@inproceedings{GockelWegge2012, author = {Gockel, Christine and Wegge, J{\"u}rgen}, title = {Partizipation und F{\"u}hrung in Teams und Organisationen}, series = {48. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie, Bielefeld}, booktitle = {48. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie, Bielefeld}, year = {2012}, abstract = {Durch Partizipation k{\"o}nnen Individuen und Gruppen ihre Interessen in Organisationen sicherstellen und selbstbestimmt handeln (Wilpert, 1989). Partizipation kann sich auf verschiedene Arten von Entscheidungen und auf verschiedene Ebenen der Organisation beziehen. Sie bedeutet generell, dass mehr als eine Person Entscheidungen vorbereitet oder f{\"a}llt (Wegge et al., 2010). In dieser Arbeitsgruppe betrachten wir in drei Beitr{\"a}gen Partizipation auf Teamebene (am Beispiel von geteilter und verteilter F{\"u}hrung), und in zwei weiteren Beitr{\"a}gen Partizipation auf Organisationsebene. Dabei wird es um die Messung, Pr{\"a}diktoren und Auswirkungen von Partizipation gehen, um dem komplexen und vielschichtigen Ph{\"a}nomen und seiner Wichtigkeit gerecht zu werden. Piecha und Wegge pr{\"a}sentieren eine Kurzskala zur Messung konstruktiver und destruktiver geteilter F{\"u}hrung in Teams und zeigen in einer Fragebogenstudie mit Altenpflegern differenzierte Zusammenh{\"a}nge mit Gesundheit auf. Garbers und Konradt zeigen in ihrer Studie zwei positive Konsequenzen verteilter F{\"u}hrung am Beispiel von Apothekenteams: bessere Teamleistung und erh{\"o}htes affektives Commitment. Gockel und Schmidt besch{\"a}ftigen sich mit den Pr{\"a}diktoren individuellen F{\"u}hrungsverhaltens in Teams und pr{\"a}sentieren, inwiefern sich eigene Pers{\"o}nlichkeitseigenschaften und die Eigenschaften der Teamkollegen auf F{\"u}hrungsverhalten auswirken. Mende und Wegge untersuchten in einem Experiment Erleben und Verhalten in partizipationsrelevanten Situationen in Organisationen. Pircher-Verdorfer und Kollegen stellen schließlich die psychometrischen Eigenschaften und Korrelate eines englischsprachigen Fragebogens zu sozial-moralischem Klima in Organisationen vor. Als Diskutant haben wir J{\"o}rg Felfe, Helmut-Schmidt-Universit{\"a}t Hamburg, eingeladen.}, language = {de} } @inproceedings{GockelScheel2012, author = {Gockel, Christine and Scheel, Tabea}, title = {Humor: ernsthafte Befunde aus Arbeits- und p{\"a}dagogischen Kontexten}, series = {48. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie, Bielefeld}, booktitle = {48. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie, Bielefeld}, year = {2012}, abstract = {Humor ist Bestandteil tagt{\"a}glicher sozialer Interaktion und ein relevantes Forschungsthema - betrachtet man seinen Einfluss auf Einstellungen und Verhalten (Martin, 2007; Rissland, 2002). Schwierige oder unbequeme Ideen k{\"o}nnen sozial angemessen ge{\"a}ußert werden, wenn sie humorvoll verpackt sind, desgleichen hilft Humor bei der Kontrolle zwischenmenschlicher Interaktionen und kann emotional unterst{\"u}tzen. Humor ist ein komplexes Ph{\"a}nomen mit diversen Auswirkungen, abh{\"a}ngig von Inhalt und Kontext. W{\"a}hrend Humor im Lehr-/Lernkontext schon l{\"a}nger Beachtung findet (z.B. Bryant et al., 1980), wird dieser in der arbeits- und organisationspsychologischen Forschung erst in letzter Zeit entdeckt (Romero \& Cruthirds, 2006; Wood, Beckmann \& Rossiter, 2011). Dabei hat Humor vielf{\"a}ltige Einfl{\"u}sse auf Lernen (Ziv, 1988) sowie Leistung, Zufriedenheit, Koh{\"a}sion, Gesundheit, Burnout und Stress (Metaanalyse, Glew et al., 2010). Auch die negativen Aspekte von Humor finden zunehmend Beachtung (Martin et al., 2003). In dieser Arbeitsgruppe betrachten wir Humor aus p{\"a}dagogischer und arbeits-/organisationspsychologischer Perspektive. Dabei kommen verschiedene Formen des Humors (Sinn, Stile) in diversen Alterklassen zur Anwendung, um Zusammenh{\"a}nge mit Lernen und Motivation, Kreativit{\"a}t, Fehlerklima, F{\"u}hrung und Innovation sowie Verhalten in Verhandlungen zu zeigen. In dieser Arbeitsgruppe pr{\"a}sentieren wir folgende spannende Ergebnisse: Sch{\"u}ler lernen besser und sind motivierter, wenn Lehrer Humor anwenden (Bieg \& Dresel). Die positiven (sozialer und selbstaufwertender) Humorstile sowie die negativen (aggressiver und selbsabwertender) h{\"a}ngen mit Fehlerorientierung (Csonka \& Scheel) sowie mit Kreativit{\"a}t (Scheel \& Csonka) zusammen. Humorvolle F{\"u}hrung ist mit innovativem Verhalten verbunden (Pundt) und humorvolle Kommentare in Verhandlungen wirken sich auf den Verhandlungsverlauf aus (Brantl, Gockel \& Gibson). Wir pl{\"a}dieren f{\"u}r mehr ernsthafte Humorforschung, insbesondere zu dessen Schatten- und Sonnenseiten. Diskutantin: Frau Prof. Dr. Gisela Mohr, Universit{\"a}t Leipzig.}, language = {de} } @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} } @inproceedings{GockelSchmidt2012, author = {Gockel, Christine and Schmidt, R.}, title = {Extraversion und Vertr{\"a}glichkeit beeinflussen konstruktives und destruktives F{\"u}hrungsverhalten in Teams}, series = {48. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie, Bielefeld}, booktitle = {48. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie, Bielefeld}, year = {2012}, abstract = {Keine Angabe - No details}, language = {de} } @inproceedings{SchmidtGockelWerth2012, author = {Schmidt, R. and Gockel, Christine and Werth, Lioba}, title = {Der Einfluss vertikaler und horizontaler Konflikth{\"a}ufigkeit auf das Erleben psychologischer Sicherheit in Lehrerkollegien}, series = {48. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie, Bielefeld}, booktitle = {48. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie, Bielefeld}, year = {2012}, abstract = {Keine Angabe - No details}, language = {de} } @inproceedings{GockelSchmidt2012, author = {Gockel, Christine and Schmidt, R.}, title = {Own and others' personality characteristics influence the emergence of leadership behavior in teams}, series = {7th Annual INGRoup Conference, Chicago}, booktitle = {7th Annual INGRoup Conference, Chicago}, url = {http://nbn-resolving.de/urn:nbn:de:0298-opus4-5148}, year = {2012}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{GockelWerthSteidle2011, author = {Gockel, Christine and Werth, Lioba and Steidle, Anna}, title = {Is the journey as important as the destination?: power increases affective transfer from goals to corresponding activities}, series = {13. Tagung der Fachgruppe Sozialpsychologie, Hamburg}, booktitle = {13. Tagung der Fachgruppe Sozialpsychologie, Hamburg}, year = {2011}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{GockelSchmidt2011, author = {Gockel, Christine and Schmidt, R.}, title = {Start with a good laugh: humor increases cohesion and creative performance in teams}, series = {12th Congress of the Swiss Psychological Society, Fribourg}, booktitle = {12th Congress of the Swiss Psychological Society, Fribourg}, year = {2011}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{GockelSchmidt2011, author = {Gockel, Christine and Schmidt, R.}, title = {Shared leadership under the magnifying glass: actor and partner effects of leadership behavior}, series = {7th Meeting of the Work, Organizational and Business Psychology Division, Rostock}, booktitle = {7th Meeting of the Work, Organizational and Business Psychology Division, Rostock}, year = {2011}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{GockelKolbWerth2011, author = {Gockel, Christine and Kolb, Peter and Werth, Lioba}, title = {Room temperature affects customer orientation in service encounters}, series = {7th Meeting of the Work, Organizational and Business Psychology Division, Rostock}, booktitle = {7th Meeting of the Work, Organizational and Business Psychology Division, Rostock}, year = {2011}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{Gockel2011, author = {Gockel, Christine}, title = {Launching with humor: the impact of humor on cohesion 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} } @inproceedings{GockelWerthKashy2011, author = {Gockel, Christine and Werth, Lioba and Kashy, D. A.}, title = {Modeling shared leadership with the actor-partner-interdependence model}, 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} } @inproceedings{GockelBrauner2010, author = {Gockel, Christine and Brauner, Elisabeth}, title = {Perspective-taking helps transactive memory development}, series = {5th Annual INGRoup Conference, Washington}, booktitle = {5th Annual INGRoup Conference, Washington}, year = {2010}, abstract = {Keine Angabe - No details}, language = {en} } @article{GockelKolbWerth2014, author = {Gockel, Christine and Kolb, Peter M. and Werth, Lioba}, title = {Murder or not?: cold temperature makes criminals appear to be cold-blooded and warm temperature to be hot-headed}, series = {PLoS ONE}, volume = {9}, journal = {PLoS ONE}, number = {4}, pages = {Keine Angabe - No details -- Keine Angabe - No details}, year = {2014}, abstract = {Temperature-related words such as cold-blooded and hot-headed can be used to describe criminal behavior. Words associated with coldness describe premeditated behavior and words associated with heat describe impulsive behavior. Building on recent research about the close interplay between physical and interpersonal coldness and warmth, we examined in a lab experiment how ambient temperature within a comfort zone influences judgments of criminals. Participants in rooms with low temperature regarded criminals to be more cold-blooded than participants in rooms with high temperature. Specifically, they were more likely to attribute premeditated crimes, ascribed crimes resulting in higher degrees of penalty, and attributed more murders to criminals. Likewise, participants in rooms with high temperature regarded criminals to be more hot-headed than participants in rooms with low temperature: They were more likely to attribute impulsive crimes. Results imply that cognitive representations of temperature are closely related to representations of criminal behavior and attributions of intent.}, language = {en} } @inproceedings{GockelBrauner2002, author = {Gockel, Christine and Brauner, Elisabeth}, title = {Development of a transactive memory: the influence of metacognition and perspective taking}, series = {43rd Congress of the German Psychological Society (DGPs), Berlin}, booktitle = {43rd Congress of the German Psychological Society (DGPs), Berlin}, year = {2002}, abstract = {Keine Angabe - No details}, language = {en} } @inproceedings{GockelKaiserDyrenforthetal.2005, author = {Gockel, Christine and Kaiser, Cheryl R. and Dyrenforth, P. S. and Poulsen, J. R.}, title = {The belief in a just world moderates affective and interpersonal reactions towards discrimination claimants}, series = {6th Annual Meeting of the Society for Personality and Social Psychology, New Orleans}, booktitle = {6th Annual Meeting of the Society for Personality and Social Psychology, New Orleans}, year = {2005}, abstract = {Keine Angabe No details}, language = {en} } @inproceedings{GockelMesse2005, author = {Gockel, Christine and Mess{\´e}, L. A.}, title = {Boundaries of minority influence}, series = {6th Annual Meeting of the Society for Personality and Social Psychology, New Orleans}, booktitle = {6th Annual Meeting of the Society for Personality and Social Psychology, New Orleans}, year = {2005}, abstract = {Keine Angabe No details}, language = {en} } @inproceedings{GockelKerr2005, author = {Gockel, Christine and Kerr, Norbert L.}, title = {Effects of different inadmissibility rulings}, series = {77th Annual Meeting of the Midwestern Psychological Association, Chicago}, booktitle = {77th Annual Meeting of the Midwestern Psychological Association, Chicago}, year = {2005}, abstract = {Keine Angabe No details}, language = {en} } @article{VetterGockel2016, author = {Vetter, Laura and Gockel, Christine}, title = {Can't buy me laughter : Humour in organisational change}, series = {Gruppe. Interaktion. Organisation. Zeitschrift f{\"u}r Angewandte Organisationspsychologie (GIO)}, volume = {47}, journal = {Gruppe. Interaktion. Organisation. Zeitschrift f{\"u}r Angewandte Organisationspsychologie (GIO)}, number = {4}, publisher = {Springer Fachmedien}, address = {Wiesbaden}, pages = {313 -- 320}, year = {2016}, abstract = {This article reflects upon the potential role of humour during an organisational change process. We focus on three facets that are of special importance during change: coping with the change, resisting the change, and leading the change. For each facet, we present relevant quantitative and qualitative studies; and in a final section, we derive implications for employees, leaders, and organisations. In regards to coping with change, we focus on the stress-buffering effects of humour. High-humour individuals maintain higher levels of positive affect in stressful situations and appraise a potentially stressful event as a positive challenge rather than a threat. In regards to resisting change, we show that aggressive humour can be an indicator of serious distress and a means to express resistance towards authority or aspects of the change process. In regards to leading change, we point out how effective leaders may utilise humour to manage followers' emotions in order to increase positive affect and to reduce perceived threat associated with change. We conclude by suggesting how humour can be used as a diagnostic tool, to foster a humour-supportive climate, to improve communication strategies, and to support an error management culture.}, language = {en} } @article{KreftKuehlingTheesGockel, author = {Kreft, Johanna and K{\"u}hling-Thees, Carla and Gockel, Christine}, title = {With a little help from my trainers : Ausbildung von Studierenden zu Bewerbungstrainern f{\"u}r Gefl{\"u}chtete}, series = {Gruppe. Interaktion. Organisation. Zeitschrift f{\"u}r Angewandte Organisationspsychologie (GIO)}, volume = {48}, journal = {Gruppe. Interaktion. Organisation. Zeitschrift f{\"u}r Angewandte Organisationspsychologie (GIO)}, number = {3}, pages = {217 -- 223}, abstract = {In diesem Beitrag wird {\"u}ber die Ausbildung von Studierenden zu Bewerbungstrainern f{\"u}r Gefl{\"u}chtete in einem Train-the-Trainer Programm berichtet. Dieses Programm gliedert sich in zwei Phasen. In der ersten Phase erhalten Masterstudierende eine Trainerausbildung und in der zweiten Phase geben die Studierenden selbstst{\"a}ndig rekrutierten Gefl{\"u}chteten Bewerbungstrainings. Mit diesem didaktischen Ansatz k{\"o}nnen aufgrund des Multiplikatoreneffektes viele Gefl{\"u}chtete erreicht werden. Um die Effektivit{\"a}t der ersten Phase des Programms f{\"u}r die Studierenden zu {\"u}berpr{\"u}fen, wurde eine Fragebogen- und Interviewstudie durchgef{\"u}hrt. Die Ergebnisse zeigten Folgendes: Die Teilnehmenden waren in der Vergangenheit mehr von ihren Familien ermutigt worden, sich f{\"u}r andere einzusetzen als die Teilnehmenden einer Kontrollgruppe. Des Weiteren wiesen sie eine h{\"o}here Motivation auf, sich bewusst und aktiv ehrenamtlich zu engagieren. Außerdem verbesserten sich die notwendigen Kernkompetenzen f{\"u}r das Trainieren. Dar{\"u}ber hinaus konnte die Intention, sich ehrenamtlich zu engagieren, sowie die Einstellung zur Arbeitsmarktintegration von Gefl{\"u}chteten vorhergesagt werden. Wir diskutieren abschließend die Herausforderungen bei der Umsetzung des Projektes. _________________________________________________________ We report on the training of graduate students as job application trainers within a train-the-trainer program. This program consists of two phases: in the first phase of the program, graduate students are trained to become job application trainers and in the second phase, the students give trainings to refugees whom they recruit themselves. Given the multiplier effect of this didactic approach, many refugees may be reached. To evaluate the effectiveness of the first phase of the program for the students, we conducted a questionnaire and interview study. Results of the evaluation show the following: based on their past experience, the participants of the program were more likely to be encouraged by their families to help others than the participants in a control group. In addition, they were more motivated to volunteer deliberately and actively. Furthermore, all necessary core competencies for training performance improved over time. We were also able to predict participants' intentions to volunteer and their attitude towards labor market integration of refugees. We discuss challenges of the program's implementation.}, language = {en} } @article{GerlachGockel, author = {Gerlach, Rebecca and Gockel, Christine}, title = {We belong together : belonging to the principal's in-group protects teachers from the negative effects of task conflict on psychological safety}, series = {School Leadership \& Management}, journal = {School Leadership \& Management}, pages = {1 -- 21}, abstract = {Psychological safety is the shared belief that the team is safe for interpersonal risk-taking. Critical team events such as conflict and faultlines (hypothetical lines that split a team into subgroups) should impact psychological safety. Previous research has shown the benefits of task conflict on team outcomes under certain conditions and the consistently negative effects of demographic faultline strength on team outcomes. We propose that being close to the principal (what we call belonging to the principal's in-group) should help attenuate the negative effects of task conflict and faultlines among teachers, because it is associated with a more effective working relationship. In a survey study with 244 teachers from 45 primary schools, we tested the moderating effect of belonging to the principal's in-group vs. belonging to an out-group on the relationships of task conflict and faultlines on psychological safety. Results of multilevel model tests showed that relationship conflict (but not task conflict) and faultlines decreased psychological safety. However, when teachers belonged to the principal's in-group as compared to an out-group, task conflict had no negative effect on psychological safety. We present implications to bridge the negative effects due to subgroup presence, so that psychological safety can become a resource for all.}, language = {en} }