Group learning and performance: the role of communication and faultlines

Vora, Davina; Markóczy, Ĺıvia

doi:10.1080/09585192.2011.616523

Cited by 28 publications

(31 citation statements)

References 85 publications

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“…In a field study on 156 teams in pharmaceutical and medical product firms, Gibson and Vermeulen () found a curvilinear relationship between faultlines and team learning, indicating that moderate faultline groups had higher levels of team learning than strong or weak faultline groups. More recently, Vora and Markóczy () investigated the moderating impact of faultline strength on the relationship between group learning and performance in a study on 22 student groups. They found that group learning in strong faultline groups was both positively and negatively related to performance, depending on the communication content.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Following past research on team learning that has suggested that teams can learn about different topics (e.g., Jehn and Rupert, ; Vora and Markóczy, ), we distinguish in this study between task and process learning. Task learning can be defined as the process of improving team performance by sharing and reflecting upon knowledge, ideas and insights regarding the task.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In this study we examine the potential positive impact of informational faultlines on team learning, under varying degrees of faultline distance. We focus on team learning, as research has shown this type of diversity to be especially relevant for informational faultlines (e.g., Van der Vegt and Bunderson, ), thereby contributing to the few faultline studies that have examined this outcome (see Gibson and Vermeulen, ; Lau and Murnighan, , Vora and Markóczy, ).…”

Section: Introductionmentioning

confidence: 99%

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Being Different, But Close: How and When Faultlines Enhance Team Learning

Rupert

Blomme

Dragt

et al. 2016

European Management Review

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Although work‐group diversity may have potential positive impact on team learning and performance, the way diversity characteristics are distributed, influences whether teams exploit this potential. In this quantitative field study on 52 teams in two health‐care organizations, we examined the relationship between informational faultlines (the demographic alignment of the informational characteristics of the members in a group, creating relatively homogeneous subgroups) and team learning. We used a moderated‐mediation model to test the interplay between faultline strength (the alignment of characteristics) and distance (between subgroups, based on the characteristics) on task and process learning. We hypothesized and found that strong but close subgroups stimulate task and process learning in teams. This study also provides evidence that transactive memory is a mediator in the relationship between the interaction of faultline strength and distance with task and process learning.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Being Different, But Close: How and When Faultlines Enhance Team Learning

Rupert

Blomme

Dragt

et al. 2016

European Management Review

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“…[11,32]. The effectiveness of teams is contingent on how team members learning together and developing a shared understanding of the complex problems they are dealing with [30,31]. This, in turn, regards teams to develop a shared understanding of the complex problems they are confronted in order to find effective ways to deal with those problems.…”

Section: Shared Understanding In Design Teamsmentioning

confidence: 99%

Forming Multidisciplinary Master’s Degree Student Teams by Means of Gamification Case: The Welive Design Game

Luojus¹,

Kauppinen²,

Lahti³

et al. 2017

ICERI Proceedings

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New innovations arise as a result of dialogue between multidisciplinary design team and end users. Interaction among designers and users, where the most collaborative and descriptive methods and tools are used to achieve common understanding, can be regarded as an essential part of a highquality design process. The service design approach has been widely disseminated and rapidly adapted among designers, because the service design methods and tools have proven to be very powerful in bringing users and the service experience into the focus of service development process. Open innovation approach that utilize service design methods can be seen as an extension of service design approach which involves a broader group of stakeholders (e.g. academia) into the innovation process. Research and development (R&D) projects are not organised by distinctly categorized disciplinarians. Usually competences of various disciplines are needed. Creation of multidisciplinary project teams is one of Laurea's (Laurea University of Applied Sciences) main objectives when integrating higher education teaching and R&D projects. Forming teams of students with different educational backgrounds, and familiarizing them with new complex concepts requires finding creative and effective pedagogical methods and tools. The pedagogical starting point for integrating higher education teaching and R&D projects is a pedagogical model, Learning by Developing (LbD), that is based on learning through research and developing. Expertise and experiences are shared between teachers and multidisciplinary student teams as well as project partners and other stakeholders. While working in the project teams, students take part as equal partners bringing their expertise with them. The teacher members of the project team take part by providing their expertise to steer the progress of the work and, at the same time, the progress of learning. Design is a social process of achieving consensus among participants with different backgrounds and interests. Design games is a service design method that aims at inspire and help facilitating design process. The aim of the design games is to create a forum for the meeting of designers and users as well as provide tools for making their empirical tacit knowledge visible. This paper introduces design game method that aims to help multidisciplinary students in co-design workshops to create their common perspective to the design challenge, as well as to innovate and to develop more concrete and detailed digital service concepts. Originally the WeLive design game was created for the WeLive project. WeLive applies the service design approach to deliver next generation personalised digital services to citizens. The WeLive design game was used and evaluated in twelve workshops and in total 233 students took part. The design game provided a practical introduction to the project and helped students to forming a design team. The results highlight that the Welive design game is an excellent tool to involve students to the collaborative in...

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“…Bireylerin, örgüt bağlamı içerisinde gerekli mesajları iletebilme, algılayabilme ve analiz edebilme yeteneği onların performansı ve etkinliği üzerinde etkilidir (Okoro ve Washington, 2012). Özellikle grup içinde ve takım bazlı çalışma ortamlarında etkin bir iletişimin sağlanması, insan kaynağının verimli bir şekilde kullanılması için bir gerekliliktir (Troth, Jordan, Lawrance ve Tse, 2012;Vora ve Markoczy, 2012).…”

Section: öRgütsel İletişim Ve çAlışan Performansıunclassified

Examination of the Relationship between Organizational Communication and Factors of Organizational Commitment, Employee Performance, and Motivation in Terms of Social Service Organizations

Baltaci¹,

Tiyek²,

Burgazoğlu³

2016

Afyon Kocatepe University Journal of Social Sciences

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Çalışanların örgütsel bağlılıklarının, performanslarının ve motivasyonlarının\ud işletmeler açısından ne derece önemli olduğunu ortaya koyan çok sayıda çalışma vardır.\ud Ancak bu faktörleri, örgütsel iletişim bağlamında birlikte ele alan çalışmalar sınırlı iken\ud bunlar arasındaki ilişkileri sosyal hizmet işletmeleri açısından inceleyen çalışmalar ise\ud yok denecek kadar azdır. Bu eksiklikten hareketle bu çalışmada bahsi geçen faktörlerle\ud örgütsel iletişim arasındaki ilişkiler sosyal hizmet işletmeleri bağlamında ele alınmıştır.\ud Bu amaçla sosyal hizmet sunan bir örgüt ile sunmayan bir özel işletmeden anket yoluyla\ud bilgi toplanmıştır. Analizler sonucunda, sosyal hizmet çalışanlarının örgütsel iletişimden\ud duymuş oldukları tatmin düzeyinin, sosyal hizmet sunmayan işletme çalışanlarına göre\ud daha yüksek olduğu tespit edilmiştir. Ayrıca örgütsel iletişimden duyulan tatmin düzeyi\ud ile örgütsel bağlılık, performans ve motivasyon arasında anlamlı ilişkiler olduğu\ud bulunmuştur. Her ne kadar bu ilişkiler, her iki işletme için geçerli olsa da sosyal hizmet\ud işletmesi çalışanları için iletişim tatmini ile motivasyon arasında anlamlı bir ilişki\ud olmadığı görülmüştür.There are various studies show how important employees’ organizational\ud commitment, performance, and motivation for the organizations. Although studies that\ud address these factors in the context of organizational communication are few, there are\ud scarcely any studies analyze the relationships between these factors with regards to\ud social service organizations. Considering the scarcity, in this study, the relationships\ud between these factors are examined in the context of social service organizations. To\ud that end, data was gathered from a private and a social service organization. After the\ud analyses, it is found out that communication satisfaction of social service employees is\ud higher than employees of the company that not provide social service. Also, significant\ud relations between employees’ satisfaction level of organizational communication and\ud organizational commitment, performance, and motivation are found out. Although this\ud relations are valid for both organizations, there is no meaningful relationship between\ud communication satisfaction and motivation for social service workers

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Group learning and performance: the role of communication and faultlines

Cited by 28 publications

References 85 publications

Being Different, But Close: How and When Faultlines Enhance Team Learning

Being Different, But Close: How and When Faultlines Enhance Team Learning

Forming Multidisciplinary Master’s Degree Student Teams by Means of Gamification Case: The Welive Design Game

Examination of the Relationship between Organizational Communication and Factors of Organizational Commitment, Employee Performance, and Motivation in Terms of Social Service Organizations

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