@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} } @book{ScheelGockel2017, author = {Scheel, Tabea and Gockel, Christine}, title = {Humor at Work in Teams, Leadership, Negotiations, Learning and Health}, publisher = {Springer}, address = {Berlin}, isbn = {978-3-319-65689-2}, publisher = {SRH Berlin University of Applied Sciences}, pages = {XII, 143}, year = {2017}, abstract = {This book provides a comprehensive review of the state-of-the-art on the adaptive and maladaptive functions of humor. Humor is inescapable in our daily interactions - also at the work place. Affiliative, self-enhancing, self-deprecating and aggressive humor can all occur at work and have unique and sometimes ambiguous effects. The volume presents humor research on five important workplace topics: teams, leadership, negotiation, learning, and health. It combines and integrates research from a range of fields, including work and organizational psychology, social psychology, communication, linguistics and sociology. In highlighting research gaps and stating future research questions, the book provides a sufficient starting point for further research on humor in relation to the aforementioned topics. For practitioners, recommendations are provided specific to each area.}, language = {en} } @misc{GockelSchnettlerWalzenbach2014, author = {Gockel, Christine and Schnettler, S. and Walzenbach, S.}, title = {Knowledge sharing in organizations: transactive memory systems}, year = {2014}, abstract = {Keine Angabe No details}, language = {en} } @misc{GockelSchnettlerWalzenbach2014, author = {Gockel, Christine and Schnettler, S. and Walzenbach, S.}, title = {Transactive memory systems als komplexe soziale Netzwerke}, year = {2014}, abstract = {Keine Angabe No details}, language = {de} } @misc{GockelSchnettlerWalzenbach2014, author = {Gockel, Christine and Schnettler, S. and Walzenbach, S.}, title = {Transactive memory system as complex social networks}, year = {2014}, abstract = {Keine Angabe No details}, language = {en} } @misc{VollmerGockelManser2014, author = {Vollmer, A. and Gockel, Christine and Manser, T.}, title = {Constructive controversy in action: the effects of conflict management styles on team member learning}, year = {2014}, abstract = {Keine Angabe No details}, language = {en} } @incollection{GockelWeers2017, author = {Gockel, Christine and Weers, Jakob}, title = {Humor in angespannten Beratungssituationen}, series = {Praxis Schulpsychologie}, booktitle = {Praxis Schulpsychologie}, publisher = {Deutscher Psychologen Verlag GmbH}, address = {Berlin}, publisher = {SRH Berlin University of Applied Sciences}, pages = {4 -- 5}, year = {2017}, abstract = {Kostenfreier Infodienst rund um das Thema "Schulpsychologie", u.a. mit Beitr{\"a}gen zu Humor in Beratungssituationen sowie zu K{\"o}rpersprache und K{\"o}rperkontakt in der Schule Diese Ausgabe besch{\"a}ftigt sich mit den schulpsychologischen Aspekten zweier wichtiger Tools der zwischenmenschlichen Kommunikation: K{\"o}rpersprache und Humor. Die Artikel von Christine Gockel und Jakob Weers zu „Humor in Beratungssituationen" sowie von Matthias Siebert zum Thema „K{\"o}rpersprache und K{\"o}rperkontakt in der Schule" regen dazu an, den Einsatz dieser eher unbewussten kommunikativen Werkzeuge zu reflektieren, sie wieder mehr ins Bewusstsein zu holen, um sie achtsamer in Beratungsprozessen einsetzen zu k{\"o}nnen.}, language = {de} }