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In a first study, we explored whether cognitive loafing (reduced cognitive effort) can disrupt knowledge exchange in transactive memory systems and administered a cognitive loafing measure to investigate its effects. In our second study, we explored if affective commitment and perceived team performance could counteract the detrimental effects of cognitive loafing. Results show that both affective commitment and perceived team performance moderated the relationship between observed cognitive loafing and transactive memory.
Counterproductive behaviors in teams: detrimental effects of cognitive loafing on transactive memory
(2013)
Cognitive interdependence in teams requires members to contribute their share to a common task. Cognitive loafing(reduced cognitive effort) can disrupt knowledge exchange in transactive memory systems. We administered a cognitive loafing measure to investigate its effects. Results show that cognitive loafing has significant negative impact on transactive memory, whereas affective commitment has a positive impact on transactive memory. Furthermore, we found that cognitive loafing within a team was not contagious among team members.
Traditional Instrumentality x Value (I x V) models have attributed gains in performance groups to various conditions affecting the instrumentality of group members' effort for a variety of valued outcomes. Social identity models have challenged this interpretation, suggesting that the instrumentality of effort may be irrelevant when group identification is high. A laboratory study is reported in which both indispensability and group identification are manipulated, and participants' effort on a physical persistence task is assessed. Contrary to the social identity predictions but consistent with I x V predictions, the indispensability of effort had a positive effect on participants' effort. Group identification had no direct or moderating effects on effort. © 2008 Elsevier Inc. All rights reserved.
Mock juries were exposed to an argument for nullifying the law to achieve a just verdict, an argument that the law must be obeyed, to both or neither argument. Both final verdicts and social-influence showed that either argument alone increased the power of pro-conviction factions, but that these effects were weakened when both arguments were heared.
In a lab study, the effects of metacognition and perspective taking on the development of a transactive memory were examined. Discussions of 20 groups were coded with a specifically developed coding scheme. Perspective taking showed the expected positive effect, but metacognition did not. The features of the metacognition training might explain this.
Durch Partizipation können 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 fällt (Wegge et al., 2010). In dieser Arbeitsgruppe betrachten wir in drei Beiträgen Partizipation auf Teamebene (am Beispiel von geteilter und verteilter Führung), und in zwei weiteren Beiträgen Partizipation auf Organisationsebene. Dabei wird es um die Messung, Prädiktoren und Auswirkungen von Partizipation gehen, um dem komplexen und vielschichtigen Phänomen und seiner Wichtigkeit gerecht zu werden. Piecha und Wegge präsentieren eine Kurzskala zur Messung konstruktiver und destruktiver geteilter Führung in Teams und zeigen in einer Fragebogenstudie mit Altenpflegern differenzierte Zusammenhänge mit Gesundheit auf. Garbers und Konradt zeigen in ihrer Studie zwei positive Konsequenzen verteilter Führung am Beispiel von Apothekenteams: bessere Teamleistung und erhöhtes affektives Commitment. Gockel und Schmidt beschäftigen sich mit den Prädiktoren individuellen Führungsverhaltens in Teams und präsentieren, inwiefern sich eigene Persönlichkeitseigenschaften und die Eigenschaften der Teamkollegen auf Führungsverhalten 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 Jörg Felfe, Helmut-Schmidt-Universität Hamburg, eingeladen.
Humor ist Bestandteil tagtäglicher sozialer Interaktion und ein relevantes Forschungsthema - betrachtet man seinen Einfluss auf Einstellungen und Verhalten (Martin, 2007; Rissland, 2002). Schwierige oder unbequeme Ideen können sozial angemessen geäußert werden, wenn sie humorvoll verpackt sind, desgleichen hilft Humor bei der Kontrolle zwischenmenschlicher Interaktionen und kann emotional unterstützen. Humor ist ein komplexes Phänomen mit diversen Auswirkungen, abhängig von Inhalt und Kontext. Während Humor im Lehr-/Lernkontext schon länger 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 vielfältige Einflüsse auf Lernen (Ziv, 1988) sowie Leistung, Zufriedenheit, Kohäsion, 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 pädagogischer und arbeits-/organisationspsychologischer Perspektive. Dabei kommen verschiedene Formen des Humors (Sinn, Stile) in diversen Alterklassen zur Anwendung, um Zusammenhänge mit Lernen und Motivation, Kreativität, Fehlerklima, Führung und Innovation sowie Verhalten in Verhandlungen zu zeigen. In dieser Arbeitsgruppe präsentieren wir folgende spannende Ergebnisse: Schüler lernen besser und sind motivierter, wenn Lehrer Humor anwenden (Bieg & Dresel). Die positiven (sozialer und selbstaufwertender) Humorstile sowie die negativen (aggressiver und selbsabwertender) hängen mit Fehlerorientierung (Csonka & Scheel) sowie mit Kreativität (Scheel & Csonka) zusammen. Humorvolle Führung ist mit innovativem Verhalten verbunden (Pundt) und humorvolle Kommentare in Verhandlungen wirken sich auf den Verhandlungsverlauf aus (Brantl, Gockel & Gibson). Wir plädieren für mehr ernsthafte Humorforschung, insbesondere zu dessen Schatten- und Sonnenseiten. Diskutantin: Frau Prof. Dr. Gisela Mohr, Universität Leipzig.
Change in teams
(2011)
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.
In diesem Beitrag wird über die Ausbildung von Studierenden zu Bewerbungstrainern für Geflüchtete 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 selbstständig rekrutierten Geflüchteten Bewerbungstrainings. Mit diesem didaktischen Ansatz können aufgrund des Multiplikatoreneffektes viele Geflüchtete erreicht werden.
Um die Effektivität der ersten Phase des Programms für die Studierenden zu überprüfen, wurde eine Fragebogen- und Interviewstudie durchgeführt. Die Ergebnisse zeigten Folgendes: Die Teilnehmenden waren in der Vergangenheit mehr von ihren Familien ermutigt worden, sich für andere einzusetzen als die Teilnehmenden einer Kontrollgruppe. Des Weiteren wiesen sie eine höhere Motivation auf, sich bewusst und aktiv ehrenamtlich zu engagieren. Außerdem verbesserten sich die notwendigen Kernkompetenzen für das Trainieren. Darüber hinaus konnte die Intention, sich ehrenamtlich zu engagieren, sowie die Einstellung zur Arbeitsmarktintegration von Geflüchteten 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.
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.
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.
Kostenfreier Infodienst rund um das Thema "Schulpsychologie", u.a. mit Beiträgen zu Humor in Beratungssituationen sowie zu Körpersprache und Körperkontakt in der Schule
Diese Ausgabe beschäftigt sich mit den schulpsychologischen Aspekten zweier wichtiger Tools der zwischenmenschlichen Kommunikation: Körpersprache und Humor. Die Artikel von Christine Gockel und Jakob Weers zu „Humor in Beratungssituationen“ sowie von Matthias Siebert zum Thema „Körpersprache und Körperkontakt 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 können.
A widespread presumption in the law is that giving jurors nullification instructions would result in “chaos”—jurors guided not by law but by their emotions and personal biases. We propose a model of juror nullification that posits an interaction between the nature of the trial (viz. whether the fairness of the law is at issue), nullification instructions, and emotional biases on juror decision-making. Mock jurors considered a trial online which varied the presence a nullification instructions, whether the trial raised issues of the law's fairness (murder for profit vs. euthanasia), and emotionally biasing information (that affected jurors’ liking for the victim). Only when jurors were in receipt of nullification instructions in a nullification-relevant trial were they sensitive to emotionally biasing information. Emotional biases did not affect evidence processing but did affect emotional reactions and verdicts, providing the strongest support to date for the chaos theory.
Traditional Instrumentality × Value (I × V) models have attributed gains in performance groups to various conditions affecting the instrumentality of group members’ effort for a variety of valued outcomes. Social identity models have challenged this interpretation, suggesting that the instrumentality of effort may be irrelevant when group identification is high. A laboratory study is reported in which both indispensability and group identification are manipulated, and participants’ effort on a physical persistence task is assessed. Contrary to the social identity predictions but consistent with I × V predictions, the indispensability of effort had a positive effect on participants’ effort. Group identification had no direct or moderating effects on effort.
In this article, we provide an overview of current measures of shared leadership. Our aim is to help researchers choose the appropriate measure and give them advice on the statistical analysis of shared leadership measures. We first present traditional approaches, namely two questionnaires assessing shared leadership behaviors displayed by a team. We then describe social network indexes showing how leadership influence is distributed in a team and the coefficient of variation showing the relative dispersion of team members’ leadership influence. Finally, we present a new idea for modeling mutual influence processes in teams, the actor-partner interdependence model (APIM, Kenny, Kashy, & Cook, 2006). It can depict how each team member’s outcomes are affected by own and other team members’ leadership behaviors. For all approaches, we point out requirements, advantages, and disadvantages.
In this introduction to the special issue on Time and Change in Teams, we argue that the field of team research shows signs of a problem-method misfit with respect to the study of processes. Drawing on the distinction between differential and temporal (or variable vs. process) research, we scrutinise recent theories and research practices in the field, aiming to better understand the lack of congruence between research objectives and methods. We also discuss ways in which the gap between theory and method can be narrowed, and how the five studies making up this special issue contribute to this. We conclude with suggesting some future directions for the study of time and change in teams.
The effects of temperature on service employees’ customer orientation: an experimental approach
(2012)
Numerous studies have demonstrated how temperature can affect perceptual, cognitive and psychomotor performance (e.g. Hancock, P.A., Ross, J., and Szalma, J., 2007. A meta-analysis of performance response under thermal stressors. Human Factors: The Journal of the Human Factors and Ergonomics Society, 49 (5), 851–877). We extend this research to interpersonal aspects of performance, namely service employees' and salespeople's customer orientation. We combine ergonomics with recent research on social cognition linking physical with interpersonal warmth/coldness. In Experiment 1, a scenario study in the lab, we demonstrate that student participants in rooms with a low temperature showed more customer-oriented behaviour and gave higher customer discounts than participants in rooms with a high temperature – even in zones of thermal comfort. In Experiment 2, we show the existence of alternative possibilities to evoke positive temperature effects on customer orientation in a sample of 126 service and sales employees using a semantic priming procedure. Overall, our results confirm the existence of temperature effects on customer orientation. Furthermore, important implications for services, retail and other settings of interpersonal interactions are discussed.
Practitioner Summary: Temperature effects on performance have emerged as a vital research topic. Owing to services' increasing economic importance, we transferred this research to the construct of customer orientation, focusing on performance in service and retail settings. The demonstrated temperature effects are transferable to services, retail and other settings of interpersonal interactions.
Purpose – Regulatory focus theory (RFT) can successfully predict and describe organizational behaviour and managerial decision making. However, no empirical study has tested its central assumption in an organizational context. The purpose of this paper is to investigate the relationship between employee's regulatory focus and their work priorities.
Design/methodology/approach – In total, 307 employees from the public and private sectors in Germany participated and three organizational priorities were confirmed in a confirmatory factor analysis: growth, existence, and relatedness aspects. Their relationship with employee's regulatory focus was analyzed using multi-level modeling.
Findings – It was found that employees' promotion and prevention focus were related to specific work priorities: the higher a person's promotion focus, the more the person valued growth aspects. The higher the prevention focus, the more the person valued existence-related work aspects. Both regulatory foci increased the importance of good relationships at work.
Research limitations/implications – The findings provide new insights into previous research on the impact of personality traits, especially regulatory focus, on job-related attitudes like job satisfaction or job commitment.
Practical implications – The results are useful for leaders and human resource managers aiming to understand the driving forces behind employee's job motivation and decisions.
Originality/value – This is the first study to address the central question of different priorities associated with promotion and prevention focus in the organizational field. Results provide insight into previous findings on the impact of regulatory focus on job-related attitudes and offer practical implications for practitioners interested in job motivation and decision making.
Purpose – The purpose of this paper is to examine, in two studies, whether trust in teammates and trust in management influenced transactive memory and how strongly transactive memory, in turn, influenced perceived team performance and job satisfaction.
Design/methodology/approach – Data were collected via questionnaires from two samples of employees (n1=383 and n2=40). Regression and mediational analyses were employed to test the hypotheses.
Findings – Trust in teammates predicted transactive memory and transactive memory, in turn, predicted perceived team performance and job satisfaction. Trust in management did not predict transactive memory, but it did predict job satisfaction.
Research limitations/implications – Data are cross-sectional and cannot establish cause-effect-relationships. Furthermore, objective performance measures could not be obtained due to the nature of the studies. Thus, future studies need to use longitudinal or experimental designs and objective performance measures.
Practical implications – Intangible factors such as trust can strengthen knowledge sharing and transactive memory systems. This, in turn, can positively impact job satisfaction and team performance. Managers and team leaders should pay more attention to building a climate of trust and participation, both within teams and between team members and supervisors/management.
Originality/value – Results of two studies show the differential effects of trust in teammates versus trust in management. For finishing a knowledge-intensive task in a team, trust in teammates is more important than trust in management because trust influences transactive memory, which, in turn, leads to positive performance outcomes. However, for other organizational outcomes such as job satisfaction, trust in management can be as important as well.
The benefits of stepping into others’ shoes: perspective-taking strengthens transactive memory
(2013)
Perspective taking is an important requirement for effective communication. Teams working on knowledge-intensive tasks should benefit particularly. In a laboratory study, we examined whether perspective taking (vs. egocentrism) facilitated transactive memory when team members' knowledge was either different or similar. Perspective taking led teams to form more accurate transactive memory and agree more regarding each other's knowledge assessments. Corresponding effects were found when knowledge was similar. However, no interaction emerged. Our study shows that perspective taking is a cognitive state that can be induced with a short intervention and that can positively influence team-level outcomes such as transactive memory.
Not motivated to act during goal pursuit: powerlessness blocks motivation transfer in goal systems
(2013)
The current research investigates a motivational mechanism that contributes to the inferior goal striving and attainment of powerless individuals: the transfer of motivation from goals to means. We expected that this mechanism would work effectively only in powerful individuals. The results of an experiment and a field study confirmed our assumptions. The more motivated powerful people were to attain the goals, the more they engaged in self-determined action and, in turn, the more positively they experienced goal-related activities. No such relation was found for their powerless counterparts. Implications for power research and goal systems theory are discussed.
Put-down humor always has a target, and the intent of the speaker is to make fun of someone or something. Due to its inherently social nature, put-down humor could strongly affect socio-emotional group processes and outcomes like cohesion. We hypothesized that put-down humor would increase cohesion when it was targeted at outgroup members and was followed by laughter. Two laboratory experiments were conducted to examine the underlying processes of the put-down humor – cohesion relation. Study 1 showed that put-down humor of outgroup members (as compared to no humor) did not increase participants’ attraction to the group. But it increased perceived cohesion among other group members and the perception that other group members felt safer and were more similar to each other. Even when procedures were altered in Study 2 to reduce participants’ evaluation apprehension and their potential anxiety about not themselves being humorous, we found the same pattern of results. We discuss which conditions might be necessary for put-down humor to increase one’s personal attraction to a group.
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.