@article{MeyerShemlaSchermuly2011, author = {Meyer, Bertolt and Shemla, Meir and Schermuly, Carsten C.}, title = {Social Category Salience Moderates the Effect of Diversity Faultlines on Information Elaboration}, series = {Small Group Research}, volume = {42}, journal = {Small Group Research}, number = {3}, pages = {257 -- 282}, year = {2011}, abstract = {Faultlines—hypothetical dividing lines splitting a group into homogeneous subgroups based on the distribution of demographic attributes—are frequently assumed to be detrimental to group outcomes because they operationalize social categorizations. However, a literature review indicates that this is not always the case. We argue that diversity faultlines and social categorizations are not necessarily the same and that the effect of diversity faultlines is moderated by perceived social categorizations. To test this proposition, we assigned 172 participants to groups of four. Participant gender, bogus personality feedback, seating position, and colored cards were employed to create two diversity faultline conditions (weak and strong faultline). Groups worked on the Survive in the Desert task, and their interactions were coded with the discussion coding system (DCS). Social categorizations were elicited using a newly developed measure that requires participants to specify subjectively perceived salient categories. Participants stated many social categories that were unrelated to surface-level characteristics frequently employed in diversity research. In line with our hypotheses, social category salience moderated the effect of faultline strength on elaboration. Elaboration was most intense in strong faultline groups that had low levels of category salience. Elaboration was positively related to performance. Theoretical and practical implications are discussed.}, language = {en} } @article{SchermulyMeyer2011, author = {Schermuly, Carsten C. and Meyer, Bertolt}, title = {Bedingungsfaktoren und Maßnahmen zur Steigerung der Arbeitszufriedenheit im Schulmanagement}, series = {SchulVerwaltung}, journal = {SchulVerwaltung}, number = {2}, pages = {46 -- 47}, year = {2011}, abstract = {Keine Angabe - No details}, language = {de} } @article{SchermulySchermulyMeyer2011, author = {Schermuly, Carsten C. and Schermuly, Ren{\´e} A. and Meyer, Bertolt}, title = {Effects of vice-principals' psychological empowerment on job satisfaction and burnout}, series = {International Journal of Educational Management}, volume = {25}, journal = {International Journal of Educational Management}, number = {3}, pages = {252 -- 264}, year = {2011}, abstract = {Purpose - This paper aims to investigate the relationship between psychological empowerment, job satisfaction, and burnout among vice-principals (VPs) in primary schools. Design/methodology/approach - A total of 103 VPs at 103 different primary schools in Germany were surveyed with a questionnaire that assessed the four dimensions of psychological empowerment (competence, meaning, self-determination, and impact), emotional exhaustion, and job satisfaction. Participants also reported demographic data, including days absent from work over the past year. Structural equation modeling (SEM) was employed to test the proposed hypotheses. Findings - Regarding the consequences of empowerment, SEM revealed a strong indirect relationship with emotional exhaustion via job satisfaction. The direct relationship between empowerment and emotional exhaustion did not reach statistical significance. Of the dimensions of empowerment, competence and meaning were the strongest predictors of the outcomes. Emotional exhaustion and days absent from work were positively related. Practical implications - Job related burnout can cause serious consequences for the individual and the school, because VPs have a central role in the functioning of primary schools. Since the empowerment dimensions competence and meaning have the strongest influence, measures should be implemented to foster them. Because job satisfaction is highly related to emotional exhaustion, it could serve as an early alert system. For this reason, VPs should be surveyed at regular intervals regarding their job satisfaction. Originality/value - The study is the first that examines the relationship between psychological empowerment, satisfaction, and burnout among VPs in schools.}, language = {en} } @article{MeyerSchermuly2011, author = {Meyer, Bertolt and Schermuly, Carsten C.}, title = {When beliefs are not enough: Examining the interaction of diversity faultlines, task motivation, and diversity beliefs on team performance}, series = {European Journal of Work and Organizational Psychology}, volume = {21}, journal = {European Journal of Work and Organizational Psychology}, number = {3}, pages = {456 -- 487}, year = {2011}, abstract = {Diversity faultline strength - the extent to which diversity attributes within a group converge in such a way that they split a group into homogeneous subgroups - can decrease group performance. Based on the categorization-elaboration model (CEM) of workgroup diversity, we assumed that task motivation can overcome the detrimental effects of faultlines. We further assumed that this effect is contingent on the groups' diversity beliefs and that it is mediated by the elaboration of task-relevant information. Forty-three student groups worked on a computer-simulated complex problem solving scenario. The group faultline strength was calculated over the attributes gender, age and educational background. Information elaboration was elicited by means of behavioural coding. Results revealed a three-way interaction of faultline strength, diversity beliefs and task motivation: groups overcame the detrimental effects of faultlines only if they exhibited pro-diversity beliefs and high task motivation. The three-way interaction of faultline strength, diversity beliefs and task motivation was partly mediated by information elaboration. Practical and theoretic implications are discussed.}, language = {en} } @inproceedings{GockelMeyer2011, author = {Gockel, Christine and Meyer, Bertolt}, title = {Change in teams}, series = {15th Conference of the European Association of Work and Organizational Psychology, Maastricht}, booktitle = {15th Conference of the European Association of Work and Organizational Psychology, Maastricht}, year = {2011}, abstract = {Keine Angabe - No details}, language = {en} } @misc{SchermulyMeyerKauffeld2011, author = {Schermuly, Carsten C. and Meyer, Bertolt and Kauffeld, Simone}, title = {That's not my place: Diversity faultlines cause workgroup members to deny responsibility unless they are socially competent or used to skill variety}, year = {2011}, abstract = {Keine Angabe No details}, language = {en} } @misc{MeyerBurtscherFeeseetal.2011, author = {Meyer, Bertolt and Burtscher, Michael Josef and Feese, Sebastian and Arnrich, Bert and Tr{\"o}ster, Gerhard and Jonas, Klaus and Schermuly, Carsten C.}, title = {F{\"u}hrung ist Kommunikation: Sprachverhalten mediiert den Effekt des F{\"u}hrungsstils auf die Gruppenleistung}, year = {2011}, abstract = {Keine Angabe No details}, language = {de} } @misc{SchermulyMeyerScholl2011, author = {Schermuly, Carsten C. and Meyer, Bertolt and Scholl, Wolfgang}, title = {Effects of empowerment on interaction processes and on satisfaction}, year = {2011}, abstract = {Keine Angabe No details}, language = {en} } @misc{MeyerShemlaSchermuly2011, author = {Meyer, Bertolt and Shemla, Meir and Schermuly, Carsten C.}, title = {Faultlines, social category salience, and information elaboration in diverse teams}, year = {2011}, abstract = {Keine Angabe No details}, language = {en} } @misc{MeyerSchermulySchermuly2011, author = {Meyer, Bertolt and Schermuly, Carsten C. and Schermuly, Ren{\´e} A.}, title = {The psychological empowerment of vice-principals, its antecedents, and its effects on job satisfaction and burn-out}, year = {2011}, abstract = {Keine Angabe No details}, language = {en} }