Bullying Roles in Changing Contexts: The Stability of Victim and Bully Roles from Primary to Secondary School

The present study was conducted to predict bullying roles over a six years time period and across contexts differing in the degree of peer hierarchies. Out of two representative data sets from primary (N = 1525) and secondary school (N = 2958), 282 children (156 boys; 126 girls) were followed up longitudinally. Self reports on bullying experiences and peer reports about social status were assessed by a structured individual interview (in primary school) and by questionnaire given classwise (in secondary school). Risk analyses showed, that only a bully role in primary school yields a risk to be sustained in secondary school. However, victims in primary school classes with a more pronounced degree of hierarchical structuring proved stable in their role while the victim role was unstable from primary school classes with low hierarchical structuring. This interaction did not apply to bully role stability. Differential characteristics of the victim and the bully role in primary school and secondary school settings are discussed.Die vorliegende Untersuchung wurde durchgeführt, um Bullyingrollen über einen Zeitraum von sechs Jahren und Kontexte, die sich im Ausmaß der sozialen Strukturierung unterschieden, vorherzusagen. Auf der Grundlage von zwei repräsentativen Datensätzen aus der Grundschule (n= 1525) und der weiterführenden Schule (N= 2958) wurden dazu die Daten von 282 Kinder (156 Jungen, 126 Mädchen) längsschnittlich analysiert. Die Selbstberichte über Bullyingerfahrungen und Mitschülerberichte über den sozialen Status der Kinder wurden in der Grundschule durch ein strukturiertes Interview und in der weiterführenden Schule durch klassenweise Fragebogenerhebung erfasst. Riskikoanalysen zeigen, dass nur die Täterrolle in der Grundschule einen Risikofaktor für eine Täterrolle in der weiterführenden Schule darstellt. Eine Opferrolle war hingegen nur dann stabil, wenn die Opfer in Grundschulklassen mit schon ausgeprägten Dominanzstrukturen viktimisiert wurden, während aus Grundschulklassen mit geringer hierarchischer Strukturierung keine stabile Opferrolle vorhersagbar war. Dieses Interaktionmuster gilt nicht für die Stabilität der Täterrollen. Differentielle Charakteristika der Opferrolle und der Täterrolle in der Grundschule und der weiterführenden Schule werden diskutiert

Shedding Light on Team Adaptation: Does Experience Matter?

Investigating the team adaptation process in two laboratory experiments (N = 144 teams, n = 504 participants), we found no benefits for teams with team adaptation experience (vs. without) nor for teams with external team adaptation experience (vs. with internal experience). Collective experience under routine and nonroutine conditions seems to provide teams with the resources to adapt. We further found that executing the team adaptation process did not always lead to high team performance; different team performance requirements might explain these findings. We discuss how our experimental findings can extend our understanding of team adaptation toward new boundary conditions

Sind Sie mein Führungstyp? Entwicklung und Validierung zweier Instrumente zur Erfassung von Führungskraft-Kategorisierung auf der Basis von impliziten Führungstheorien

"Derzeitige Ansätze der Führungsforschung deuten darauf hin, dass die generellen Vorstellungen der Mitarbeiter über Führungskräfte und Führungsprozesse maßgeblich bestimmen wie diese auf ihre tatsächlichen Führungskräfte im Alltag reagieren. Die zur Analyse dieses Prozesses zur Verfügung stehenden Instrumente sind bisher jedoch für die Forschung hierzulande wenig geeignet. Im vorliegenden Artikel werden zwei effiziente und für deutsche Organisationsforschung adäquatere Instrumente zur Erfassung von Führungskraft-Kategorisierung vorgestellt. Zum einen wurde ein Messinstrument auf der Basis einer Reanalyse des deutschen GLOBE Datensatzes mit 471 Führungskräften entwickelt, zum anderen wurde ein piktorales Messinstrument für selbigen Kontext adaptiert. Eine Untersuchung in einem Unternehmen (N = 104) bestätigt die konvergente wie auch die Kriteriumsvalidität der beiden Instrumente sowie die Anwendbarkeit zur Aufklärung abhängiger Maße wie etwa der personalen Identifikation mit der Führungskraft sowie affektivem Commitment und Respekt dieser gegenüber. Eine weitere Studie (N = 524) repliziert diese Ergebnisse an einer heterogenen Arbeitnehmerstichprobe. Die zukünftigen Anwendungsmöglichkeiten beider Instrumente werden diskutiert."[Autorenreferat]"Current approaches in leadership research suggest that subordinates’ general images of leaders and the leadership process determine how they will eventually react towards their actual leaders. Yet, so far, the underlying leader prototype scales which can be used to measure this process do not seem suitable for organizational research in Germany. The present article thus presents two more efficient and for organizational research in Germany more adequate instruments to measure leader categorization processes. We developed one scale based upon a reanalysis of the German GLOBE dataset with 471 leaders, and another scale by adapting a pictorial Venn-diagram measurement. In a first organizational study (N = 104), we confirm the convergent and criterion validity of both instruments and further demonstrate how they can be used to explain dependent measures such as subordinates’ personal identification with and their affective commitment towards leaders as well as their respect for their leaders. Another study among a more heterogeneous sample of employees (N = 524) replicated the results. The future possibilities for the application of both scales are discussed."[author´s abstract

Social validation in group decision making: differential effects on the decisional impact of preference-consistent and preference-inconsistent information

"Shared information has a stronger impact on group decisions than unshared information. A prominent explanation for this phenomenon is that shared information can be socially validated during group discussion and, hence, is perceived as more accurate and relevant than unshared information. In the present study we argue that this explanation only holds for preference-inconsistent information (i.e., information contradicting the group members’ initial preferences) but not for preference-consistent information. In Experiments 1 and 2 participants studied the protocol of a fictitious group discussion. In this protocol, we manipulated which types of information were socially validated. As predicted, social validation increased the decisional impact of preference-inconsistent but not preference-consistent information. In both experiments the effect of social validation was mediated by the perceived quality of information. Experiment 3 replicated the results of the first two experiments in an interactive setting in which two confederates discussed a decision case face-to-face with one participant." [author's abstract

Validity of the Human System Audit Transformational Leadership Short Scale (HSA-TFL) in four European countries

This study aimed to clarify the validity of the short scale of Transformational Leadership used by the Human System Audit (short HSA-TFL). The need of today's enterprises for combined assessment of transformational leadership and quality-related performance in wider contexts requires short instruments based on scientific research. Convergent, construct and criterion validity of the short HSA-TFL were analyzed. Comparison of the short HSA-TFL with the Multifactor Leadership Questionnaire (MLQ-5X) showed high convergent validity. Exploratory factor analysis with hospital workers in Spain (N=625) showed the single factor structure of the Spanish version of the HSA-TFL. Confirmatory factor analysis using three further samples of hospital workers (N= 776) from different european countries confirmed a single factor. As regards criterion validity, the results indicated that the short HSA-TFL is positively related in all four countries to subjective performance. In sum, the results provide empirical evidence for the validity of the short HSA-TFL scale

The impact of moral motives on economic decision-making

We examined the question of how “salient others” (i.e., social situations) influence economic decisions. We proposed that moral motives (which are mechanisms for relationship regulation) actively shape economic decisions in social situations. In an experiment (N = 94), we varied the decision situation (anonymous social one-shot interaction vs. non-anonymous social ongoing interaction vs. anonymous non-social one-shot interaction) and the moral motive (unity vs. proportionality). As hypothesized, moral motives influenced decision behavior only in social situations but not in non-social situations. In addition, we showed that in anonymous social one-shot situations (which are common situations for economic decisions), individuals are susceptible to situational moral motive framing (i.e., cues in the task description). In contrast, situational cues were ineffective if a moral motive was already established in the relationship between interacting partners. The results showed that moral motives matter in economic decision-making and that people infer information about morally “appropriate” behavior in anonymous social interactions from moral cues provided by the situation. The presented research offers a psychological explanation for why individuals make different decisions in economic decision situations depending on the social situation

Group diversity and group identification:the moderating role of diversity beliefs

Research on diversity in teams and organizations has revealed ambiguous results regarding the effects of group composition on workgroup performance. The categorization—elaboration model (van Knippenberg et al., 2004) accounts for this variety and proposes two different underlying processes. On the one hand diversity may bring about intergroup bias which leads to less group identification, which in turn is followed by more conflict and decreased workgroup performance. On the other hand, the information processing approach proposes positive effects of diversity because of a more elaborate processing of information brought about by a wider pool and variety of perspectives in more diverse groups. We propose that the former process is contingent on individual team members' beliefs that diversity is good or bad for achieving the team's aims. We predict that the relationship between subjective diversity and identification is more positive in ethnically diverse project teams when group members hold beliefs that are pro-diversity. Results of two longitudinal studies involving postgraduate students working in project teams confirm this hypothesis. Analyses further reveal that group identification is positively related to students' desire to stay in their groups and to their information elaboration. Finally, we found evidence for the expected moderated mediation model with indirect effects of subjective diversity on elaboration and the desire to stay, mediated through group identification, moderated by diversity beliefs

Ethnic diversity as a multilevel construct:the combined effects of dissimilarity, group diversity, and societal status on learning performance in work groups

The authors present a model of the multilevel effects of diversity on individual learning performance in work groups. For ethnically diverse work groups, the model predicts that group diversity elicits either positive or negative effects on individual learning performance, depending on whether a focal individual’s ethnic dissimilarity from other group members is high or low. By further considering the societal status of an individual’s ethnic origin within society (Anglo versus non-Anglo for our U.K. context), the authors hypothesize that the model’s predictions hold more strongly for non-Anglo group members than for Anglo group members. We test this model with data from 412 individuals working on a 24-week business simulation in 87 four- to seven-person groups with varying degrees of ethnic diversity. Two of the three hypotheses derived from the model received full support and one hypothesis received partial support. Implications for theory development, methods, and practice in applied group diversity research are discussed