scholarly journals We Hold Ourselves Accountable: A Relational View of Team Accountability

2021 ◽  
Author(s):  
Virginia R. Stewart ◽  
Deirdre G. Snyder ◽  
Chia-Yu Kou
Keyword(s):  
Business Ethics ◽  
Social Interactions ◽  
Task Performance ◽  
Team Performance ◽  
Business Students ◽  
Explanatory Framework ◽  
Complex Simulation ◽  
Industry Organization ◽  
The Usa ◽  
Team Trust

AbstractAccountability is of universal interest to the business ethics community, but the emphasis to date has been primarily at the level of the industry, organization, or key individuals. This paper unites concepts from relational and felt accountability and team dynamics to provide an initial explanatory framework that emphasizes the importance of social interactions to team accountability. We develop a measure of team accountability using participants in the USA and Europe and then use it to study a cohort of 65 teams of Irish business students over three months as they complete a complex simulation. Our hypotheses test the origins of team accountability and its effects on subsequent team performance and attitudinal states. Results indicate that initial team accountability is strongly related to team trust, commitment, efficacy, and identifying with the team emotionally. In established teams, accountability increases effort and willingness to continue to collaborate but did not significantly improve task performance in this investigation.

Effects of Speciality Heterogeneity, Education Heterogeneity and Work Experience Heterogeneity on Team Performance

2013 ◽  
Vol 411-414 ◽  
pp. 2451-2457
Author(s):  
Xu Dong Ni ◽  
Ji Hong Yu ◽  
Xian An Li
Keyword(s):  
Task Performance ◽  
Team Performance ◽  
Significant Relationship ◽  
Work Experience ◽  
Questionnaire Survey ◽  
Contextual Performance ◽  
Three Dimensions ◽  
Survey Method ◽  
Team Heterogeneity

This paper started with theories of team heterogeneity and team performance, according to questionnaire survey method, reviewed three dimensions of knowledge heterogeneity (speciality heterogeneity, education heterogeneity and work experience heterogeneity) and their effects on team performance. The result showed that speciality heterogeneity was positively related to task performance and contextual performance, while work experience heterogeneity was positively related to contextual performance significantly, but had no significant relationship with task performance. In addition, education heterogeneity had no significant relationship with task performance and contextual performance.

THE RELATIONSHIP OF LEADERSHIP, TEAM TRUST AND TEAM PERFORMANCE: A COMPARISON OF THE SERVICE AND MANUFACTURING INDUSTRIES

2007 ◽  
Vol 35 (5) ◽  
pp. 643-658 ◽  
Author(s):  
Ming-Jian Shen ◽  
Ming-Chia Chen
Keyword(s):  
Team Performance ◽  
Structural Equation ◽  
Leadership Team ◽  
Manufacturing Industries ◽  
Relational Trust ◽  
Equation Modeling ◽  
Manova Analysis ◽  
Relationship Of ◽  
Team Trust ◽  
Positive Effect

The objective of this study was to investigate and compare the relationships and variations among leadership, team trust and team performance in the service and manufacturing industries. The results of using structural equation modeling to conduct hypotheses testing show that leadership has a positive effect on team trust and team performance, and that team trust also has a positive effect on team performance. By using MANOVA analysis to test for significant variances in leadership, team trust and team performance in the service and manufacturing industries, a significant variance was discovered in the testing of instructed leadership, relational trust and institutional trust in both industries.

scholarly journals Business Ethics and Ethics Education in American Business Programs

Competitio ◽  
2008 ◽  
Vol 7 (2) ◽  
pp. 195-200
Author(s):  
John D. Keiser
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Business Students ◽  
Jel Classification ◽  
American Business ◽  
Business Practices ◽  
Teaching Ethics ◽  
Ethical Business ◽  
Business Programs ◽  
The Difference

This essay presents an overview of what American business programs cover in their curricula regarding ethics and the reasons behind teaching ethics-related material to business students. Topics for the paperinclude; requirements for having ethics in the curricula, broad perspectives of what constitutes ethical business practices, and the difference between professional ethics and business ethics. Journal of Economic Literature (JEL) classification: M14, A20

Supporting Social Interactions In Human-Ai Teams: Profiling Human Teammates From Sparse Data

2021 ◽  
Vol 65 (1) ◽  
pp. 665-669
Author(s):  
Rhyse Bendell ◽  
Jessica Williams ◽  
Stephen M. Fiore ◽  
Florian Jentsch
Keyword(s):  
Artificial Intelligence ◽  
Social Cognition ◽  
Social Interactions ◽  
Team Performance ◽  
Intelligent Agents ◽  
Social Intelligence ◽  
Social Cognitive ◽  
Social Cues ◽  
Cognitive Mechanisms ◽  
Human Agent

Artificial intelligence has been developed to perform all manner of tasks but has not gained capabilities to support social cognition. We suggest that teams comprised of both humans and artificially intelligent agents cannot achieve optimal team performance unless all teammates have the capacity to employ social-cognitive mechanisms. These form the foundation for generating inferences about their counterparts and enable execution of informed, appropriate behaviors. Social intelligence and its utilization are known to be vital components of human-human teaming processes due to their importance in guiding the recognition, interpretation, and use of the signals that humans naturally use to shape their exchanges. Although modern sensors and algorithms could allow AI to observe most social cues, signals, and other indicators, the approximation of human-to-human social interaction -based upon aggregation and modeling of such cues is currently beyond the capacity of potential AI teammates. Partially, this is because humans are notoriously variable. We describe an approach for measuring social-cognitive features to produce the raw information needed to create human agent profiles that can be operated upon by artificial intelligences.

EVERYDAY LIFE REFLECTION WITHIN THE FRAMEWORK OF COVID-19 PANDEMIC: NATURAL EXPERIMENT IN ACADEMIA

2021 ◽  
Author(s):  
Paul Adams
Keyword(s):  
Social Interactions ◽  
Social Power ◽  
Department Chairs ◽  
Decision Makers ◽  
Individual Decision ◽  
Home Office ◽  
The Usa ◽  
Auto Ethnography ◽  
And Coping ◽  
Viral Outbreak

The COVID-19 pandemic created a profound challenge for universities and colleges. In the USA, the response to the viral outbreak within institutions of higher education was largely driven by individual decision-makers, including professors, department chairs, and deans. As a professor of geography, the author undertook auto-ethnography as both process and product, a way to learn about his competencies and coping strategies, his social interactions and responses, and his engagements with social power relations from a particular positionality. As a scholar with longstanding interest in communication media, the author focused on a trajectory from the campus to the home office, from place-based scholarship to the online contexts of «distance learning», from in-place communications to dependence on digital technologies. The study reveals resilience and adaptation but also incompleteness and fragility.

Techniques for Preparing Business Students to Contribute to Ethical Organizational Cultures

2015 ◽  
pp. 221-248 ◽  
Author(s):  
William Irvin Sauser Jr. ◽  
Ronald R. Sims
Keyword(s):  
Organizational Culture ◽  
Experiential Learning ◽  
Business Ethics ◽  
Business Students ◽  
Moral Character ◽  
Organizational Cultures ◽  
Learning Context ◽  
Ethical Organizational Culture ◽  
Effective Learning

This chapter distinguishes among four corporate cultures with respect to ethics—cultures of defiance, compliance, neglect, and character—and outlines a plan for constructing an ethical organizational culture. Some proven ideas are then shared for showing business students how to contribute to such a culture. These include (a) describing how to establish an effective learning context for teaching about business ethics, (b) offering a number of practical suggestions for student assignments and experiences that can empower students to understand, appreciate, and contribute to ethical organizational cultures, and (c) explaining how to enhance experiential learning by conducting an effective debriefing session. The chapter concludes with three examples from the authors' experience illustrating how these ideas can be incorporated into programs designed to teach business students how to contribute to organizational cultures grounded in moral character.

The Role of Leadership in Virtual Teams

2011 ◽  
pp. 540-546
Author(s):  
Kristi M. Lewis Tyran ◽  
Craig K. Tyran
Keyword(s):  
Organizational Structure ◽  
Task Performance ◽  
Virtual Teams ◽  
Communication Technology ◽  
Team Performance ◽  
Electronic Communication ◽  
Team Leadership ◽  
Team Members ◽  
Rapid Pace

As globalization and the prevalence of electronic communication technology has become more widespread, organizations are adapting and changing at a rapid pace. Many organizations are using “virtual teams” of people working across space and time as an organizational structure to enhance organizational flexibility and creativity in this changing environment (Duarte & Snyder, 1999; Townsend, DeMarie, & Hendrickson, 1998). As virtual teams become a more popular organizational tool, many researchers have begun to explore ways in which the performance of such teams may be enhanced (Cohen & Gibson, 2003). One aspect of teamwork that has traditionally had an important impact on team performance is team leadership. Leaders often facilitate effective task performance within a team. By assigning tasks to individuals with the skills, knowledge and abilities to perform best, as well as structuring the team to best accomplish its tasks, a leader can greatly increase the effectiveness and efficiency of a team (Hooijberg, Hunt, & Dodge, 1997; McGrath, 1984; O’Connell, Doverspike, & Cober, 2002). In addition to task-focused behaviors, leaders also motivate, coach and mentor team members toward higher levels of performance (Bass, 1985; Conger & Kanungo, 1998).

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