effective organizational functioning. This paper extends Barnard’s conception of cooperative systems into what we call the coworker effect. The coworker effect is as an important factor linking positive individual behavior with the broader social context of the work group. In this article we will discuss the outcomes of the coworker effect and the sources that give it its power. In so doing, we can show how cooperative systems behaviorally impact on organizations and how organizations might be able to marshal this important resource more effectively.