Dear colleagues,
Thank you very much for all the emails on team newcomers. Find below
the compiled responses.
1. Phillips, Katherine W., Elizabeth A. Mannix, Margaret A. Neale and
Deborah H. Gruenfeld. 2004. Diverse Groups and Information Sharing:
The Effects of Congruent Ties. Journal of Experimental Social
Psychology. 40(4): 497-510.
2. Phillips, Katherine W., Nancy Rothbard and Tracy Dumas. 2009. To
Disclose or Not to Disclose? Status Distance and Self-disclosure in
Diverse Environments. Academy of Management Review. 34(4)
We examine the problem that people who are demographically different
from one another face a fundamental challenge in achieving
interpersonal closeness in organizational settings. We contribute to
the literature by incorporating a discussion of how the status
differences that accompany demographic diversity can influence the
disclosure of personal information and ultimately interpersonal
closeness. Moreover, we highlight the difficult choice on the part of
individuals to strategically conceal or reveal status-relevant
personal information to others.
3. Phillips, Katherine W., Katie A. Liljenquist and Margaret A. Neale.
2009. Is the Pain Worth the Gain? The Advantages and Liabilities of
Agreeing with Socially Distinct Newcomers. Personality and Social
Psychology Bulletin. 35: 336-350.
This research investigates the impact of allying with socially
dissimilar group members on members’ feelings and behavior, and the
ultimate performance of the group. In the context of having a newcomer
join a group, we conducted a 2 (social similarity of newcomer to
oldtimers; in-group or out-group) x 3 (opinion agreement: newcomer has
no opinion ally, 1 opinion ally, or 2 opinion allies) interacting
group experiment with four-person groups. Groups with out-group
newcomers perceived their group interactions as less effective, yet
performed better than groups with in-group newcomers. Moreover, this
result was not due to newcomers bringing new ideas to the group
discussion. Instead, the behavior and feelings of oldtimers who agreed
with newcomers (i.e., opinion allies to the newcomer) had a larger
impact on the groups’ outcomes. The results add to the idea that
surface-level (i.e., social) diversity may ultimately be beneficial
for groups even when out-group members do not bring different
deep-level task perspectives to the group.
4. Zhong, Chen-Bo, Katherine W. Phillips, Geoffrey Leonardelli and Adam
D. Galinsky. 2008. Negational Categorization and Intergroup Behavior.
Personality and Social Psychology Bulletin. 34(6): 793-806.
Individuals define themselves, at times, as who they are (e.g., a
psychologist) and, at other times, as who they are not (e.g., not an
economist). Drawing on social identity, optimal distinctiveness, and
balance theories, four studies examined the nature of negational
identity relative to affirmational identity. One study explored the
conditions that increase negational identification and found that
activating the need for distinctiveness increased the accessibility of
negational identities. Three additional studies revealed that
negational categorization increased outgroup derogation relative to
affirmational categorization and the authors argue that this effect is
at least partially due to a focus on contrasting the self from the
outgroup under negational categorization. Consistent with this
argument, outgroup derogation following negational categorization was
mitigated when connections to similar others were highlighted. By
distinguishing negational identity from affirmational identity, a more
complete picture of collective identity and intergroup behavior can
start to emerge.
5. Swaab, Roderick I., Daniel Diermeier, Katherine W. Phillips and
Victoria Medvec. 2008. The Pros and Cons of Dyadic Conversations in
Small Groups: The Impact of Group Norms and Task Type. Small Group
Research. 39(3): 372-390.
This research explores the impact of dyadic communication
opportunities on group norms. We propose a link between dyadic
communication and group norms such that the absence of dyadic
communication enhances a norm of group unity whereas its presence
enhances a norm of faction-forming. In two studies, we demonstrate
that the presence of dyadic communication opportunities can both help
and hurt group performance and that this depends on a fit between the
content of the norm and the wider social context. In competitive
negotiation tasks that benefit from group unity, the absence of dyadic
communication results in a stronger focus on the group and its future
as well as increased group performance. However, in problem solving
tasks that benefit from faction-forming, the mere presence of dyadic
communication opportunities leads to an increased openness to unique
information, disagreement, and group performance. Implications for how
to effectively manage technologies that create opportunities for
dyadic communication during group discussions are considered.
6. Rosette, Ashleigh S., Geoffrey Leonardelli and Katherine W. Phillips.
2008. The White Standard: Racial Bias in Leader Categorization.
Journal of Applied Psychology. 93: 758-777.
7. Organizational Behavior and Human Decision Processes
Volume 103, Issue 2, July 2007, Pages 159-178
Group cognition, membership change, and performance: Investigating
the benefits and detriments of collective knowledge☆ Kyle Lewisa,
Maura Belliveaub, Benjamin Herndona, Joshua Kellera
This study analyzes the effects of group membership change on group
cogni tion and performance to determine how groups can simultaneously
leverage oldtimers’ collective knowledge and a newcomer’s expertise.
Our analysis focuses specifically on the interrelated effects of the
two components of a transactive memory system (TMS)—TMS structure and
TMS processes—to explain the cognitive mechanisms through which
membership change affects group performance. Results from a laboratory
study show that groups that experience partial membership change tend
to rely on the TMS structure that oldtimers developed in their
original group, and that doing so is ultimately detrimental to
performance because it creates inefficient TMS processes. Results from
a supplemental study indicate that these TMS process inefficiencies
can be avoided when oldtimers are instructed to reflect upon their
collective knowledge prior to task execution. We discuss the
implications for managing group cognition in organizations where
membership change is prevalent.
&nbs p;
8. Organizational Behavior and Human Decision Processes
Volume 98, Issue 2, November 2005, Pages 121-132
Old wine in a new bottle: Impact of membership change on group creativity
Hoon-Seok Choia, ,Leigh Thompsonb
The purpose of this study was to investigate the impact of membership
change on group creativity. Based on the literature suggesting
stimulating effects of membership change in groups, we hypothesized
that membership change would enhance the creativity of groups.
Membership change involved randomly rotating a subset of group members
among groups during a series of creative tasks. Using an idea
generation paradigm, we compared the creativity of open groups (i.e.,
groups that experienced a change in their membership across tasks)
with that of closed groups (i.e., groups whose membership was
invariant across tasks) in two experiments. In both experiments, we
found that open groups generated more ideas and more different kinds
of ideas than did closed groups. Moreover, Experiment 2 revealed that
it was the productivity of “newcomers” (measured in terms of their
creative idea generation in a previous task) that exerted a positive
impact on groups. We also found that the entry of more productive
newcomers increased the creativity of “oldtimers” (i.e., people who
remained in one group across tasks). Implications for the role of
membership change in groups are discussed.
9. Nathan Bos, Judith Olson, Arik Cheshin, Yong-Suk Kim, Ning Nan, N.
Sadat Shami. 2005.Traveling Blues: The Effect of Relocation on
Partially Distributed Teams. Late Breaking Results: Short Papers.
April 2-7.
This experimental study looks at how relocation affected the
collaboration patterns of partially-distributed work groups. Partially
distributed teams have part of their membership together in one
location and part joining at a distance. These teams have some
characteristics of collocated teams, some of distributed (virtual)
teams, and some dynamics that are unique. Previous experiments have
shown that these teams are vulnerable to in-groups forming between the
collocated and distributed members. In this study we switched the
locations of some of the members about halfway through the experiment
to see what effect it would have on these ingroups. People who changed
from being isolated ‘telecommuters’ to collocators very quickly formed
new collaborative relationships. People who were moved out of a
collocated room had more trouble adjusting, and tried unsuccessfully
to maintain previous ties. Overall, collocation was a more powerful
determiner of collaboration patterns than previous relationships.
10. Major, D.A., Kozlowski, S.W.J., & Chao, G.T. (1995). A longitudinal
investigation of newcomer expectations . Journal of Applied
Psychology, 80, 418-431.
11. Tuckman, B. (1965). Developmental sequence in small groups.
Psychological Bulletin, 63, 384–399.
12. Fullagar, C. J. A., Gallagher, D. G., Gordon, M. E., & Clark, P. F.
(1995). Impact of early socialization on union commitment and
participation: A longitudinal study. Journal of Applied Psychology,
80, 147-157.
13. Chen, G. (2005). Newcomer adaptation in teams: Multilevel antecedents
and outcomes. Academy of Management Journal, 48, 101-116.
14. Christina Scott-Young, Danny Samson. (2008) Project success and
project team management: Evidence from capital projects in the process
industries. Journal of Operations Management, 26, 749-766.
Efficient project execution is a key business objective in many
domains and particularly so for capital projects in the process
industries, but existing project management research gives little
direction about how project team factors influence three important
capital project outcomes: cost, schedule, and operability. After an
extensive cross-disciplinary review of the general team and project
management literatures, we constructed and tested a theoretically
based, five-dimensional model of organizational context, project team
design, project team leadership, project team processes, and project
outcome factors. We examined the model by means of an empirical study
of 56 newly completed capital projects executed by 15 Fortune 500
companies in the process industries. The results indicate the value of
disaggregating project outcomes for research purposes. Different
bundles of project team factors were found to drive project cost,
schedule, and operability. Project team efficacy, cross-functional
project teams, autonomous project team structure, and virtual office
usage were the strongest predictors of project cost effectiveness.
Continuity of project leadership, cross-functional project teams, and
project manager incentives were the strongest predictors of project
construction schedule. In contrast, clear project goals and an office
design to facilitate effective communication were the main predictors
of plant operability. Implications of these findings for researchers
and project practitioners are discussed. One major practical
implication of our findings is that project managers need to clearly
focus and prioritize their goals for each project so they can adopt
the appropriate bundles of project team practices that will facilitate
their goal achievement.
15. Eric Molleman* and Gerben S. van der Vegt. (2007) The performance
evaluation of novices: The importance of competence in specific work
activity clusters. Journal of occupational and organizational
psychology, 80, 459-478.
In this study, we examine the relationships between newcomers’
competence in specific
work activity clusters and the evaluation of their performance.
Longitudinal data were
gathered on 92 novice nurses from themselves and from the senior staff
at three stages:
before entering the job, 6 weeks after entry and 18 months after
entry. Results showed
that, after entry, a newcomer’s competence in the cluster of care
activities contributed
more to a positive performance evaluation than competence in the
cluster of non-care
activities. Competence in the non-care cluster was only found to contribute to a
positive performance evaluation, if the newcomer also showed
competence in the care
cluster. Moreover, novices showed a greater improvement in their care competence
than their non-care competence during the first 18 months of
socialization. Finally, we
found that after 18 months competence in the non-care cluster
contributes more to a
positive performance evaluation than competence in the care cluster.
16. Kane, A. A. (2010). Unlocking knowledge transfer potential: Knowledge
demonstrability and superordinate social identity. Organization
Science, 21(3), 643-660.
17. Kane, A. A., Argote, L., & Levine, J. M. (2005). Knowledge transfer
between groups via personnel rotation: Effects of social identity and
knowledge quality. Organizational Behavior And Human Decision
Processes, 96(1), 56-71.
18. Kane, A. A. & Rink, F. (2011) Newcomers as active agents: Team
receptivity to integrating vs. differentiating identity strategies.
Best Paper Proceedings of the Annual Meeting of the Academy of
Management.
19. Rink, F. A., & Ellemers, N. (2009). Temporary versus permanent group
membership: How the future prospects of newcomers affect newcomer
acceptance and newcomer influence. Personality and Social Psychology
Bulletin, 35(6), 764–775.
20. Hoon-Seok Choi,& John M Levine (2004). Minority influence in work
teams: The impact of newcomers. Journal of Experimental Social
Psychology, 40, 273-280.
21. Hoon-Seok Choi, & Leigh Thompson (2005). Old wine in a new bottle:
Impact of membership change on group creativity. Organizational
Behavior and Human Decision Processes, 98, 121-132.
22. Stephen J. Sauer. (2011). Taking the Reins: The Effects of New
Leader Status and Leadership Style on Team Performance. Journal of
Applied Psychology, vol. 96, no.3, 574-587.
New leaders face a challenging task when they take charge of their
teams. They have to determine how best to guide the work process, and
they must understand how their behaviors will affect the members of
their team. This research examines how a newly assigned team leader’s
status moderates subordinates’ reactions to different leadership
styles to affect assessments of the leader’s self-confidence and
effectiveness, and how this impacts team performance. Across 2
experimental studies, results demonstrate that low-status leaders are
rated as more effective when they use a directive style, whereas
high-status leaders are viewed as more effective when they use a
participative style, and this relationship is mediated by perceptions
of self-confidence. In addition, teams whose leaders are viewed more
favorably perform better on a complex group task. These findings imply
that low-status individuals are able to enhance their level of
personal power by drawing on whatever positional power they hold,
whereas high-status individuals are better off relying solely on their
personal power to influence others. This research also provides a
clear demonstration that assessments of new leaders’ behaviors are
subject to an appraisal that is clouded by observers’ status
perceptions and attributions.
M. Gloria González Morales
On Mon, Sep 19, 2011 at 13:42, M. Gloria Gonzalez-Morales
<
gloriaglez@gmail.com> wrote:
> Dear colleagues,
>
> Apologies for cross postings.
>
> One of my students, is working on newcomers in work teams and needs
> some help for her literature review. See below her description:
>
> "For my thesis I am interested in if a team will have their
> performance suffer when newcomers are added. I require information
> that pertains to "newcomers" or "new members" to a group/team. I am
> interested in learning how this effects "performance" of the group.
> Group dynamics are of interest when newcomers are involved. Other
> literature that would be of help is that which focuses on the effects
> of people leaving a team and how it effects their performance/
> productivity. I would appreciate any help."
>
> Thank you for your time! You can email me directly. I will get back
> to the listserv with the compiled feedback in one email.
>
> Best regards,
>
> M. Gloria González Morales, PhD
> ********************************************************************
> Assistant Professor
> Department of Psychology
> MacKinnon Extension, Room 3002
> University of Guelph
> Guelph, ON. Canada N1G 2W1
> phone: (519) 824-4120 ext. 52494
> fax: (519) 837-8629
> ********************************************************************
>
http://www.uoguelph.ca/iopsychology/Gonzalez.shtml
>
www.uoguelph.ca/iopsychology
>
www.erasmuswop.org
> ********************************************************************
>