Reaching Across the Aisle: The Benefits of Interdisciplinary Work in Graduate School

In this article, we outline our own experiences with an interdisciplinary project we participated in at Minnesota State University, Mankato

2018 Scholars at Work Conference Program

Program for the 2018 Scholars at Work Conference at Minnesota State University, Mankato on March 30, 2018

2019 Scholars at Work Conference Program

Program for the 2019 Scholars at Work Conference at Minnesota State University, Mankato on March 29, 2019

Leader incivility and its effect on group processes and performance.

University of Minnesota Ph.D. dissertation. November 2009. Major: Psychology. Advisors: Professor Joyce E. Bono, Professor Paul R. Sackett. 1 computer file (PDF); xi, 126 pages, appendices A-D.This dissertation integrates theory and empirical findings on incivility, group processes, and leadership in an attempt to gain a better understanding of how uncivil leaders can affect the way that group members interact and ultimately perform. This research focused on theoretical arguments about the tendency for uncivil behaviors to spread among group members, as suggested by Andersson and Pearson's (1999) incivility spiral theory. To serve as an initial investigation into this theory, this dissertation set out to answer two basic questions. First, this research explored whether uncivil behavior on the part of a leader affect two group processes: relationship conflict and collective efficacy. If Andersson and Pearson's (1999) theory was correct, group members could be expected to behave more rudely to one another, hence increasing reported relationship conflict. Furthermore, if leader incivility expresses a leader's displeasure with the group's performance, the group's collective efficacy would also be expected to be damaged by uncivil leadership behaviors. Second, this research explored whether a negative influence of incivility on group-level performance was mediated through these group process variables. In other words, this dissertation sought to determine whether incivility affected performance through increased conflict and/or decreased collective efficacy. Incivility, relationship conflict, and collective efficacy were measured among store clerks using a survey. Group level performance was measured in two different ways. First, the participating organization provided a metric reflecting the speed and accuracy with which store employees executed objectives on the sales floor and in the stockroom. Second, the participating organization provided a metric reflecting the number of accidents that occur within the store. The current research identified a negative association between uncivil leader behaviors and relationship conflict, suggesting that as leaders exhibit more uncivil behaviors, employees reported less conflict among group members. This finding contradicts Andersson and Pearson's (1999) argument that uncivil behaviors from one group member prompts similarly uncivil behaviors from other group members. Collective efficacy, however, did not appear to be affected by uncivil leader behaviors. Structural equation modeling (SEM) also indicated no significant link between the mediating variables (relationship conflict and collective efficacy) and performance metrics. Finally, analyses of indirect effects of incivility on performance suggested that the link between incivility and performance was not mediated by either conflict or collective efficacy. The empirical findings of this study contradict the theory of the incivility spiral; specifically, rude behavior on the part of the leader appears to be associated with less conflict among group members. This finding also suggests that leader incivility may have some positive effects on group processes. The results of this study should be viewed with caution, however. Response rates to the surveys were quite poor, and relationships that are typically large and robust in other studies were noticeably non-significant in this study. Furthermore, because there was low agreement among group members on ratings of incivility and collective efficacy, group means do not represent a reliable estimate of the construct. Hence, replication of the findings is necessary. Future research should continue to explore the effect incivility has on other types of group process and performance. Additional research should also be conducted to clarify when incivility is beneficial and when it is detrimental to group processes and performance

Using InteDashboard for Large Team-Based Learning Courses

Team-Based Learning (TBL) is a technique where students work collaboratively to learn course content. TBL can help large classrooms seem more intimate. One difficulty, however, is finding an efficient way to administer activities. This session will introduce an app, InteDashboard, for this purpose. During this session, we will simulate a TBL course and explore using this app for managing the process and discuss advantages and disadvantages of the app. Laptops/smartphones are recommended for this session

Incivility from Patients and their Families: Can Organisational Justice Protect Nurses from Burnout?

Aim: To determine whether interpersonal and informational justice influence the association between daily experiences of incivility and burnout among nurses. Background: Research has suggested that incivility is a concern for managers. Nurses regularly experience incivility, particularly from their patients and patients’ families. Incivility, in turn, can increase symptoms of burnout. Method: Seventy-five nurses provided data on interpersonal and informational justice within their organisation. During five working days, nurses completed a twice-daily survey assessing incivility and burnout. Hierarchical linear modelling analyses examined the main effects and interact ion effects of the three variables on burnout. Result: Incivility was positively associated with burnout. In addition, interpersonal justice strengthened the incivility–burnout relationship. Informational justice did not significantly affect the incivility–burnout relationship. Conclusion: Incivility is associated with more burnout. The work environment also influences burnout; when organisations provide informational justice, nurses experience less burnout. In organisations where interpersonal justice is high, nurses are more likely to experience burnout. Implications for nursing management: Nursing managers can help employees by ensuring that management’s decisions are transparent. In addition, managers should be aware that in organisations with higher interpersonal justice, nurses might be more likely to experience symptoms of burnout as a result of incivility from patients and their families

The Effect of Flexible Classroom Space on Attitudes and Grades in a Team-Based Learning Course

Flexible learning spaces are common features of newly built elementary and secondary schools, but little research has been conducted on flexible learning spaces in higher education. Spaces allowing for social learning have been found to increase student engagement; engaged students receive higher grades and tend to have better attitudes about the class. To better understand the effect classroom space has on student learning and experience, we designed a study to compare a flexible learning space with an inflexible one. Results suggest that classroom flexibility matters, but not in the ways we may expect. We discuss our findings on student attitudes and learning outcomes. We also provide some recommendations for designing effective classrooms to balance financial and practical realities while still supporting a positive classroom experience

Do Bosses Give Extra Credit? Using the Classroom to Model Real-World Work Experiences

Recent college graduates are entering a competitive workforce that demands strong communication, teamwork, and problem-solving skills. However, many recent surveys and reports describe college graduates as deficient in these skills. For two courses at separate institutions, we each framed a course as a job, playing the role of a supervisor or employer rather than a professor. We prepared an employment contract rather than a syllabus, and created assignments and class activities that required students to explicitly consider how their college experiences might apply to the workplace. Students at both institutions thought the framing was interesting and fun, and thought the professors should continue to frame future courses as jobs. As instructors, we found that students were more professional, prompt, and detail-oriented. It also provided us with multiple opportunities to engage students in serious discussions about transitioning to the workplace upon graduation