Role-Related Participation in Product Design Teams

2016 ◽  
Vol 44 (2) ◽  
pp. 263-286 ◽  
Author(s):  
Joseph A. Bonito ◽  
Joann Keyton ◽  
Jennifer N. Ervin
Keyword(s):  
Product Design ◽  
Project Managers ◽  
Design Teams ◽  
Group Level ◽  
Middle Ground ◽  
Team Members ◽  
Communicative Behavior ◽  
Individual Level ◽  
Groups And Teams ◽  
Behavioral Convergence

Organizations often delegate decision-making tasks to groups and teams. At issue is the extent to which participation during discussion reflects both individual-level characteristics and emergent (i.e., group-level) processes. Drawing upon Hewes’s socio-egocentric model and team meeting literature, we used a multilevel approach to examine participation in product-design teams across a series of tasks. Findings indicate that participation consists of both intra- and group-level processes. Team members who were talkative initially continued to participate frequently during the later tasks, and, as predicted, project managers also spoke more often than team members in any other role. In addition, group-level trends became stronger over time, as evidenced by behavioral convergence. Discussion addresses implications for a “middle ground” approach to modeling communicative behavior in groups.

Ethnic Identities and Boundaries: Anthropological, Psychological, and Sociological Approaches

2017 ◽  
Author(s):  
Landon E. Hancock
Keyword(s):  
International Relations ◽  
Common Factor ◽  
The Self ◽  
Group Level ◽  
Middle Ground ◽  
Individual Level ◽  
Self And Other ◽  
Sociological Approaches ◽  
The Individual ◽  
Level Of Analysis

Ethnicity and identity are largely about boundaries; in fact, there is no way to determine one’s identity—ethnic or otherwise—without reference to some sort of boundary. In approaching the study of ethnicity and identity, sociology, anthropology, and to a lesser extent political science and international relations tend to focus on the group level and define ethnicity and ethnic identity as group phenomena. Psychology, by contrast, focuses on the individual level. These two disciplinary areas represent the opposite ends of a conceptual focus in examining both ethnicity as a group phenomenon and identity as an individual phenomenon, with a “middle ground” outlined by symbolic interactionism focusing on the processes of formation and reformation through the interaction of individuals and groups. The thread that runs through each of these ordinarily disparate disciplines is that, when examining ethnicity or identity, there is a common factor of dialectic between the sameness of the self or in-group and differentiation with the other or out-group. Moreover, an examination of the manner in which the generation of identity at one level has an explicit connection to the germination of identity at other levels of analysis shows that they combine together in a process of identification and categorization, with explicit links between the self and other at each level of analysis.

scholarly journals Peranan Pelatihan Learning Organization pada Perubahan Individu dan Institusi: Pengalaman Kabupaten Cianjur

2008 ◽  
Vol 2 (6) ◽  
pp. 273
Author(s):  
Ede Surya Darmawan
Keyword(s):  
Learning Organization ◽  
Control Group ◽  
Institutional Changes ◽  
Problem Analysis ◽  
Group Level ◽  
Post Intervention ◽  
Team Members ◽  
Individual Level ◽  
Quasi Experimental ◽  
The Individual

Dalam rangka mendukung peningkatan kapasitas aparat pemerintah daerah dalam melaksanakan peran dan fungsi setelah penerapan kebijakan desentralisasi, Unit Desentralisasi Departemen Kesehatan telah menyusun beberapa rencana strategis yang bertujuan mengantisipasi transisi desentralisasi, diantaranya adalah membangun organisasi pembelajar. Melihat bagaimana peranan pelatihan berpengaruh pada perubahan individu dan institusi pada lingkungan birokrasi yang lebih ketat pada tingkat pemerintah daerah. Penelitian ini adalah sebuah penelitian quasi-eksperimental dengan pre- dan post- intervensi, pengukuran yang berulang kali, dan kontrol yang tidak merata. Kelompok pertama akan menerima pelatihan SLLO (Xa) dan pendampingan (Xb). Kelompok kedua hanya akan berfungsi sebagai kelompok pengontrol. Penelitian ini menemukan: (1) Pelatihan LO efektif untuk meningkatkan pengetahuan, dan pemahaman peserta dalam perspektif kerja, masalah, keinginan mempebaiki diri dan menyebarkan kepada teman kerja. (2) Perubahan tingkat individu meliputi; keinginan memperbaiki perilaku kerja; keterbukaan dan kesiapan pencatatan perilaku; kesediaan menyediakan waktu; lebih banyak mempergunakan analisis penyebab masalah; lebih banyak dialog dan tidak terjebak dengan gejala; keinginan dan upaya menyebarkan LO dalam seminar dan pelatihan. (3) Bentuk perubahan kelompok dan institusi belum terlihat, berupa upaya untuk menyampaikan informasi pelatihan LO kepada peserta lintas sektor yang lebih luas. (4) Pengaruh lingkungan birokrasi pemerintah tingkat kabupaten mengakibatkan; perubahan individu berpengaruh pada perubahan kelompok sedikit; komunikasi membutuhkan waktu banyak; Sulit melakukan dialog antar anggota tim. Pada tingkat kecamatan keadaan berubah lebih baik; Perubahan individu yang berpengaruh pada perubahan kelompok lebih banyak; komunikasi antar anggota lebih cepat; dialog lebih mudah .Kata kunci : Pelatihan pembelajaran organisasi , perubahan individu dan institusiAbstractIn order to support local government capacity to implement their role and capacity after the implementation of decentralization policy, The Decentralization Unit of Ministry of Health RI has developed several strategic plans which directed to anticipate decentralization transition, such as learning organization. To objective of this study is to understand the effect of training program on individual and institutional changes in a more strict bureocratic environment. This study is a quasi-experimental study with pre and post intervention study design, several times measurements, and unequally distributed control. The first group receive SLLO training (Xa) and assistance (Xb). The second group is a control group. The study result show that: (1) the LO training is efective to increase knowledge and understanding of the trainees on job perspective, problem solving, self improvement need and distribution to group member (2) The individual level changes include the need to job behavioral improvement, the openness and readiness to record behaviour, more problem analysis, more dialogue and not trapped in surface symptoms, want and need to distribute LO in seminar and training (3) the group and institutional changes has not been seen yet (4) only small effect of individual changes to group level changes, communication needs plenty of time, difficult to conduct dialogue among team members. In sub-district level situation has chenged to a better situation, more effect of individual level cahnges to group level changes, faster communication between group members and easier dialogue.Keywords: Learning organization training, individual and institutional changes

Reply to Connor and Evers (2020): Critique of the Bias of Crowds Model Simply Restates the Model

2020 ◽  
Author(s):  
Keith Payne ◽  
Heidi A. Vuletich ◽  
Kristjen B. Lundberg
Keyword(s):  
Implicit Bias ◽  
Group Level ◽  
Systemic Racism ◽  
Individual Level ◽  
The Core ◽  
Psychological Science ◽  
Implicit Biases ◽  
The Individual

The Bias of Crowds model (Payne, Vuletich, & Lundberg, 2017) argues that implicit bias varies across individuals and across contexts. It is unreliable and weakly associated with behavior at the individual level. But when aggregated to measure context-level effects, the scores become stable and predictive of group-level outcomes. We concluded that the statistical benefits of aggregation are so powerful that researchers should reconceptualize implicit bias as a feature of contexts, and ask new questions about how implicit biases relate to systemic racism. Connor and Evers (2020) critiqued the model, but their critique simply restates the core claims of the model. They agreed that implicit bias varies across individuals and across contexts; that it is unreliable and weakly associated with behavior at the individual level; and that aggregating scores to measure context-level effects makes them more stable and predictive of group-level outcomes. Connor and Evers concluded that implicit bias should be considered to really be noisily measured individual construct because the effects of aggregation are merely statistical. We respond to their specific arguments and then discuss what it means to really be a feature of persons versus situations, and multilevel measurement and theory in psychological science more broadly.

From whom do we learn group norms? Low-ranking group members are perceived as the best sources

2020 ◽  
Author(s):  
Jennifer E Dannals ◽  
Emily Reit ◽  
Dale T. Miller
Keyword(s):  
Social Norms ◽  
Correlation Study ◽  
Team Members ◽  
Norm Perception ◽  
Lower Ranking ◽  
Group Members ◽  
Groups And Teams ◽  
Or Team ◽  
And Behavior ◽  
To Receive

Social norm perception is ubiquitous in small groups and teams, but how individuals approach this process is not well understood. When individuals wish to perceive descriptive social norms in a group or team, whose ad- vice and behavior do they prefer to rely on? Four lab studies and one Teld survey demonstrate that when in- dividuals seek information about a team’s social norms they prefer to receive advice from lower-ranking indi- viduals (Studies 1–4) and give greater weight to the observed behavior of lower-ranking individuals (Study 5). Results from correlation (Study 3) and moderation (Study 4) approaches suggest this preference stems from the assumption that lower-ranking team members are more attentive to and aware of the descriptive social norms of their team. Alternative mechanisms (e.g., perceived similarity to lower-ranking team members, greater honesty of lower-ranking team members) were also examined, but no support for these was found.

scholarly journals Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

2021 ◽  
pp. 073563312110308
Author(s):  
Fan Ouyang ◽  
Si Chen ◽  
Yuqin Yang ◽  
Yunqing Chen
Keyword(s):  
Small Groups ◽  
Mixed Method ◽  
Peer Interactions ◽  
Knowledge Building ◽  
Group Level ◽  
Question Asking ◽  
Individual Level ◽  
The Individual ◽  
Task Oriented ◽  
Metacognitive Scaffolding

Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This research designed three group-level metacognitive scaffoldings of general, task-oriented, and idea-oriented scaffoldings to facilitate in-service teachers’ knowledge building in small groups. A mixed method is used to examine the effects of the GMSs on groups’ knowledge building processes, performances, and perceptions. Results indicate a complication of the effects of GMSs on knowledge building. The idea-oriented scaffolding has potential to facilitate question-asking and perspective-proposing inquiry through peer interactions; the general scaffolding does not necessarily lessen teachers’ idea-centered explanation and elaboration on the individual level; the task-oriented scaffolding has the worst effect. Pedagogical and research implications are discussed to foster knowledge building with the support of GMSs.

scholarly journals EXPLORING THE ROLE OF TRANSACTIVE MEMORY SYSTEMS IN TEAM DECISION-MAKING DURING IDEATION PHASE

2021 ◽  
Vol 1 ◽  
pp. 1529-1536
Author(s):  
Mohammad Reza Dastmalchi ◽  
Bimal Balakrishnan ◽  
Danielle Oprean
Keyword(s):  
Digital Media ◽  
Memory Systems ◽  
Transactive Memory ◽  
Design Teams ◽  
Team Cognition ◽  
Team Members ◽  
Media Type ◽  
Design Collaboration ◽  
Wide Range ◽  
Communication Modes

AbstractTeam collaboration is a critical necessity of the modern-day engineering design profession. This is no surprise given that teams typically possess more task-relevant skills and knowledge than individuals (Levine & Choi, 2004). Advancements in digital media provide new opportunities for collaboration across the design lifecycle. However, early stages of the design process still pose challenges to digitally mediated design collaboration due to greater representational abstraction and the presence of multiple modalities for design ideation. Usually, design teams spend a substantial amount of time generating a broad set of ideas that can lead them to a wide range of design solutions during the ideation phase. However, sooner or later, teams should narrow down their vision for a final solution. What factors influence team members to eliminate or select an idea? Our study is an attempt to demonstrate some examples of this challenge. By drawing on research in team cognition, particularly the concept of transactive memory system (TMS) we studied a design teams' communication and media use during the ideation phase. The goal was to see if media type and communication modes can predict a team's decisions on selecting and eliminating ideas.

Pluralistic Ignorance Research in Psychology: A Scoping Review of Topic and Method Variation and Directions for Future Research

2021 ◽  
pp. 108926802199516
Author(s):  
Rikki H. Sargent ◽  
Leonard S. Newman
Keyword(s):  
Scoping Review ◽  
Future Research ◽  
Pluralistic Ignorance ◽  
Group Level ◽  
Conceptual Approach ◽  
Individual Level ◽  
Group Members

Pluralistic ignorance occurs when group members mistakenly believe others’ cognitions and/or behaviors are systematically different from their own. More than 20 years have passed since the last review of pluralistic ignorance from a psychological framework, with more than 60 empirical articles assessing pluralistic ignorance published since then. Previous reviews took an almost entirely conceptual approach with minimal review of methodology, making existing reviews outdated and limited in the extent to which they can provide guidelines for researchers. The goal of this review is to evaluate and integrate the literature on pluralistic ignorance, clarify important conceptual issues, identify inconsistencies in the literature, and provide guidance for future research. We provide a comprehensive definition for the phenomenon, with a focus on its status as a group-level phenomenon. We highlight three areas of variation in particular in the current scoping review: variation in topics assessed, variation in measurement, and (especially) variation in methods for assessing the implications of individual-level misperceptions that, in aggregate, lead to pluralistic ignorance. By filling these gaps in the literature, we ultimately hope to motivate further analysis of the phenomenon.

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