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I n this study we examine a moderated model of group faultlines, team identification, and group performance outcomes. We extend research on faultlines by showing how different faultline bases (social category and information-based faultlines) may have differential effects on the performance of groups. In addition to faultline strength (the extent of demographic alignment across members within a group), we examine the distance between faultline-based subgroups (e.g., two members of age 20 are closer in age to two members of an opposing subgroup of age 25 than of two members of age 50). We test our model using an archival field methodology and multiple-source data (qualitative and quantitative) from 76 workgroups in a Fortune 500 information-processing company. Our results revealed that groups with social category faultlines had low team discretionary awards. Faultline distance further exacerbated the negative effects of strength in groups with social category faultlines and produced similarly negative effects in groups with information-based faultlines. Team identification served as a moderator enhancing performance of groups with information-based faultlines.

This meta-analysis of 260 independent samples assessed the effects of diversity training on 4 training outcomes over time and across characteristics of training context, design, and participants. Models from the training literature and psychological theory on diversity were used to generate theory-driven predictions. The results revealed an overall effect size (Hedges g) of .38 with the largest effect being for reactions to training and cognitive learning; smaller effects were found for behavioral and attitudinal/affective learning. Whereas the effects of diversity training on reactions and attitudinal/affective learning decayed over time, training effects on cognitive learning remained stable and even increased in some cases. While many of the diversity training programs fell short in demonstrating effectiveness on some training characteristics, our analysis does reveal that successful diversity training occurs. The positive effects of diversity training were greater when training was complemented by other diversity initiatives, targeted to both awareness and skills development, and conducted over a significant period of time. The proportion of women in a training group was associated with more favorable reactions to diversity training. Implications for policy and directions for future research on diversity training are discussed. (PsycINFO Database Record

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SummaryWe explore how the context of an organizational workgroup affects the relationship between group diversity and various performance outcomes. In particular, we theorize and empirically examine the moderating effects of three categories of workgroup context variables: cultures (people-and competition-oriented), strategies (stability-, growth-and customer-oriented), and human resource practices (diversity-and training-oriented). We perform analyses on 1528 workgroups from a Fortune 500 information-processing firm. The results showed, for example, that members of groups diverse in functional background were paid higher composite bonuses when their workgroup context emphasized people-oriented cultures and lower levels of bonuses in contexts with a focus on stability-oriented strategies. In addition, members of groups diverse in level of education were awarded higher amounts of bonuses in workgroup environments that emphasized customer-and growth-oriented strategies. However, members of such groups had lower levels of composite bonuses in environments that focused on training-and diversity-oriented human resource practices. We discuss future research directions regarding diversity, workgroup context, and performance outcomes and outline some implications for managers and group leaders.