scholarly journals Elaborating on Team-Member Disagreement: Examining Patterned Dispersion in Team-Level Constructs

2018 ◽  
Vol 44 (1) ◽  
pp. 165-210 ◽  
Author(s):  
Andrew C. Loignon ◽  
David J. Woehr ◽  
Misty L. Loughry ◽  
Matthew W. Ohland
Keyword(s):  
Team Member ◽  
Theoretical Frameworks ◽  
Individual Group ◽  
Team Members ◽  
Team Outcomes ◽  
Emergent States ◽  
Multilevel Theory ◽  
Group Members ◽  
The Mean ◽  
Mean Differences

Emergent states are team-level attributes that reflect team members’ collective attitudes, values, cognitions, and motivations and influence team effectiveness. When measuring emergent states (e.g., cohesion, conflict, satisfaction), researchers frequently collect ratings from individual group members and aggregate them to the team level. After aggregating to the team level, researchers typically focus on mean differences across teams and ignore variability within teams. Rather than focusing on the mean level of emergent states, this study draws on recent advances in multilevel theory and describes an approach for examining the specific patterns of dispersion (i.e., disagreement) across five emergent states. Our findings suggest that teams reliably demonstrate different patterns of rating dispersion that are consistent with existing theoretical frameworks and typologies of dispersion, yet have not previously been empirically demonstrated. We also present evidence that the different patterns of dispersion in emergent states are significantly related to key team outcomes, even after controlling for the mean levels of those emergent states. These findings underscore the importance of exploring additional forms of team-level constructs and highlight ways of extending our understanding of group-level phenomena.

scholarly journals Team-based instructional change in undergraduate STEM: characterizing effective faculty collaboration

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Diana Sachmpazidi ◽  
Alice Olmstead ◽  
Amreen Nasim Thompson ◽  
Charles Henderson ◽  
Andrea Beach
Keyword(s):  
Team Member ◽  
Structured Interview ◽  
Shared Vision ◽  
Instructional Change ◽  
Complex Nature ◽  
Theory Approach ◽  
Team Processes ◽  
Team Members ◽  
Emergent States ◽  
The Usa

Abstract Background Team-based instructional change is a promising model for improving undergraduate STEM instruction. Teams are more likely to produce sustainable, innovative, and high-quality outcomes than individuals working alone. However, teams also tend to involve higher risks of failure and can result in inefficient allocation of valuable resources. At this point, there is limited knowledge of how teams in the context of STEM higher education should work to achieve desirable outcomes. Results In this study, we collect semi-structured interview data from 23 team members from a total of 4 teams at 3 institutions across the USA. We analyze the results using a grounded theory approach and connect them to the existing literature. This study builds upon the first part of our work that developed a model of team inputs that lead to team outcomes. In this part, we identify the mechanisms by which input characteristics influence teamwork and outcomes. Team member data expand this initial model by identifying key aspects of team processes and emergent states. In this paper, we present five team processes: strategic leadership, egalitarian power dynamics, team member commitment, effective communication, and clear decision-making processes, that shape how teams work together, and three emergent states: shared vision, psychological safety, and team cohesion, that team members perceived as important aspects of how teams feel and think when working together. Conclusions This work furthers our understanding of how instructional change teams can be successful. However, due to the highly complex nature of teams, further investigation with more teams is required to test and enrich the emerging theory.

Teaming in biotechnology commercialisation: The diversity-performance connection and how university programmes can make a difference

2009 ◽  
Vol 15 (1) ◽  
Author(s):  
Anne S York ◽  
Kim A McCarthy ◽  
Todd C Darnold
Keyword(s):  
Critical Issue ◽  
Team Members ◽  
Team Outcomes ◽  
Midwestern University ◽  
Group Members ◽  
Diversity Issues ◽  
Functionally Diverse ◽  
High Degree ◽  
Technology Commercialisation

Collaboration across disciplines in the sciences is on the rise. Yet, practitioner papers abound that describe a range of dysfunctional team experiences, especially in contexts where science and business intersect. A critical issue currently preventing successful bioscience commercialisation is management's lack of ‘soft skills,’ such as the ability to direct complex and functionally diverse teams to achieve productive outcomes. Our paper first reviews the diversity and teaming literature from several disciplinary perspectives in order to better understand how different types of diversity affect team outcomes and processes, as well as how to create higher functioning teams to engage in bioscience technology commercialisation. Research suggests that the ‘surface-level’ diversity issues associated with demographic and disciplinary differences may diminish over time, as team members move beyond initial stereotypes and gain more knowledge about their fellow group members. However, problems stemming from ‘deep-level’ diversity such as personality and values differences are more difficult to overcome and require a high degree of interaction frequency among team members, as well as strong communication skills. Going beyond the literature review, we demonstrate how these ‘lessons learned’ can be addressed through bioscience entrepreneurship education, using a case study of a Midwestern university programme funded by an NSF Partnerships for Innovation grant.

scholarly journals The Effects of Extra-Team Goal Disclosure on Team Performance, Viability, and Satisfaction

2021 ◽  
Vol 11 ◽  
Author(s):  
Esther Sackett ◽  
Gráinne M. Fitzsimons
Keyword(s):  
Laboratory Experiment ◽  
Team Performance ◽  
Team Member ◽  
Team Members ◽  
Team Outcomes ◽  
Positive Effects ◽  
Team Research ◽  
Team Satisfaction ◽  
Team Viability ◽  
Different Types

In addition to the team’s shared goals, team members also often hold goals unrelated to the team. Research about such goals, which we call “extra-team goals” (ETGs), has been limited. In the current research, we examine how awareness of a team member’s ETGs affects team outcomes. A laboratory experiment examines the effects of disclosure of different types of ETGs by one team member (target) on team performance, team viability, and team satisfaction while engaging in a brainstorming task. Our findings suggest that there are significant positive effects of ETG disclosure on team performance, team viability, and team satisfaction, and that these effects are mediated by perceptions of the target’s commitment to the team’s goal.

scholarly journals Group-as-a-whole as a context for studying individual behaviour: A group diagnostic intervention

2012 ◽  
Vol 38 (2) ◽  
Author(s):  
Dirk J. Geldenhuys
Keyword(s):  
Group Interventions ◽  
Individual Group ◽  
Traditional Group ◽  
Individual Behaviour ◽  
Team Members ◽  
Team Research ◽  
Study Team ◽  
Managerial Implications ◽  
Group Members ◽  
Value Add

Orientation: Traditionalists view group interventions from three perspectives: singletons, dyads and whole groups. The focus of this research was on interventions from the third perspective, that of the whole group, using a systems psychodynamic stance. Research purpose: The purpose of the research was to use group-as-a-whole to study individual behaviour in organisations.Motivation for the study: Team research and practice is not on a par with the complexities that teams actually experience. Traditional group interventions use humanistic and functionalistic paradigms that do not consider the unconscious functioning of groups. Interventions that use the system psychodynamic paradigm could address these dynamics because they study behaviour of individual group members in the context of the group-as-a-whole. Research design, approach and method: The researcher conducted action research in a publishing company. He used purposive sampling and analysed the data using qualitative content analysis.Main findings: The researcher found that the group-as-a-whole partly explains the behaviour of team members and that intervening from this perspective could improve negative relationships.Practical/managerial implications: Managers can use interventions that use the groupas- a-whole concept as a diagnostic intervention to study and possibly change the complex behavioural issues that team members experience.Contribution/value-add: The findings give one an understanding of the behaviour of individual group members when one views it from a systems psychodynamic stance. Furthermore, the researcher proposes a group diagnostic intervention that will allow some of the root causes of poor interpersonal behaviour to surface and group members to diagnose and take ownership of their own behaviour.

Stereotypes in the making

2011 ◽  
Vol 21 (1) ◽  
pp. 133-158 ◽  
Author(s):  
Hans J. Ladegaard
Keyword(s):  
Hong Kong ◽  
Group Dynamics ◽  
Social Identity Theory ◽  
Group Discussion ◽  
Theoretical Frameworks ◽  
Individual Group ◽  
Noticeable Effect ◽  
Informal Group ◽  
Hong Kong Students ◽  
Group Members

This article analyzes how a group of Hong Kong students talk about people in other countries in an informal group discussion. The focus is on the discursive construction of outgroup stereotypes, and the analyses show that the attitudes discussed in the group are highly variable, even contradictory — across as well as within individual group members. Discursive Psychology is used as the theoretically informed analytic approach for the analysis, and Social Identity Theory (Tajfel) and Self-Categorization Theory (Turner) are proposed as the overall theoretical frameworks which seem to encompass the different themes uncovered in the analyses. The article argues that personal experience, rhetorical ends, and group dynamics are salient factors in terms of explaining the construction and nature of the stereotypes. Furthermore, it is argued that intergroup differentiation is important in accounting for the process of stereotype-construction, and that cognitive dissonance, as well as accusations of prejudiced identities, appear to have little noticeable effect on individual group members or intra-group harmony. Finally, the article argues that this group discussion could be seen as an example of predominant discourses and ideological positions about Western and Asian ‘others’ which exist in contemporary Hong Kong society.

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

The codevelopment of group relationships: The role of individual group member’s and other group members’ mutual influence and shared group environment.

2019 ◽  
Vol 66 (5) ◽  
pp. 640-649 ◽  
Author(s):  
Gianluca Lo Coco ◽  
Salvatore Gullo ◽  
Gabriele Profita ◽  
Chiara Pazzagli ◽  
Claudia Mazzeschi ◽  
...  
Keyword(s):  
Mutual Influence ◽  
Individual Group ◽  
Group Environment ◽  
Group Members ◽  
Group Relationships

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.

The Epistemology of Groups

2020 ◽  
Author(s):  
Jennifer Lackey
Keyword(s):  
Group Level ◽  
Social Significance ◽  
Individual Group ◽  
Key Concepts ◽  
Normative Requirements ◽  
Group Members ◽  
The Individual ◽  
Belief Justification ◽  
In Virtue Of ◽  
Trump Administration

Groups are often said to bear responsibility for their actions, many of which have enormous moral, legal, and social significance. The Trump Administration, for instance, is said to be responsible for the U.S.’s inept and deceptive handling of COVID-19 and the harms that American citizens have suffered as a result. But are groups subject to normative assessment simply in virtue of their individual members being so, or are they somehow agents in their own right? Answering this question depends on understanding key concepts in the epistemology of groups, as we cannot hold the Trump Administration responsible without first determining what it believed, knew, and said. Deflationary theorists hold that group phenomena can be understood entirely in terms of individual members and their states. Inflationary theorists maintain that group phenomena are importantly over and above, or otherwise distinct from, individual members and their states. It is argued that neither approach is satisfactory. Groups are more than their members, but not because they have “minds of their own,” as the inflationists hold. Instead, this book shows how group phenomena—like belief, justification, and knowledge—depend on what the individual group members do or are capable of doing while being subject to group-level normative requirements. This framework, it is argued, allows for the correct distribution of responsibility across groups and their individual members.

scholarly journals Effectiveness of Home-Based Occupational Therapy on COPM Performance and Satisfaction Scores in Patients with COPD

2020 ◽  
pp. 000841742097112
Author(s):  
Eleonore H. Koolen ◽  
Martijn A. Spruit ◽  
Marianne de Man ◽  
Jeanine C. Antons ◽  
Elieke Nijhuis ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Integrated Management ◽  
Performance Measure ◽  
Occupational Performance ◽  
Post Intervention ◽  
Canadian Occupational Performance Measure ◽  
Home Based ◽  
Copd Patients ◽  
The Mean ◽  
Mean Differences

Background. Occupational therapy (OT) may be an important intervention in patients with COPD, but studies show conflicting results. Purpose. To evaluate the effectiveness of home-based monodisciplinary OT in COPD patients Method. We conducted an observational clinical study. Main outcomes were the mean differences in the Canadian Occupational Performance Measure (COPM) performance and satisfaction scores, pre and post intervention. Findings. Pre- and postintervention data were obtained from 41 patients. Statistically significant increases were observed in COPM performance (5.0 ± 1.1 versus 6.9 ± 0.9; P<0.001) and satisfaction (4.6 ± 1.3 versus 6.9 ± 1.0; P<0.001). The most frequently reported occupational performance problems were found in the domains of productivity (47%) and mobility (40%), fewer in self-care (10%) and the least in leisure (3%). Implications. Home-based monodisciplinary OT can contribute significantly to the improvement of daily functioning of patients with COPD. OT should therefore be considered more often as part of the integrated management of these patients.

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