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Valuing Skill Differences: Perceived Skill Complementarity and Dyadic Helping Behavior in Teams

¹ University of Groningen, the Netherlands
² University of Twente, Enschede, the Netherlands

^* To whom correspondence should be addressed. E-mail: A.Oosterhof{at}rug.nl.

	Abstract

This article reports effects of perceived skill dissimilarity and perceived skill complementarity on dyadic helping behavior using a cross-lagged panel study. Specifically, the authors hypothesize that perceived skill dissimilarity is negatively related, whereas perceived skill complementarity is positively related, to self-rated and peer-rated dyadic helping behavior in teams. The authors compare the effects of both perceptions in a sample of 301 unilateral work relationships within 20 student research teams. The study shows that perceived skill dissimilarity is unrelated to self-rated and peer-rated dyadic helping behavior whereas perceived skill complementarity is positively related to both self-rated and peer-rated dyadic helping behavior.

First published on March 19, 2009, doi:10.1177/1059601108331239

Group & Organization Management 2009;34:536.

A more recent version of this article appeared on October 1, 2009


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