The Formation of Breakaway Organizations: Observations and a Process Model

Dyck, Bruno; Starke, Frederick A.

doi:10.2307/2667056

Cited by 88 publications

(55 citation statements)

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“…The faultline framework is based on an intuitively powerful idea of group splits being inherently conflictual and detrimental, yet recent empirical findings in this area have been relatively inconsistent; groups with faultlines can suffer (e.g., Earley and Mosakowski 2000, Dyck and Starke 1999, Li and Hambrick 2005 as well as benefit from faultlines (Gibson and Vermeulen 2003, Hart and Van Vugt 2006, Lau and Murnighan 2005. In this study, we examined how different faultline bases (social category and information-based faultlines) may have different effects on group outcomes Consistent with Lau and Murnighan's (1998) model of faultlines and intragroup processes, we found that the strength of social category faultlines was negatively associated with group performance.…”

Section: Discussionmentioning

confidence: 99%

“…2 Thus, an additional source of faultlines may be status within an organization. Certain groups may also have such strong faultlines with a large distance between subgroups that isolated, distinct groups may emerge, effectively cutting off contact between subgroups and triggering "exit dynamics" (Dyck andStarke 1999, Hart andVan Vugt 2006). Research on breakaway organizations and exit groups has led to a number of important insights, yet little is known about how the exit dynamics would unfold in common-goal organizational groups.…”

Section: Limitations Of the Study And Future Directionsmentioning

confidence: 99%

“…However, there has been less consistency across studies when considering the directional effects of faultlines. Some studies have reported tension and low performance (e.g., Dyck andStarke 1999, Li andHambrick 2005), whereas others have shown increased learning behavior and satisfaction (Gibson andVermeulen 2003, Lau andMurnighan 2005). In summary, the goal of our research is to reconcile some of the controversies around faultlines by: (1) examining the different bases of faultlines (social category and information based), (2) taking into account two different dimensions of faultlines (faultline strength and distance), and (3) considering the effects of potential moderators in developing a more complete moderated model of the effects of faultlines on group performance.…”

Section: Extending the Group Faultline Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Do Workgroup Faultlines Help or Hurt? A Moderated Model of Faultlines, Team Identification, and Group Performance

Bezrukova

Jehn

Zanutto

et al. 2009

Organization Science

379

548

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I n this study we examine a moderated model of group faultlines, team identification, and group performance outcomes. We extend research on faultlines by showing how different faultline bases (social category and information-based faultlines) may have differential effects on the performance of groups. In addition to faultline strength (the extent of demographic alignment across members within a group), we examine the distance between faultline-based subgroups (e.g., two members of age 20 are closer in age to two members of an opposing subgroup of age 25 than of two members of age 50). We test our model using an archival field methodology and multiple-source data (qualitative and quantitative) from 76 workgroups in a Fortune 500 information-processing company. Our results revealed that groups with social category faultlines had low team discretionary awards. Faultline distance further exacerbated the negative effects of strength in groups with social category faultlines and produced similarly negative effects in groups with information-based faultlines. Team identification served as a moderator enhancing performance of groups with information-based faultlines.

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Section: Discussionmentioning

confidence: 99%

Section: Limitations Of the Study And Future Directionsmentioning

confidence: 99%

Section: Extending the Group Faultline Frameworkmentioning

confidence: 99%

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Do Workgroup Faultlines Help or Hurt? A Moderated Model of Faultlines, Team Identification, and Group Performance

Bezrukova

Jehn

Zanutto

et al. 2009

Organization Science

379

548

View full text Add to dashboard Cite

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“…A critical mass of dissatisfied parents, about 50% of the total in both cases, left the schools according to the paradigm suggested by Dyck and Starke (1999). The dissatisfied stakeholders, led in the case of St.Ignatius/St.…”

Section: How Did the New Breakaway Schools Organize?mentioning

confidence: 99%

“…Dyck and Starke (1999) posited a theory of group exit based upon their study of various small Protestant congregations that split apart. The authors suggested that such breaks happened in stages, beginning with a period of relative harmony where potential conflicts exist beneath the surface, until, at some point, a conflicting idea or event occurs and ideas for change begin to develop.…”

Section: How and Why Do They Break Apart?mentioning

confidence: 99%

Conflict in Independent Catholic Schools

Guernsey¹,

Barott²

2008

JOCE

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Independent Catholic schools are a growing phenomenon in the Catholic VALUE OF THE EXPOSÉT here is value in understanding the social dynamics involved in the creation and sustenance of independent Catholic schools. Such schools are relatively new endeavors that operate at the fringes of the traditional Catholic educational establishment. The National Association of Private Catholic and Independent Schools (NAPCIS), an agency whose purpose is to network and accredit these schools, estimates that there may be as many as 170 independent schools in existence. Most of them are small, with fewer than 100 students, and are governed by lay boards. There are some 60 schools formally affiliated with NAPCIS. Of these 60, NAPCIS officials report that many have undergone a serious power struggle over governance and that 12 NAP-CIS schools have either split or are the result of a split. The authors were interested in the phenomenon of the creation of the schools, and then why they seem to experience governance crises so frequently. The investigation of the schools presented here is a preliminary attempt to determine if there might be patterns in independent Catholic schools that may offer clues to explaining the nature and effect of the multiple conflicts that appear to confront them. NATURE OF THE INQUIRYBackground information was acquired through several years of experiential and anecdotal data gathered by the lead researcher, who had involvement with independent Catholic schools as an educational consultant and as a board member of the National Association of Private Catholic and Independent Schools. Attendance at relevant conferences, meetings with founders of independent Catholic schools, and the experience of operating several independent Catholic schools helped generate a broad and detailed knowledge base of the phenomenon. To begin specific lines of inquiry into independent schools, the authors sought to observe, over time, four specific schools in an attempt to understand how the participants made sense of their experiences and arranged the organizations they created.The names and other identifying data of the schools in this article have been changed. The first school set is St. Ignatius with its spin-off, St. Patrick. Their split occurred more than a decade ago. The wounds of the split were somewhat scabbed over and each school is somewhat stable at the present time. The second set of schools examined in this article is St. John with its spin-off, Holy Redeemer. This split was only a year old at the time of inquiry. The pain and instability associated with the split was pronounced and volatile. Multiple site visits, informal interviews, a survey of documents, and formal interviews with founders, board members, teachers, parents, and the superintendents of the two dioceses in which the four schools exist, helped generate a complex and detailed account of the experiences of the schools. Rich description and thick case studies of these two/four organizations have surfaced some preliminary trends which may serve to he...

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Theories and Practices of Organizational Development

Austin

Bartunek

2003

Handbook of Psychology

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We review research on and the practice of Organization Development. Organization development has been an active area for research during the past decade, and current research benefits from well‐developed theoretical frameworks of organization change. Organization Development has also been a fertile ground for the development of change practice methodologies during this time. To organize this chapter, we distinguish between change process and implementation theories. Change process theories, which typically guide research on change, are sorted using Van de Ven and Poole's (1995) typology of teleologic, life‐cycle, dialectic, and evolutionary motors for change. Likewise, we categorize implementation theories, which typically guide the practice of change, by their underlying motors of participation, self‐reflection, action research, and narrative/rhetorical intervention. We identify some contemporary organization development interventions in terms of their implementation motors and indicate ways implementation and change process motors may complement each other. Despite their common interest in change, and complementary theoretical motors, we find that change process research and implementation research occupy relatively separate intellectual spheres. This divide is hindering further theory development regarding change. We outline some possible causes of the divide and propose strategies to bridge it.

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The Formation of Breakaway Organizations: Observations and a Process Model

Cited by 88 publications

References 38 publications

Do Workgroup Faultlines Help or Hurt? A Moderated Model of Faultlines, Team Identification, and Group Performance

Do Workgroup Faultlines Help or Hurt? A Moderated Model of Faultlines, Team Identification, and Group Performance

Conflict in Independent Catholic Schools

Theories and Practices of Organizational Development

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