The Impact of Information Technology on Roles and Role Processes in Small Groups

2011 ◽  
pp. 157-167 ◽  
Author(s):  
Robert Heckman ◽  
Dave Maswick ◽  
Jamie Rodgers ◽  
Kevin Ruthen ◽  
Gary Wee
Keyword(s):  
Ad Hoc ◽  
Work Groups ◽  
Work Group ◽  
Collaborative Work ◽  
Academic Organizations ◽  
Task Groups ◽  
Hands On ◽  
Group Members ◽  
The Impact ◽  
Small Work

In both corporate and academic organizations, collaborative work is frequently accomplished and managed in small work groups. These can take either the form of formal work groups or ad hoc task groups. The formal work group has relatively permanent membership, ongoing tasks, and routinized reporting relationships within the organization. Over time, skills and information of group members become more group-specific and norms more implicit. There is less communication on how to work together and more on the work itself (Finholt, Sproull, and Kiesler, 1990). Some types of work are, however, best performed in ad hoc or quickly formed task groups. According to Finholt, Sproull, and Kiesler (1990), such groups are convened for a particular purpose, consist of members who otherwise would not work together, and disband after completing their assigned task. These task groups permit an organization to respond rapidly to changes in the environment and to non-routine problems by calling on expertise regardless of where it resides in the organization. In higher education, a particular form of ad hoc task group is familiar to many instructors—the student project team. Such teams are commonly formed to allow students to tackle projects that are too big to handle individually, to allow students to teach and learn from one another, and to create opportunities for practicing the intricate dynamics of collaborative work. Given the benefits claimed for ad hoc task groups, it is presumed to be a good thing for students to gain hands-on experience in their function.

scholarly journals Cultural mosaic beliefs as a new measure of the psychological climate for diversity

2017 ◽  
Vol 18 (1) ◽  
pp. 7-32 ◽  
Author(s):  
Pylin Chuapetcharasopon ◽  
Lukas Neville ◽  
Wendi L Adair ◽  
Susan E Brodt ◽  
Terri R Lituchy ◽  
...  
Keyword(s):  
Cultural Diversity ◽  
Discriminant Validity ◽  
Work Groups ◽  
Work Group ◽  
Performance Outcomes ◽  
Psychological Climate ◽  
Convergent And Discriminant Validity ◽  
Group Members ◽  
Group Diversity ◽  
The Impact

This article introduces the concept of cultural mosaic beliefs (CMBs) as a component of effective multicultural work groups. Building on theories of group diversity and self-verification, and responding to calls to understand moderators that explain the impact of group diversity on performance outcomes, we conceptualize CMBs as a psychological climate that individual group members perceive to promote the recognition, acceptance and expression, and utilization of cultural diversity (values, traditions, and practices) in their work. We also propose that CMBs might attenuate conflict that can sometimes characterize culturally diverse work groups distinguishing groups that falter from those that flourish and benefit from the informational and other potential advantages associated with their diverse cultural composition. In a series of five studies ( N = 1119), we develop a 17-item CMB scale comprised of three factors: perceived group diversity, cultural acceptance and expression, and culture utilization. We present evidence of convergent and discriminant validity, showing that the CMB scale is related to but distinct from other measures of diversity. We also demonstrate predictive validity, showing that the CMB scale is related to work group members’ identification with the group, commitment to the group, satisfaction with the group, and learning from the group. We conclude by proposing applications of our CMBs concept and measure to multicultural workplaces and offer future directions for research on cultural diversity, specifically the study of group CMBs as a moderator of cultural diversity’s effects on groups.

scholarly journals The Impact of Curriculum and Instructional Choices on Undergraduate Students in Introductory Geology

2019 ◽  
Vol 4 (3) ◽  
pp. 17
Author(s):  
Christopher Roemmele
Keyword(s):  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Collaborative Work ◽  
Positive Attitudes ◽  
Hands On ◽  
Pedagogical Choices ◽  
Introductory Geology ◽  
Students Attitudes ◽  
The Impact ◽  
Curriculum Topics

This research investigated the impact of an introductory geology class on undergraduate students' attitudes toward and conceptual understanding of geology. The purpose was to identify students' geologic blindness, a construct of disinterest, disdain, and unawareness of geology, geologic processes, and their relationship to humans, by assessing students’ views on curricular and pedagogical choices. A convergent parallel mixed-methods research design was conducted. The participants consisted of 289 students enrolled over two semesters in an introductory geology class for non-majors. Specific to content and instruction, students found the format of rock and mineral labs and exams difficult and in need of change. They expressed positive attitudes about the hands-on, collaborative nature of these labs, and observation skills to perform them. Curriculum topics judged more interesting were deemed less difficult to understand, and vice versa, and that there was general understanding of geology’s broader themes of tectonics and time. Open-ended responses from participants, and interviews with key informants provided further evidence for these results. Students indicated that explicit instruction on the topic relevance, cross-topic connections, and on-going assessment and the use of a variety of visualizations and collaborative work would help to improve understanding and attitudes. The results provide insight into ways to improve introductory geology courses by addressing geologic blindness.

scholarly journals Relative Leader-Member Exchange Within Work Groups: The Mediating Effect of Leader-Member Conversation Quality on Group-Focused Citizenship Behavior

2019 ◽  
pp. 232948841987167
Author(s):  
Hassan Abu Bakar ◽  
Stacey L. Connaughton
Keyword(s):  
Hierarchical Linear Modeling ◽  
Organizational Citizenship Behavior ◽  
Work Groups ◽  
Work Group ◽  
Mediating Effect ◽  
Citizenship Behavior ◽  
Leader Member Exchange ◽  
Linear Modeling ◽  
Member Exchange ◽  
Group Members

We introduce a multilevel model that examines how and when relative leader-member exchange (RLMX) within the work group associates with group members’ commitment and organizational citizenship behavior. Results of the study are based on data gathered from a sample of 155 leader-member dyads within 25 work groups in a Malaysian organization and provide support for the hypotheses. Specifically, the results obtained from the analysis of a hierarchical linear modeling showed that leader-member conversation quality mediates the relationship between RLMX and group-focused citizenship behavior. The findings suggest that the relative group members’ ratings of leader-member exchange have the ability to influence the quality of leader-member conversation and that this positive relationship of RLMX on group-focused citizenship behavior is contingent on the direct and indirect effect of leader-member conversation quality.

Impact of highly and less job-related diversity on work group cohesion and performance: a meta-analysis

2001 ◽  
Vol 27 (2) ◽  
pp. 141-162 ◽  
Author(s):  
Sheila Simsarian Webber ◽  
Lisa M. Donahue
Keyword(s):  
Work Groups ◽  
Work Group ◽  
Meta Analysis ◽  
Group Cohesion ◽  
Future Research ◽  
Different Types ◽  
And Performance ◽  
Performance Results ◽  
The Impact ◽  
The Relationship

A meta-analysis of the data from empirical investigations of diversity in work groups was used to examine the impact of two types of diversity attributes, highly job-related and less job-related, on work group cohesion and performance. This distinction was used to test the proposition that different types of diversity will differentially impact work group cohesion and performance. In addition, type of team was examined as a possible moderator of the relationship between diversity and performance. Results showed that neither type of diversity had a relationship with cohesion or performance. Explanations and directions for future research are offered.

Working at the Crossroads: A Guide for Border Crossing

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
John Mckiernan-González
Keyword(s):  
American Studies ◽  
Collaborative Work ◽  
Border Crossing ◽  
Keynote Address ◽  
Cross Border ◽  
Entry Points ◽  
Academic Labor ◽  
Boyle Heights ◽  
The University ◽  
The Impact

This article discusses the impact of George J. Sánchez’s keynote address “Working at the Crossroads” in making collaborative cross-border projects more academically legitimate in American studies and associated disciplines. The keynote and his ongoing administrative labor model the power of public collaborative work to shift research narratives. “Working at the Crossroads” demonstrated how historians can be involved—as historians—in a variety of social movements, and pointed to the ways these interactions can, and maybe should, shape research trajectories. It provided a key blueprint and key examples for doing historically informed Latina/o studies scholarship with people working outside the university. Judging by the success of Sánchez’s work with Boyle Heights and East LA, projects need to establish multiple entry points, reward participants at all levels, and connect people across generations.I then discuss how I sought to emulate George Sánchez’s proposals in my own work through partnering with labor organizations, developing biographical public art projects with students, and archiving social and cultural histories. His keynote address made a back-and-forth movement between home communities and academic labor seem easy and professionally rewarding as well as politically necessary, especially in public universities. 

Report of the Ad Hoc Subgroup on the Impact of Competition in Contracting on Research and Development

1988 ◽  
Author(s):  
Laurence Storch ◽  
Donald Fraser ◽  
Robert Lunn ◽  
Barbara Glacel ◽  
Naomi J. McAfee
Keyword(s):  
Research And Development ◽  
Ad Hoc ◽  
The Impact

The contamination of trauma. Traumatized minds, broken families and dysfunctional work groups: Organizational and interpersonal dynamics in complex child welfare court proceedings

2021 ◽  
pp. 053331642110150
Author(s):  
Stuart Stevenson
Keyword(s):  
Decision Making ◽  
Work Groups ◽  
Work Group ◽  
Best Interests ◽  
Organizational Dynamics ◽  
Children And Families ◽  
Vulnerable Children ◽  
History Of ◽  
Adults And Children ◽  
Court Proceedings

Professional work groups engaging with traumatized and dysfunctional families are presented with a disproportionate challenge to an already inevitably painful process that can be an obstacle to balanced decision-making in the children’s best interests. Trauma, abuse and neglect can influence the professional culture that condenses around these families. This occurs more often with the most challenging families with a possible history of professional failure resulting in professional conflict, impulsive and poor decision-making due to the occasions that these destructive dynamics have become unmanageable. Serious case reviews into the deaths of children regularly outline professional failures relating to a breakdown in communication within the professional system and essential and potential lifesaving information having been lost or failing to have been acted upon. The ability to understand complex group and organizational dynamics and the ability to manage relationships with traumatized adults and children, as well as within traumatized work groups is, therefore, an essential skill set for professionals working with the most vulnerable children and families. This article explores trauma and its impact on a work group and why this process was disturbed by uncontained anxiety resulting in professional conflict.

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