A Network Conceptualization of Team Conflict

Park, Semin; Mathieu, John E.; Grosser, Travis J.

doi:10.5465/amr.2016.0472

Cited by 57 publications

(67 citation statements)

References 113 publications

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“…For example, multiplex friendship and conflict ties are found to affect team performance differently than uniplex conflict ties (Hood, Cruz, & Bachrach, 2017). Furthermore, recent theorizing suggests that the effect of conflict ties will be mitigated to the extent that they do not overlap with workflow ties and that examining how workflow multiplexity affects conflict relationships within teams is a fruitful research avenue (Park, Mathieu, & Grosser, 2020). Finally, researchers should investigate how ambivalent relationships (e.g., positive and negative affect) are likely to occur in organizations (Methot, Melwani, & Rothman, 2017).…”

Section: Advancing Work Teams Research With Network Thinkingmentioning

confidence: 99%

Understanding Work Teams From a Network Perspective: A Review and Future Research Directions

Park

Grosser²,

Roebuck³

et al. 2020

Journal of Management

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As social network theory and methodology advance, scholars in multiple fields have increasingly become interested in examining work teams using network perspectives. Social networks not only enabled work team researchers to theorize about interdependencies and the dynamic interplay of team components (i.e., individuals, dyads, and whole teams) but also provided a methodological tool kit with which to operationalize and test hypotheses about such interdependencies. To this end, the purpose of this article is to conduct an integrative review of organizational teams research that has adopted a social network perspective to highlight what is known and what remains to be addressed. We then outline an agenda for future research that introduces three promising areas to guide researchers to move the field forward. We conclude that a more thorough integration of the networks and teams literatures offer great promise for advancing both our science and practice.

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Section: Advancing Work Teams Research With Network Thinkingmentioning

confidence: 99%

Understanding Work Teams From a Network Perspective: A Review and Future Research Directions

Park

Grosser²,

Roebuck³

et al. 2020

Journal of Management

Self Cite

View full text Add to dashboard Cite

show abstract

“…For instance, lower task interdependence may limit work contacts between members (cf. Park, Mathieu, & Grosser, 2020; Wageman, 1995), potentially impeding the relevance of emotion suppression and/or relationship conflict for interpersonal perceptions (although we note that controlling for dyadic interaction frequency did not alter our findings in Study 2). By further examining this notion, research may contribute to a more nuanced understanding of how different types of interdependence within work teams may alter the role of members' emotion suppression and other forms of emotion regulation.…”

Section: Discussionmentioning

confidence: 53%

Emotion suppression and perceptions of interpersonal citizenship behavior: Faking in good faith or bad faith?

2021

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Summary Teammates' perceptions of person‐focused interpersonal citizenship behavior (ICB) are important for effective teamwork, and a member's emotion suppression may critically influence others' respective perceptions. The existing research is inconclusive, however, whether emotion suppression is helpful or harmful in this regard. This ambiguity hampers our understanding of the development of ICB perceptions within work teams, and it creates uncertainty as to whether members' emotion suppression is beneficial or detrimental for themselves and the overall team. Hence, we examine a model that specifies important boundary conditions for the emotion suppression–ICB perception linkage. We illustrate a three‐way interactive relation across two studies, such that a member's emotion suppression is positively or negatively associated with a teammate's person‐focused ICB perceptions, depending on both the dyadic interaction context (i.e., relationship conflict) and the overall team context (i.e., goal interdependence). Beyond creating new knowledge on the origins of ICB perceptions, these results reconcile prior, seemingly contradictory perspectives on the role of emotion suppression by explicating when this emotion regulation strategy appears as either “faking in good faith” or “faking in bad faith.” Moreover, reiterating our findings' relevance, we link others' ICB perceptions with members' receipt of ICB from their teammates as well as team performance.

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“…Thus, the study challenges Appelbaum's teacher guide that describes confrontational parent behaviors and lists handling strategies. Since the key for confrontational situations at schools may be in the idiosyncratic interpretations of the counterparts (Egan, 1976;Park, Mathieu, & Grosser, 2020), practical teacher guides that describe confrontational parent behaviors are unlikely to be effective for teachers. Rather, teachers might benefit from the guides that stress the complex nature of interpersonal relations and interpersonal skills of teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Zembat, 2012) studies investigating confrontation in schools exist in the literature. Park et al (2020), studying team members' conflict in organizations, suggested that interpersonal conflicts are complex and aggregated statistical indices (i.e., variance, mean) fail to indicate the complexity of the concept rigorously. Supporting the idea, the large spectrum of teachers' perceptions on confrontation points out the necessity of qualitative approaches investigating confrontation in schools to honor the complexity of the perceptions and the interpersonal relations.…”

Section: Discussionmentioning

confidence: 99%

“Let me have a seat and see what's going on in this class”: Perspectives of Early Childhood Teachers about Parental Confrontation

Filik-Uyanık

Demircan

Işikci-Başkaya

2021

Participatory Educational Research

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Interpersonal relations are identified as affiliation and connections between teachers and parents in the context of education. Although the number of studies on the nature of interpersonal relations between these two counterparts have increased in recent years, the studies conducted about confrontational situations, especially in the early childhood educational context, are scarce. Whereas confrontational behaviors, which are intense and unexpected, may set barriers for a strong and quality parent-teacher dyad. Within this context, this study explored how early childhood teachers perceive the confrontational behaviors of parents. Interpretive phenomenological approach draws upon data from twelve semi-structured interviews. The data acquired from the participants was subjected to thematic analysis using MAXQDA. The analysis revealed three main themes regarding teachers' perceptions of parental confrontation: deprecation for early childhood education, incongruity of the parents’ actions and the modus operandi of the school, and parental violence against teachers. Indeed, the participants reported a wide-ranging confrontational behaviors of parents varying from the self-ordained to violent behaviors. The participants stated that they felt being frustrated, blamed and manipulated by parents. Although the presence of both psychological and physical violence was mentioned in the interviews, psychological violence like insulting, mocking, and deliberate insolence was more prevalent. In conclusion, this study revealed a need for the construction of professionalism in early childhood education settings within the societal perspective

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A Network Conceptualization of Team Conflict

Cited by 57 publications

References 113 publications

Understanding Work Teams From a Network Perspective: A Review and Future Research Directions

Understanding Work Teams From a Network Perspective: A Review and Future Research Directions

Emotion suppression and perceptions of interpersonal citizenship behavior: Faking in good faith or bad faith?

“Let me have a seat and see what's going on in this class”: Perspectives of Early Childhood Teachers about Parental Confrontation

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