Mathieu, J. E., Gallagher, P. T., Domingo, M. A., & Klock, E. A. 2019. Embracing complexity: Reviewing the past decade of team effectiveness research. Annual Review of Organizational Psychology and Organizational Behavior, 6, 17-46. https://doi.org/10.1146/annurev-orgpsych-012218-015106

We conceptualize organizational teams as dynamic systems evolving in response to their environments. We then review the past 10 years of team effectiveness research and summarize its implications by categorizing studies under three main overlapping and coevolving dimensions: compositional features, structural features, and mediating mechanisms. We highlight prominent work that focused on variables in each of these dimensions and discuss their key relationships with team outcomes. Furthermore, we review how contextual factors impact team effectiveness. On the basis of this review, we advocate that future research seek to examine team relationships through a dynamic, multilevel perspective, while incorporating new and novel measurement techniques. We submit that the future of teams research may benefit from a conceptualization of them as dynamic networks and modeling them as small complex systems.

Rapp, T., Maynard, T., Domingo, M., Klock, E., 2021. Team emergent states: What has emerged in the literature over twenty years. Small Group Research, 52, 68-102. https://doi.org/10.1177/1046496420956715

In this review, we provide a deeper understanding of the team emergent states (TES) literature by building upon Marks et al.’s cognitive, affective, motivational categories, to suggest that TES may also be amalgams (i.e., a blend of two or more categories). In doing so, we review the literature accumulating between 2000 and 2020, focusing on the eight most-researched TES. We highlight numerous gaps within the TES literature and offer promising future research directions. We envision this work as laying the foundation upon which TES research can continue to emerge in the coming decades.

Petkova, A., Domingo, M., & Lamm, E., 2021. Let’s be frank: Individual and team-level predictors of improvement in student teamwork effectiveness following peer-evaluation feedback. The International Journal of Management Education, 19, 1-15. https://doi.org/10.1016/j.ijme.2021.100538

This paper examines the individual and team-level predictors of improvement in student teamwork effectiveness following peer-evaluation (PE) feedback. The goal of this study is two-fold: first, to understand the differences in students' initial reactions to PE feedback, as well as their subsequent decisions and actions to improve; and second, to identify the team-level processes that contribute to improvements in students' teamwork effectiveness. The mixed-methods study design combines the benefits of qualitative and quantitative data collection and analysis. The sample consists of 266 undergraduate students in 51 teams, working together for the duration of one academic semester. Data were collected in multiple waves, using open-ended surveys and interviews, as well as a standardized online PE system. Both the qualitative and quantitative analyses revealed that PE feedback is the most salient factor influencing students' improvement in their teamwork effectiveness. Moreover, students' grade aspirations and prior experienceusing the PE system are positively related to the level of improvement in teamwork effectiveness. The team-level factors have more complex effects, with different team processes influencing improvement along different dimensions of teamwork effectiveness. These findings have important pedagogical implications for improving students’ teamwork effectiveness.

Domingo, M., Gallagher, P., Mathieu, J., Domingo, M. A., Gallagher, P. T., Mathieu, J. E., Maynard, M. T., & D’Innocenzo, L. (2025). I Feel Safe, Do We? Differentiating the Multilevel Moderation of Psychological Safety on the Psychological Empowerment - Performance Relationship. Group & Organization Management, 0(0). https://doi.org/10.1177/10596011251389657

Although numerous studies have increasingly examined psychological safety at individual and unit levels of analyses, few have disentangled their distinct moderating effects. Thus, it remains unclear whether the impact of unit psychological safety derives primarily from individuals’ perceptions of the unit, or from members’ shared unit perceptions. We test whether psychological safety—either as an individual-driven (within-unit) force or as a unit-driven (cross-level) force—moderates the relationship between psychological empowerment and individual performance. Using a sample of 478 healthcare professionals from 78 hospital units, we found that psychological empowerment exhibited a positive relationship with subsequent individual performance at relatively high levels of psychological safety, whereas it exhibited a negative relationship at relatively low levels of psychological safety. We found that the interaction was strictly a cross-level effect after differentiating psychological safety effects across levels. Our results show it is not enough for individuals to perceive unit psychological safety for themselves, but those perceptions need to be shared with other members of the unit for psychological empowerment to yield individual performance benefits. We discuss the implications for future theory, research, and practice.

Klock, E., Gallagher, P., Domingo, M.,Mathieu, J., & Maynard, T. The moderating effects of unit psychological safety on the relationships between trainees’ characteristics and training outcomes, to be submitted to Journal of Management, (preparing manuscript).

Mathieu, J., Tannenbaum, S., Domingo, M., Thayer, A., & Salas, E., Title reserved for blind review, to be submitted to the Journal of Applied Psychology.