Adaptation to Self-Managing Work Teams

Thoms, Peg; Pinto, Jeffrey K.; Parente, Diane H.; Druskat, Vanessa Urch

doi:10.1177/104649640203300101

Cited by 21 publications

(16 citation statements)

References 47 publications

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“…Students associated a climate of openness (differences of opinion openly discussed) with both the quality of information they contribute to team discussions (people state their assumptions), and managing their emotional responses to being challenged (accepting criticism non‐defensively). In associating self management and a climate of interpersonal trust and openness, are indicating a key way to negotiate the difficult balance in group learning between robust dialogue and unproductive conflict, or in Tjosvold's (1986) terms, between cooperative and competitive conflict. The proposition that when group members engage in self‐monitoring, a more productive basis is established for challenging others, has received a measure of theoretical support.…”

Section: Resultsmentioning

confidence: 99%

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Lizzio¹,

Wilson²

2005

Brit J of Edu Psychol

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Section: Resultsmentioning

confidence: 99%

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Lizzio¹,

Wilson²

2005

Brit J of Edu Psychol

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“…For example, a study by Tosi et al (1997), used college students to study decision-making. Thoms et al (2002) conducted a similar study using both college student teams and hospital teams on the behavior of self-managed work teams with nearly identical results. These results provide some supportive evidence that our use of college students was appropriate and that studies drawing from this population do not necessarily hinder generalizabilty.…”

Section: Acquisition Of Strategic Skillsmentioning

confidence: 96%

Facilitating the acquisition of strategic skills

Parente

Stephan

Brown

2012

Management Research Review

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Access to this document was granted through an Emerald subscription provided by emerald-srm:403714 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to investigate whether managers can acquire strategic skills using management education methods in lieu of experience. It demonstrates that experienced-based pedagogical methods can be effective in developing traditional skills or "hard" skills and "soft" skills such as interpersonal communication, which then facilitate the acquisition of strategic skills. Design/methodology/approach -The paper uses data from questionnaires and achievement scores from capstone classes to determine whether exposure to an experiential technique called large-scale simulation can lead students to acquire traditional, soft and strategic managerial skill sets. Findings -The results show that soft and traditional skills are complementary and together lead to better acquisition of strategic skills and also imply that mastering soft skills may enhance the mastery of traditional skills. Research limitations/implications -A limitation of the research stems from the use of students as research subjects. While this limits generalizability, it is important to remember that many such students go on to be successful managers in large and small organizations, partly due to their educational background. Replicating these findings with graduate and executive students is required. Practical implications -A key practical implication is that organizations may be able to effectively supplement their own experienced-based developmental efforts for their managerial personnel with course-based learning. Originality/value -The paper's findings support an option for many firms, although this has not received much direct empirical support. Additionally, the results support the increasing emphasis placed on soft skills, suggesting that development of strategic skills may help managers grasp the bigger-picture implications.

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“…These changes are complex, because they create defensive behaviors [3]. Finally, a third problem is that effectiveness of team work (in particular, self-managing teams) tend to be mediated by the personality of the team members, as studied by Thoms et al [33] and Acuña et al [1]. Therefore, the adoption of self-management can be a much more complex than the adoption of a new method or practice of software development.…”

Section: Benefits and Challengesmentioning

confidence: 99%

A qualitative study of the determinants of self-managing team effectiveness in a scrum team

Monteiro

Silva

Santos

et al. 2011

Proceedings of the 4th International Workshop on Cooperative and Human Aspects of Software Engineering

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There are many evidences in the literature that the use selfmanaging teams has positive impacts on several dimensions of team effectiveness. Agile methods, supported by the Agile Manifesto, defend the use of self-managing teams in software development in substitution of hierarchically managed, traditional teams. The goal of this research was to study how a self-managing software team works in practice and how the behaviors of the software organization support or hinder the effectiveness of such teams. We performed a single case holistic case study, looking in depth into the actual behavior of a mature Scrum team in industry. Using interviews and participant observation, we collected qualitative data from five team members in several interactions. We extract the behavior of the team and of the software company in terms of the determinants of self-managing team effectiveness defined in a theoretical model from the literature. We found evidence that 17 out of 24 determinants of this model exist in the studied context. We concluded that certain determinants can support or facilitate the adoption of methodologies like Scrum, while the use of Scrum may affect other determinants.

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Adaptation to Self-Managing Work Teams

Cited by 21 publications

References 47 publications

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Facilitating the acquisition of strategic skills

A qualitative study of the determinants of self-managing team effectiveness in a scrum team

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