Cognitive Diversity in Teams

Mello, Abby L.; Rentsch, Joan R.

doi:10.1177/1046496415602558

Cited by 83 publications

(48 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The diversity of teams and its significance for team functioning and performance has been of interest to researchers for decades. However, research results have varied, with differences in how diversity is understood, how the research results are integrated with existing research and the kind of effects produced by the team (Mello & Rentsch 2015). Naturally, all of these factors are also associated with the way in which the team itself is understood.…”

Section: Diversity In Teamsmentioning

confidence: 99%

“…Firstly, research has sought to determine what team diversity means. In their review, Mello and Rentsch (2015) have created heuristic levels for variables that are used in the cognitive diversity literature. On the one hand, trait-like variables such as personality and cognitive styles are innate and stable, whereas developmental variables like values refer to individual differences that are not entirely permanent and instead develop over the course of life.…”

Section: Diversity In Teamsmentioning

confidence: 99%

“…The shift from the superficial and task-irrelevant level towards deeper cognitive diversity takes on added importance when it comes to team diversity in action and its effects (Mello & Rentsch 2015). Edmondson and Roloff (2009: 194-199) have referred to three types of diversity that have been found to be significant for team action.…”

Section: Diversity In Teamsmentioning

confidence: 99%

See 2 more Smart Citations

Diversity in Teams: Perceptions of Team Learning Behaviour in a Military Staff Exercise

Paananen¹,

Häyhä

Hedlund³

2020

Scandinavian Journal of Military Studies

View full text Add to dashboard Cite

The aim of this study is to analyse diversity in team learning behaviour between and among national respondents' perceptions during a military staff exercise (CJSE). Edmondson's team learning behaviour model is used as the theoretical basis of the study. The results showed statistically significant differences both between and among national respondents' perceptions. The research results indicate that team leader coaching, team psychological safety, the importance of obtaining expert knowledge as well as pre-exercise training are perceived to be crucial for team learning behaviour. The study has theoretical and practical implications for a more nuanced understanding of the diversity of team learning behaviour in the context of a multinational military teamwork exercise and for working as a part of multinational temporal teams in particular.

show abstract

Section: Diversity In Teamsmentioning

confidence: 99%

Section: Diversity In Teamsmentioning

confidence: 99%

See 1 more Smart Citation

Diversity in Teams: Perceptions of Team Learning Behaviour in a Military Staff Exercise

Paananen¹,

Häyhä

Hedlund³

2020

Scandinavian Journal of Military Studies

View full text Add to dashboard Cite

show abstract

“…Interprofessional collaboration thus entails working together with colleagues with different value systems and/or work ethics (Brown, 2002;D'Amour et al, 2005). Studies that have inquired into the effects of differences in values or cognitive schemas, termed deep-level diversity, generally report a negative relationship with team cohesion and effectiveness (Bell, 2007;Mello & Rentsch, 2015).…”

Section: Functional Diversity In Community Care Teamsmentioning

confidence: 99%

Does functional diversity increase effectiveness of community care teams? The moderating role of shared vision, interaction frequency, and team reflexivity

Hofhuis

Mensen

Den

et al. 2018

J Applied Social Pyschol

View full text Add to dashboard Cite

As interprofessional collaboration becomes more commonplace in health and social care, both scholars and practitioners are searching for ways to make the most out of functionally diverse teams. Earlier research has shown that the presence of different functional backgrounds may lead teams to perform better, because they have a larger pool of knowledge and experience to draw from. Other studies show, however, that functional diversity increases categorization, reduces team cohesion, and complicates interpersonal communication, thereby reducing performance. It remains unclear under which conditions positive or negative outcomes may occur. The present research tested the influence of functional diversity on team identity, team performance, and client satisfaction, and examined factors which may moderate these relationships. Based on earlier studies in this specific context, we focused on three team processes as possible moderators: shared vision, interaction frequency, and team reflexivity. In a survey among health and social care professionals working in community care teams in the Netherlands (n = 167), all three are shown to moderate the relationship between functional diversity and team effectiveness. In the absence of these processes, functional diversity appears to reduce team outcomes, whereas when these processes are present, the relationships are positive. In sum, in order for community care teams to reap the benefits of functional diversity, it is essential that members develop a shared vision, interact frequently, and practice team reflexivity.

show abstract

“…En particular, ha sido muy estudiada la influencia de la heterogeneidad de los miembros de un equipo en la eficacia y creatividad de su trabajo (Higgs, Plewnia & Ploch, 2005;Mathieu et al, 2008y Rico et al, 2010Mello & Rentsch, 2015), concluyendo que las variables a considerar para componer un equipo diverso tienen distinta importancia según el tipo de equipo. En particular, un aspecto de esa diversidad consiste en la identificación de los roles más beneficiosos para la eficacia del equipo (Belbin, 1981).…”

Section: La Composición Del Equipo De Trabajounclassified

Trabajo en equipo y estilos de aprendizaje en la educación superior

López¹,

Fleta²,

Sardaña³

et al. 2017

Rev. Complut. Educ

View full text Add to dashboard Cite

Resumen. El diseño pedagógico para la formación y evaluación de la competencia de trabajo en equipo ha de tener en cuenta los factores que influyen y mejoran la eficacia de los equipos. El modelo Inputs-Mediators-Outputs, ampliamente utilizado en el contexto de las organizaciones, conceptualiza esos factores en tres fases; en la primera de ellas, Inputs, se reúnen los aspectos de entrada que pueden afectar el funcionamiento del equipo y, en particular, se describe el valor de la heterogeneidad de los miembros de un equipo como variable que favorece la eficacia de ciertos tipos de equipos. En este artículo, se presenta una investigación de un caso en la educación superior, en el que se ha generado un grupo experimental de equipos de composición heterogénea en cuanto a los estilos de aprendizaje preferentes de sus miembros y un grupo de control de equipos constituidos aleatoriamente, con el fin de contrastar la influencia de esa diferente composición con el rendimiento académico. Los resultados obtenidos en el estudio indican que no hay diferencias significativas entre el grupo experimental y el de control en cuanto a las calificaciones del alumnado; si bien, queda patente que el curso en el que se realizó el estudio se produjo un incremento sustancial del número de estudiantes que permanecieron en las asignaturas en comparación con los tres cursos anteriores. Por otro lado, se ha demostrado que el rol de coordinador está ligado al estilo de aprendizaje activo; este dato parece revelar que es oportuno avanzar en esta línea de investigación, probando otro tipo de combinaciones de estilos. Palabras clave: Trabajo en equipo; estilos de aprendizaje; equipos heterogéneos; liderazgo; resultados educativos.[en] Teamwork and learning styles in higher education Abstract. The instructional design for training and assessment in teamwork competency must take into account the factors that influence and improve the efficiency of teams. The Inputs-Mediators-Outputs model, widely used in the context of organizations, conceptualizes these factors into three phases. The first, Inputs, considers the input aspects that can affect the team functioning and, in particular, describes the value of heterogeneity in team members as a variable that improves the effectiveness of certain types of teams. This paper presents a research carried out in Higher Education, with an experimental group

show abstract

Cognitive Diversity in Teams

Cited by 83 publications

References 74 publications

Diversity in Teams: Perceptions of Team Learning Behaviour in a Military Staff Exercise

Diversity in Teams: Perceptions of Team Learning Behaviour in a Military Staff Exercise

Does functional diversity increase effectiveness of community care teams? The moderating role of shared vision, interaction frequency, and team reflexivity

Trabajo en equipo y estilos de aprendizaje en la educación superior

Contact Info

Product

Resources

About