The Contagious Leader: Impact of the Leader's Mood on the Mood of Group Members, Group Affective Tone, and Group Processes.

2005 ◽  
Vol 90 (2) ◽  
pp. 295-305 ◽  
Author(s):  
Thomas Sy ◽  
Stéphane Côté ◽  
Richard Saavedra
Keyword(s):  
Group Processes ◽  
Affective Tone ◽  
Group Members ◽  
Group Affective Tone

How Demographic Faultlines and Impression Management Behaviors Influence Group Affective Tone

2021 ◽  
pp. 104649642199391
Author(s):  
Nai-Wen Chi ◽  
Wei-Chi Tsai
Keyword(s):  
Impression Management ◽  
Group Identification ◽  
Social Categorization ◽  
Affective Tone ◽  
Student Teams ◽  
The Social ◽  
Positive Impression Management ◽  
Reduced Group ◽  
Group Affective Tone ◽  
Management Behaviors

Drawing on the social categorization perspective, we theorized that team demographic faultlines increase negative group affective tone (NGAT) through reduced group identification, while team member positive impression management behaviors enhance positive group affective tone (PGAT) via enhanced group identification. Data were collected from 523 members of 101 newly formed student teams. Consistent with our hypotheses, team demographic faultlines were positively predicted NGAT via reduced group identification, while team self-promotion and ingratiation behaviors were positively associated with PGAT through group identification. Importantly, team self-promotion and ingratiation behaviors also mitigated the social categorization processes triggered by team demographic faultlines.

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

1995 ◽  
Vol 58 (2) ◽  
pp. 21-24 ◽  
Author(s):  
Janet K. Winter ◽  
Joan C. Neal
Keyword(s):  
Student Perceptions ◽  
Group Work ◽  
Group Processes ◽  
Writing Quality ◽  
Student Opinions ◽  
Group Members ◽  
Effective Group ◽  
Student Grades ◽  
Learning And Achievement

Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

Group Processes

2017 ◽  
Author(s):  
Charles Stangor
Keyword(s):  
Decision Making ◽  
Task Performance ◽  
Group Process ◽  
Group Performance ◽  
Group Processes ◽  
Group Status ◽  
Group Outcomes ◽  
Group Members ◽  
Effective Group ◽  
And Task

Group process refers to the behaviors of the members of small working groups (usually between three and twelve members) as they engage in decision-making and task performance. Group process includes the study of how group members’ characteristics interact with the behavior of group members to create effective or ineffective group performance. Relevant topics include the influences of group norms, group roles, group status, group identity, and group social interaction as they influence group task performance and decision-making, the development and change of groups over time, group task typologies, and decision-making schemes. Relevant group outcomes include group cohesion, process losses and process gains in performance, free riding, ineffective information sharing, difficulties in brainstorming, groupthink, and group polarization. Other variables that influence effective group process include group member diversity, task attractiveness, and task significance. A variety of techniques are used to improve group process.

Positive group affective tone and employee work engagement: A multilevel investigation

2017 ◽  
Vol 45 (11) ◽  
pp. 1905-1918 ◽  
Author(s):  
Linlin Zhang ◽  
Nan Zhang ◽  
Yang Qiu
Keyword(s):  
Hierarchical Linear Modeling ◽  
Work Engagement ◽  
Psychological Capital ◽  
Positive Group ◽  
Affective Tone ◽  
Self Evaluation ◽  
Core Self ◽  
The Impact ◽  
Group Affective Tone ◽  
Employee Work Engagement

We investigated the impact of positive group affective tone on employee work engagement. Participants in the study were 74 research and development groups (324 employees and 74 group leaders) employed by high-technology companies in China. Hierarchical linear modeling results revealed a positive cross-level relationship between positive group affective tone and employee work engagement; this relationship was partially mediated by employee core self-evaluation. In addition, there was a positive relationship between leader psychological capital and positive group affective tone at the group level. We further found that leader psychological capital was a moderator between employee core self-evaluation and their work engagement, such that the positive association was stronger when leader psychological capital was high than when it was low. Implications for organizational and individual change are described, and recommendations for future research directions are discussed.

The Relationship between Self-Verification and Cultural Mosaic Beliefs in Multicultural Groups

2016 ◽  
Author(s):  
Allyson Haarstad
Keyword(s):  
Group Processes ◽  
Cultural Knowledge ◽  
Cultural Backgrounds ◽  
Team Members ◽  
Workplace Productivity ◽  
Mosaic Model ◽  
Group I ◽  
Group Members ◽  
Cultural Self ◽  
Team Productivity

In previous research, the cultural mosaic model was found to describe multicultural group processes using three factors—cultural diversity, cultural expression and acceptance, and cultural utilization. The current study will test the role of cultural self-verification within multicultural work groups to demonstrate the cultural mosaic model. Given the observed relationship between the cultural mosaic model and team productivity, the study will prime cultural self-verification (or not) through discussion of group members’ cultural backgrounds to establish norms of openness of identity and acceptance of diversity within the group. I predict groups who are encouraged to openly discuss their cultural backgrounds will feel more comfortable utilizing their unique cultural knowledge and expressing innovative ideas which otherwise might not be shared. This will result in greater success during the problem-solving task and cause individuals to work more cohesively and be more inclined to present feasible and innovative solutions to the problem, and to be accepting of such solutions from other group members. It is also expected that participants in the self-verified condition will rate the experience of working in this multicultural group more positively than participants in the control condition who do not discuss their cultural backgrounds prior to the task. Should this pattern of findings occur, a research application is better understanding of the cultural mosaic construct, and a practical application would be for ways to engender cultural mosaic groups in organizations by encouraging discussion about team members’ ethnic and cultural backgrounds in order to achieve greater workplace productivity and a higher degree of job satisfaction.

Perceived Diversity and Team Functioning

2013 ◽  
Vol 44 (1) ◽  
pp. 33-61 ◽  
Author(s):  
Tanja Hentschel ◽  
Meir Shemla ◽  
Jürgen Wegge ◽  
Eric Kearney
Keyword(s):  
Work Group ◽  
Relationship Conflict ◽  
Team Identification ◽  
Negative Group ◽  
Affective Tone ◽  
Team Functioning ◽  
Group Diversity ◽  
Group Affective Tone ◽  
The Relationship

Based on data from 38 organizational teams ( N = 241), we investigated the influence of perceived diversity on team identification and relationship conflict. Moreover, we examined the roles of diversity beliefs as a moderator and group affective tone as a mediator of these relationships. Objective diversity in age, gender, educational level, nationality, or tenure was not related to perceived diversity, team identification, or emotional conflict. But as hypothesized, perceived diversity was negatively associated with team identification and positively associated with relationship conflict. Diversity beliefs moderated these effects. Negative group affective tone mediated the relationship among perceived diversity, diversity beliefs, and relationship conflict. We found a similar trend for positive group affective tone with regard to the relationship among perceived diversity, diversity beliefs, and team identification. These results illustrate the central role of shared affect and diversity beliefs in determining whether work group diversity is an asset or a liability.

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