Individual and Group Engagement

2021 ◽  
pp. 115-152
Keyword(s):  
Group Engagement

The Group Engagement Model: Procedural Justice, Social Identity, and Cooperative Behavior

2003 ◽  
Vol 7 (4) ◽  
pp. 349-361 ◽  
Author(s):  
Tom R. Tyler ◽  
Steven L. Blader
Keyword(s):  
Social Identity ◽  
Procedural Justice ◽  
Cooperative Behavior ◽  
Relevant Information ◽  
Psychological Research ◽  
Relational Model ◽  
Mediation Hypothesis ◽  
Value Model ◽  
Group Engagement ◽  
Group Engagement Model

The group engagement model expands the insights of the group-value model of procedural justice and the relational model of authority into an explanation for why procedural justice shapes cooperation in groups, organizations, and societies. It hypothesizes that procedures are important because they shape people's social identity within groups, and social identity in turn influences attitudes, values, and behaviors. The model further hypothesizes that resource judgments exercise their influence indirectly by shaping social identity. This social identity mediation hypothesis explains why people focus on procedural justice, and in particular on procedural elements related to the quality of their interpersonal treatment, because those elements carry the most social identity-relevant information. In this article, we review several key insights of the group engagement model, relate these insights to important trends in psychological research on justice, and discuss implications of the model for the future of procedural justice research.

Van rechtvaardigheid naar uitputting en bevlogenheid

2012 ◽  
Vol 25 (2) ◽  
Author(s):  
Peter Verboon ◽  
Klaas Schakel ◽  
Karen van Dam
Keyword(s):  
Organizational Justice ◽  
Affective Commitment ◽  
Positive Behavior ◽  
Mediating Role ◽  
Two Samples ◽  
Group Engagement ◽  
Relationship Of ◽  
The Relationship ◽  
Moderating Role

From justice to exhaustion and engagement. The role of affective commitment to the organization From justice to exhaustion and engagement. The role of affective commitment to the organization In two studies the relationship between perceived organizational justice and emotional exhaustion and engagement was studied. Especially, the role of affective commitment to the organization in this relationship was examined. According to the group engagement model of Tyler and Blader (2003), procedural justice will result in positive behavior and attitudes because it increases commitment to the organization, thus implying that affective commitment mediates the relationship of justice with exhaustion and engagement. Conversely, Glazer and Kruse (2008) argue that a strong commitment to the organization can mitigate the effect of stressors, like injustice perceptions, on exhaustion and engagement, implying a moderating effect of commitment. These models were tested in two samples with employees working in a police organization. Both studies supported the mediating role of commitment; no evidence was found for a moderating role of commitment. The implication of these outcomes and the limitations of the study are discussed.

scholarly journals RETHINKING WORKER-CONSCIOUSNESS: Work, Class and Culture

1993 ◽  
Vol 5 (1) ◽  
Author(s):  
Jimi O. Adesina
Keyword(s):  
Current Thinking ◽  
Contested Terrain ◽  
Group Engagement ◽  
Work Class

This paper re-examines current thinking on worker-consciousness, and criticizes the prevailing reluctance to accommodate non-class identities in class subjectivity. Much of the problem with the discussion of worker-consciousness, the paper argues, is epistemological. Consciousness is both experiential and defined by ‘preconstituted’ knowledge. It is contradictory as much as it is a contested terrain of individual and group engagement with ‘reality1. The experience of work, and class, is mediated by non-work and non-class experiences and identities, otherwise we miss the territoriality of class. Understanding workers as producers of knowledge allows an appreciation of how language, is itself, constitutive of identity and consciousness.

scholarly journals Optimising the Awareness of Benefits of Sustainable Construction Practices in Nigeria

2021 ◽  
Vol 9 (1) ◽  
pp. 62-77
Author(s):  
Peter Uchenna Okoye ◽  
Isaac Abiodun Odesola ◽  
Kevin Chuks Okolie
Keyword(s):  
Fundamental Principle ◽  
Survey Study ◽  
Sustainable Construction ◽  
Importance Index ◽  
Significant Difference ◽  
Regulatory Bodies ◽  
High Level ◽  
Training Background ◽  
Group Engagement ◽  
Awareness Level

Abstract Awareness of the benefits of sustainable construction practices has been acknowledged as the fundamental principle that underlies its implementation. This survey study examined the level of awareness of the benefits of sustainable construction practices among building construction stakeholders and the strategies for optimising the awareness level through the use of questionnaire. The Mann–Whitney U Test result revealed that there was significant difference in the awareness level of benefits of sustainable construction practices between building professionals and non-professionals, in spite of a general moderate high level of awareness; due to difference in the training background and experience of the professionals and non-professionals. The Relative Importance Index (RII) result further showed that these differences could be narrowed through the adoption of 12 strategies for promotion of awareness. For maximum optimisation, the study suggested that six high level importance strategies had to be operationalised. However, when these are not readily available or very difficult to apply, alternative medium-high level importance strategy could be adopted. Thus, since non-professional stakeholders such as clients and non-professional contractors do not have opportunity of learning as professionals, the study suggested that the professionals should engage in such strategies as community or professional group engagement and local partnership with the non-professional stakeholders so as to create an interface that would promote awareness of benefits of sustainable construction practices among the stakeholders. Similarly, relevant authorities, such as government agencies and regulatory bodies need to embark on other alternative strategies such as advertisement promotion, etc.

TECHNOLOGY SUPPORT FOR WHOLE GROUP ENGAGEMENT: A PILOT STUDY

2007 ◽  
Vol 4 (2) ◽  
Author(s):  
K. Swan ◽  
A. Kratcoski ◽  
M. van’t Hooft ◽  
D. Campbell ◽  
D. Miller
Keyword(s):  
Pilot Study ◽  
Technology Support ◽  
Group Engagement

Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course

2018 ◽  
pp. 406-439 ◽  
Author(s):  
Dan Spencer ◽  
Margareta M. Thomson ◽  
Jason P. Jones
Keyword(s):  
Undergraduate Students ◽  
Group Dynamics ◽  
Self Regulation ◽  
Social Forms ◽  
The Usa ◽  
Group Engagement ◽  
The Impact ◽  
Successful Collaboration

The ability to collaborate successfully with others is a highly valued skill in the modern workplace and has been reflected in the increase of collaborative learning methods within education. Research has highlighted the crucial role of self-regulation in successful collaboration, and more recently begun to focus on understanding how groups jointly regulate their interactions. The current chapter outlines a mixed-methods study that compared the impact of individual- and group-centered prompts on the frequency of social metacognitive activities during online group review activities with college students (N=48) from the USA. Tentative study findings suggested that group-centered problematizing prompts were moderately successful in shifting groups towards more social forms of regulation such as co-regulation; however, they were not enough to move groups towards shared metacognitive regulation. Further results revealed how the quality of group engagement was influenced by participants' perceived value towards activities, function and focus of metacognitive episodes, and group dynamics.

Helpful and Hindering Multicultural Events in Group Supervision

2009 ◽  
Vol 37 (6) ◽  
pp. 786-820 ◽  
Author(s):  
Anju Kaduvettoor ◽  
Tiffany O'Shaughnessy ◽  
Yoko Mori ◽  
Clyde Beverly ◽  
Ryan D. Weatherford ◽  
...  
Keyword(s):  
Multicultural Competence ◽  
Group Supervision ◽  
Vicarious Learning ◽  
Group Climate ◽  
Multicultural Issues ◽  
Theory Research ◽  
Group Engagement ◽  
The Relationship ◽  
Multicultural Events ◽  
Multicultural Theory

This study examines the relationship between multicultural events in group supervision, group climate, and supervisee multicultural competence using a mixed qualitative/quantitative design. The discovery-oriented approach yielded 196 helpful and hindering multicultural events among 136 participants. The most common events included multicultural learning and peer vicarious learning. Supervisees suggested improving their group supervision through better integration of multicultural issues and more supervisor involvement. Regarding group climate, supervisees reporting peer vicarious learning or multicultural learning experienced higher group engagement, whereas misapplications of multicultural theory related to higher reports of group conflict. Increased multicultural learning and extra-group multicultural events positively related to supervisees' multicultural competence whereas multicultural conflicts with supervisors, misapplication of multicultural theory, and the absence of multicultural events negatively related to supervisee multicultural competence. The findings of this study generated several suggestions for managing multicultural events as well as improving theory, research, and practice for group supervision.

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