Explicit Norm Structuring Process: A Strategy for Increasing Task-Group Effectiveness

Spich, Robert S.; Keleman, Kenneth S.

doi:10.1177/105960118501000103

Cited by 18 publications

(9 citation statements)

References 19 publications

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“…Peer pressure mitigates these limitations. It enhances the impact of norms by making normatively prescribed behaviors more explicit and thus salient to team members (Spich and Keleman 1985), thereby promoting norm-consistent behavior more effectively than norms alone (Kallgren et al 2000). Besides ensuring salience, peer pressure further limits other members' discretion by invoking negative consequences-i.e., increasing the consequentiality-for those who deviate from norms.…”

Section: Interdependent Complementary Effects Of Norms and Peer Presmentioning

confidence: 98%

Stronger Than the Sum of Its Parts? The Performance Implications of Peer Control Combinations in Teams

Jong

Bijlsma-Frankema

Cardinal

2014

Organization Science

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I ntegrating theorizing on situational strength and complementarity with control theory, we investigate the mediating processes that transmit peer control combination effects to team performance. We argue that two critical peer control mechanisms-norm strength and peer pressure-complement each other such that their joint impact on team members becomes stronger than the sum of their parts. In a multiple mediator model, we identify effort and trust as two distinct mediating processes that explain the relationship between peer control combinations and team performance. Multisource, multiwave data from 41 self-managing healthcare teams largely support our model. The pattern of mediation was more complex than we anticipated, revealing an indirect effect of peer controls on effort via trust. Together, our findings offer insight into how controls complement each other and the processes through which they do so.

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Section: Interdependent Complementary Effects Of Norms and Peer Presmentioning

confidence: 98%

Stronger Than the Sum of Its Parts? The Performance Implications of Peer Control Combinations in Teams

Jong

Bijlsma-Frankema

Cardinal

2014

Organization Science

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“…For these reasons, some scholars press for more explicit norm structuring or restructuring (Bandow, 2001;Hackman, 1987;Nelson & Slavit, 2008;Schwarz, 2002;Spich & Keleman, 1985). As Hackman suggests, "groups are likely to function better if they give explicit attention, early in their lives, to the kinds of behaviors that will be valued and the ways work on the group task will be managed" (1987, p. 337).…”

Section: Strengthening Team Composition and Contextmentioning

confidence: 95%

“…Thus, the particular content of norms is relevant to workgroup effectiveness (Cohen & Bailey, 1997). Productive norms can improve interpersonal interaction, encourage cooperation, and decrease interpersonal conflict, thereby reducing group inefficiencies (Spich & Keleman, 1985).…”

Section: Work-group Contextmentioning

confidence: 99%

Leading the Ongoing Development of Collaborative Data Practices: Advancing a Schema for Diagnosis and Intervention

Cosner

2012

Leadership and Policy in Schools

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Research suggests that school leaders play an important role in cultivating and developing collaborative data practices by teachers. Although diagnosis and intervention are critical facets of leaders' work to support collaborative data practice development, this work remains poorly understood. Missing from data-use literature is more explicit and holistic attention to diagnostic factors and interventions of importance to the ongoing development of collaborative data practices. To address this knowledge gap, this article integrates largely unsynthesized literature to advance a schema for school leader diagnosis and intervention as a central mechanism for supporting the ongoing development of collaborative data practices.

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“…* Aanleer van kennis (aangaande die aard van groepe, modelle van groepsgedrag, groepsprosesse, omskrywing, rol en proses van fasilitering, asook die omskrywing, funksies en persoonlikheidspro¢el van 'n fasiliteerder) (Berry, 1993;Corey & Corey, 1992;Harrold, Maxon & Berry, 1988;Johnson & Johnson, 1997;Lacoursiere, 1980;Napier & Gershenfeld, 1987;Ridgeway, 1983;Spich & Keleman, 1985). Hierdie kennis word aangeleer deur middel van 'n teoriegebaseerde benadering (lesings, besprekings en die gebruik van oudiovisuele hulpmiddels) (Dainow & Bailey, 1990) …”

Section: Samestelling Van Die Ontwikkelingsprogramunclassified

Die Evaluering van 'n Ontwikkelings Program in Fasilitering vir studente in die Gedragswetenskappe

Rotmann¹,

Aardt²

2002

SA j ind psychol

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The evaluation of a development programme in facilitation for students in the behavourial sciences. The aim of this research was to evaluate a development programme in facilitation for students in the behavioural sciences. Facilitation was conceptualised from the person-centred approach and the human potential model. A two-group design with pre-, post-, and post-post-measurement was used to evaluate the programme. The results of the empirical study showed that the development programme led to an improvement in participants' knowledge and interpersonal skills. However, their knowledge of facilitation decreased over time. Participants were also more inclined to act autonomously, to accept self-responsibility, to apply their values in a £exible way, to accept the values of self-actualisation and to accept their feelings of aggression. OPSOMMINGDie doelstelling van hierdie navorsing was om 'n ontwikkelingsprogram in fasilitering vir studente in die gedragswetenskappe te evalueer. Fasilitering is gekonseptualiseer vanuit die persoongesentreerde benadering en die menslikepotensiaalbeweging. 'n Tweegroepontwerp met voor-, na-, en na-nameting is om die program te evalueer. Die resultate van die empiriese ondersoek het aangetoon dat die¤ program tot 'n verbetering in deelnemers se kennis en interpersoonlike vaardighede gelei het. Hul kennis van fasilitering het egter met verloop van tyd afgeneem. Deelnemers was meer geneig om outonoom op te tree, selfverantwoordelikheid te aanvaar, hul waardes buigsaam toe te pas, die waardes eie aan selfaktualisering te aanvaar en hul gevoelens van aggressie te aanvaar. SYNOPSISIt is often expected of graduate students in the behavioural sciences to facilitate processes during organisational development, cross-cultural communication, a⁄rmative action and community development situations once they are employed. However, they are often not adequately equipped with the required intra-personal characteristics, interpersonal skills and knowledge to do this e¡ectively. Rothmann and Sieberhagen (1997) and Rothmann (1999) suggested that universities and technikons should train students in facilitation in order to prepare them for the facilitation role. However, the long-term e¡ect of a development programme in facilitation (which includes continued development activities) has not been determined for students in the behavioural sciences at tertiary education institutions. The objective of this research was to evaluate a development programme in facilitation for students in the behavioural sciences.Facilitation refers to the making available by a person of a process of learning and growth in a second person. A climate is created and opportunities are provided for a second person to learn how to learn about him-/herself (Cilliers, 1996).The competencies of a facilitator include personality traits, interpersonal e¡ectiveness and knowledge (Cilliers, 1995;Rothmann & Sieberhagen, 1997). The facilitator has certain personality traits that correspond with the characteristics of the psychologica...

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Explicit Norm Structuring Process: A Strategy for Increasing Task-Group Effectiveness

Cited by 18 publications

References 19 publications

Stronger Than the Sum of Its Parts? The Performance Implications of Peer Control Combinations in Teams

Stronger Than the Sum of Its Parts? The Performance Implications of Peer Control Combinations in Teams

Leading the Ongoing Development of Collaborative Data Practices: Advancing a Schema for Diagnosis and Intervention

Die Evaluering van 'n Ontwikkelings Program in Fasilitering vir studente in die Gedragswetenskappe

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