Copyright (c) 2011 All rights reserved. http://works.bepress.com/etty_jehn Recent documents in Karen A. Jehn en-us Fri, 15 Jul 2011 01:59:24 PDT 3600 http://works.bepress.com/etty_jehn/36 http://works.bepress.com/etty_jehn/36 Thu, 14 Jul 2011 00:17:19 PDT M Mäs et al. http://works.bepress.com/etty_jehn/35 http://works.bepress.com/etty_jehn/35 Thu, 14 Jul 2011 00:16:04 PDT F R C De Wit et al. http://works.bepress.com/etty_jehn/34 http://works.bepress.com/etty_jehn/34 Thu, 14 Jul 2011 00:15:10 PDT G De Vries et al. http://works.bepress.com/etty_jehn/33 http://works.bepress.com/etty_jehn/33 Thu, 14 Jul 2011 00:14:08 PDT S Rispens et al. http://works.bepress.com/etty_jehn/32 http://works.bepress.com/etty_jehn/32 Thu, 14 Jul 2011 00:13:08 PDT K Bezrukova et al. http://works.bepress.com/etty_jehn/31 http://works.bepress.com/etty_jehn/31 Thu, 14 Jul 2011 00:11:36 PDT L L. Greer et al. http://works.bepress.com/etty_jehn/29 http://works.bepress.com/etty_jehn/29 Wed, 26 Jan 2011 17:59:38 PST Frank R. C. de Wit et al. Conflict Diversity http://works.bepress.com/etty_jehn/28 http://works.bepress.com/etty_jehn/28 Wed, 26 Jan 2011 17:58:49 PST Lindred L. Greer et al. Conflict Diversity http://works.bepress.com/etty_jehn/27 http://works.bepress.com/etty_jehn/27 Wed, 26 Jan 2011 17:58:00 PST Sonja Rispens et al. Conflict http://works.bepress.com/etty_jehn/26 http://works.bepress.com/etty_jehn/26 Wed, 26 Jan 2011 17:00:56 PST Karen A. Jehn et al. Diversity http://works.bepress.com/etty_jehn/25 http://works.bepress.com/etty_jehn/25 Wed, 26 Jan 2011 17:00:09 PST Sonja Rispens et al. Conflict http://works.bepress.com/etty_jehn/24 http://works.bepress.com/etty_jehn/24 Wed, 26 Jan 2011 16:59:05 PST Joyce Rupert et al. Diversity http://works.bepress.com/etty_jehn/23 http://works.bepress.com/etty_jehn/23 Wed, 26 Jan 2011 16:58:24 PST We expand the group faultline theory by taking into account the relative importance of various demographics within the group that can trigger the formation of strong group faultlines. We draw on group faultline theory (Lau & Murnighan, 1998), social identity and categorization theories (Turner & Tajfel, 1986), social dominance theory (Sidanius & Pratto, 1999), and evolutionary psychology (Kurzban & Leary, 2001) to predict how group faultlines affect conflict. We propose that the visible demographic characteristics (age, race, and gender) will be more influential than the non-visible (education, tenure, and function) in determining the interaction patterns within the group (Thatcher & Jehn, 1998). We use the persistence argument from evolutionary psychological theory to further examine the relative importance of the demographics within the subgroups of non-visible and visible characteristics (Kurzban & Leary, 2001). Persistency is defined as the length of time a certain characteristic has been incorporated into society and, based on evolutionary psychology, we propose that gender is more influential than race because gender differences appeared earlier in human society than race differences (Kurzban, Tooby, & Cosmides, 2001). Similarly, we view tenure as more influential than education and function because it can be viewed as a manifestation of experience, which has long been valued in human society. We propose that models where we adjust for the relative influence of demographic characteristics based on our theory will have a better predictive caliber than when all characteristics are weighted equally. We also consider the moderating effects of group culture and team identity on the relationship between group faultlines and conflict. In particular, group culture and team identity will either inflate or deflate the potency of each demographic characteristic on conflict. That is, group faultlines will have less impact on conflict when there is a stong group culture and strong team identity. Specifically in this case, we examine an organizational culture focused on change.

]]> Katerina Bezrukova et al. Conflict Diversity http://works.bepress.com/etty_jehn/22 http://works.bepress.com/etty_jehn/22 Wed, 26 Jan 2011 16:55:45 PST Joyce Rupert et al. Conflict Diversity http://works.bepress.com/etty_jehn/21 http://works.bepress.com/etty_jehn/21 Wed, 26 Jan 2011 16:55:11 PST Joyce Rupert et al. Diversity http://works.bepress.com/etty_jehn/20 http://works.bepress.com/etty_jehn/20 Wed, 26 Jan 2011 16:54:18 PST Joyce Rupert et al. Diversity http://works.bepress.com/etty_jehn/19 http://works.bepress.com/etty_jehn/19 Wed, 26 Jan 2011 16:49:01 PST In this field study, we investigated 186 members of 70 management teams and tested the relationship between perceptions of team members 'fault lines' (hypothetical dividing lines in a team under diverse features) and different types of team learning task, process and social learning. From the results showed that when team members fault lines experienced fewer learning task in the team took place. This relationship was mediated by psychological safety. This study complements the literature on team learning, by demonstrating that experienced on different fault lines ways related to team learning, depending on the topic learning relates. In addition, an apparent psychological safety important underlying process in the relationship between perceived fault lines and team learning.

]]> Joyce Rupert et al. Diversity http://works.bepress.com/etty_jehn/18 http://works.bepress.com/etty_jehn/18 Wed, 26 Jan 2011 16:44:03 PST Crisis management teams have the duty to perform immediately, reliably and effectively in case of an emergency, crisis or disaster. The teams are composed of members who are diverse in expertise, experience, parent organisation and familiarity. This makes these teams ad hoc multidisciplinary action teams that have to function as a team and perform in a reliable and effective way as quickly as possible. Our expectation is that team learning is very important for establishing this team performance. In this paper, we develop a broad model of how this team learning occurs in crisis management teams, especially in the operational crisis management team. In summary, we state that reliable and effective performance in these teams requires connectivity about the task and team (i.e., available knowledge and opinions are shared using communication, leading to shared visions and intentions). This connectivity can be established by using team-learning behaviour and face-to-face-communication and developing a Transactive Memory System (TMS), a shared situational awareness, shared mental models of the task and team and a model for how to cooperate in this team. Can this team learning be influenced to improve performance? This is the general question underlying the PhD project that we started in the summer of 2007 at Leiden University.

]]> Selma van der Haar et al. Conflict http://works.bepress.com/etty_jehn/17 http://works.bepress.com/etty_jehn/17 Wed, 26 Jan 2011 16:41:40 PST In this longitudinal study, the authors examine the relationships between task, relationship, and process conflict over time. They also look at the role of conflict resolution in determining whether certain forms of intragroup conflict are related to the appearance of other forms of conflict over time. Their findings indicate a negative and long-lasting impact of process conflict occurring early in the team's interaction. Specifically, they find that process conflict, but not task or relationship conflict, occurring early in a team's interaction leads to higher levels of all other conflict types for the remaining interactions of the team. In addition, the authors find that the effect of process conflict on the other types of conflict over time may be limited when members are able to resolve their process conflicts at the start of their time together.

]]> Lindred L. Greer et al. Conflict http://works.bepress.com/etty_jehn/16 http://works.bepress.com/etty_jehn/16 Wed, 26 Jan 2011 16:39:37 PST In this research, we examine the effects that customer perceptions of employee deception have on the customers’ attitudes toward an organization. Based on interview, archival, and observational data within the international airline industry, we develop a model to explain the complex effects of perceived dishonesty on observer’s attitudes and intentions toward the airline. The data revealed three types of perceived deceit (about beliefs, intentions, and emotions) and three additional factors that influence customer intentions and attitudes: the players involved, the beneficiaries of the deceit, and the harm done by the perceived lie. We develop a model with specific propositions to guide organizations with respect to apparently deceitful behavior of their employees. Implications and directions for future research are provided, focusing on the question of whether organizations should consistently encourage honesty or train their employees to be effective liars.

]]> Karen A. Jehn et al. Conflict