Capitalizing On Diversity: Interpersonal Congruence In Small Work Groups

We examine interpersonal congruence, the degree to which group members see others in the group as others see themselves, as a moderator of the relationship between diversity and group effectiveness. A longitudinal study of 83 work groups revealed that diversity tended to improve creative task performance in groups with high interpersonal congruence, whereas diversity undermined the performance of groups with low interpersonal congruence. This interaction effect also emerged on measures of social integration, group identification, and relationship conflict. By eliciting self-verifying appraisals, members of some groups achieved enough interpersonal congruence during their first ten minutes of interaction to benefit their group outcomes four months later. In contrast to theories of social categorization, the interpersonal congruence approach suggests that group members can achieve harmonious and effective work processes by expressing rather than suppressing the characteristics that make them unique.Managemen

Being Different Yet Feeling Similar: The Influence Of Demographic Composition And Organizational Culture On Work Processes And Outcomes

Drawing from self-categorization theory, we tested hypotheses on the effects of an organization's demographic composition and cultural emphasis on work processes and outcomes. Using an organizational simulation, we found that the extent to which an organization emphasized individualistic or collectivistic values interacted with demographic composition to influence social interaction, conflict, productivity, and perceptions of creativity among 258 MBA students. Our findings suggest that the purported benefits of demographic diversity are more likely to emerge in organizations that, through their culture, make organizational membership salient and encourage people to categorize one another as having the organization's interests in common, rather than those that emphasize individualism and distinctiveness among members.(.)Managemen

Slope Failure in Loess. A detailed investigation Allandale, Banks Peninsula

This study investigates a slope failure complex in loess at Allandale, Lyttelton Harbour. Literature relevant to the slope stability and strength of Banks Peninsula loessial soils is reviewed. Laboratory and in situ strength testing shows that both C and P layer loess in a partially saturated state displays a significant reduction in undrained shear strength with increasing degree of saturation. Strength reduction can be attributed to reduced pore water tension due to capillary suction which results from an increased degree of saturation. The moisture controlled strength component in partially saturated loess can be defined by any two of dry density, moisture content and degree of saturation. When comparing loess C and P layer remoulded strengths with peak strengths, the P layer is significantly more sensitive to remoulding than C layer. Drained direct shear testing of C layer loess produces remoulded and peak strength parameters of c'=O, Ø'=28.4° and c'=6kPa, Ø '=28.4° respectively. Drained direct shear testing of P layer loess produced remoulded and peak shear strength parameters of c'=O, Ø '=28.4° and c'=20kPa, Ø '=28.4° respectively. The slope failure complex investigated has been formed by an earthflow initiated by a tension crack in C layer loess (which acts as an unconfined leaky aquifer). Subsequent retrogressive upslope and lateral migration of the slope failure complex involves "turfmat slides" in S layer loess which also acts as an unconfined leaky aquifer, and more tension crack initiated earth flows in C layer loess. Back analysis suggests both forms of slope movement may have failed by translational sliding at the base of their respective loess layer, with a piezometric level coincident with the ground surface. Mobilisation of the "turfmat slide", requires drained remoulded shear strengths, whereas mobilisation of the earth flow is more likely to involve drained peak shear strengths

Facilitation of information literacy through a multilingual MOOC considering cultural aspects

Purpose The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects. Design/methodology/approach A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire. Findings The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation. Originality/value This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study

Multiple shades of grey: Opening the black box of public sector executives' hybrid role identities

Public sector reforms of recent decades in Europe have promoted managerialism and aimed at introducing private sector thinking and practices. However, with regard to public sector executives' self-understanding, managerial role identities have not replaced bureaucratic ones; rather, components from both paradigms have combined. In this article, we introduce a bi-dimensional approach (attitudes and practices) that allows for different combinations and forms of hybridity. Empirically, we explore the role identities of public sector executives across Europe, building on survey data from over 7,000 top public officials in 19 countries (COCOPS survey). We identify country-level profiles, as well as patterns across countries, and find that administrative traditions can account for these profiles and patterns only to a limited extent. Rather, they have to be complemented by factors such as stability of the institutional environment (indicating lower shares of hybrid combinations) or extent of reform pressures (indicating higher shares of hybrid combinations)

School nurses' experiences of delivering the UK HPV vaccination programme in its first year

Background: In the United Kingdom (UK) in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Methods: Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. Results: All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Conclusion: Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further exploratio

Fighting Conflict: Violent Splits or Healthy Divides?

In this study, we develop a theory to understand how groups with strong divisions may, paradoxically, help members to cope with conflict and injustice. We test our theoretical predictions using a survey methodology and the data from 72 work groups across different industries. Consistent with our hypotheses, we found that group faultlines weakened the positive relationships between injustice and psychological health