Getting The Job Done: Moderating Conflict In Culturally Diverse Teams

Conflict literature reveals that team diversity influences team member satisfaction mediated through affective conflict. This research proposal argues that the team diversity and affective conflict reduction (TDACR) model can moderate the negative influence of affective conflict by introducing a moderating variable, team ontology, which measures team functionality and member role comprehension. This proposal recommends collecting data from a culturally diverse airplane manufacturing plant, which utilizing teams that perform routine and non—routine tasks to test the hypotheses. The leadership implications of the TDACR model suggest increasing team ontology or decreasing team diversity to maintain positive levels of team member satisfaction

Streamlining Rich Media Communications In A Non-Profit organization: Making Meetings Meaningful

This study is an organizational diagnosis of a highly centralized non-profit organization, which desired to reduce the number of monthly committee meetings. Using an emergent design flexibility strategy. the findings revealed that because the members of the organization were accustomed to receiving frequent rich media communication, they may resist a reduction in meetings. Therefore, the study offers four recommendations to reduce the number of meetings to increase member satisfaction. Because of contradictory findings compared to existing research, two areas within the study of leadership are offered further research

Exploring The Role of Spirituality Within Intense Interpersonal Conflicts

The foundation for determining the approach to manage interpersonal conflict extends across two poles of consideration: the concern for self and the concern for others. This assumption has influenced the calculated response people would exhibit when experiencing an intense interpersonal conflict. However, recent findings within the realm of spirituality challenge these foundational assumptions. Spirituality literature contends that individuals may place substantial emphasis upon transcendent concerns rather than temporal concerns such as self and others. This study explores whether spirituality plays a role in the conflict management process through a phenomenological research investigation. The researcher interviewed 10 participants, who served as faculty members in the philosophy and religion department at a college in the Midwest. The results of the data analysis suggest that spirituality serves a crucial role in the conflict management process. When a stimulus violates the spirituality of an individual, an intense interpersonal conflict may erupt. This study offers a structural model of the conflict management process and implications of the role spirituality serves within the management of interpersonal conflicts for managers and leaders

Autonomous Learning in a Virtual Environment

The educational community is seizing the opportunity to link interdependent members from distant locations. Universities, colleges, and other adult education media are supplementing traditional classroom settings with virtual classrooms thereby broadening their local and regional markets. The authors argue a virtual learning paradigm can satisfy efficacious autonomous learning more effectively when social support and affective management conditions are available. Based on a qualitative analysis of data from a group of doctoral students required to engage in learning through asynchronous communications, the authors recommend conditions that are most conducive to efficacious autonomous learning

Cognitive Research and Mathematics Education - How Can Basic Research Reach the Classroom?

Numeracy is critically associated with personal and vocational life-prospects (Evans et al., 2017; Grotlüschen et al., 2019); yet, many adults and children lack a basic level of proficiency (Jonas, 2018). At the same time, research interest in numerical cognition, and its neuro-cognitive foundations (e.g., Cohen Kadosh and Dowker, 2015), as well as in mathematics education (e.g., Dennis et al., 2016) continues to grow. In this opinion, we argue that more intensive discussion across the disciplines is necessary to answer the question how results from basic research can make it to the classroom, how classroom practices can be validated by research, and discuss a theoretical framework for guiding future transfer endeavors. Transferring basic research results to educational praxis is not a new challenge. As early as 1899, James (1958) noted the difficulty of directly deriving suggestions for pedagogical practice from psychological research. Even when successful, research in psychology might not be enough to derive effective suggestions or direct conclusions for educational practice without considering environmental challenges and requirements of teaching. Clearly not all basic research aims at informing educational practice; however, failure of important results from research to successfully impact practice reflects missed opportunities at some point during dissemination—as is failing to validate effective existing practices through research to allow for what may be called practice-based evidence