Assessing developmental space in teams

Derksen, Karin; Caluwé, Léon de; Rupert, Joyce; Simons, R.J.

doi:10.1108/tpm-03-2014-0022

Cited by 4 publications

(15 citation statements)

References 44 publications

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“…They trust each other and dare to put forward different viewpoints. They are able to openly discuss these different, sometimes conflicting, ideas” (Derksen et al, 2014, p. 279). In this process, the members also utilize each other’s strengths.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Team interactions are crucial to achieving this level of performance (LePine, Hanson, Borman, & Motowidlo, 2000; LePine, Piccolo, Jackson, Mathieu, & Saul, 2008). In previous research, an interaction model, a model of developmental space (Coenders, 2008; Derksen, de Caluwé, Rupert, & Simons, 2014; Derksen, de Caluwé, & Simons, 2011), for teams was developed to exceed the individual capabilities (Figure 1). This study builds on and extends that research.…”

Section: Introductionmentioning

confidence: 99%

“…Developmental space is a social space created by team members in their interactions with each other and their environment involving four activities: creating future, reflecting, organizing, and dialoguing (Derksen et al, 2014; Derksen et al, 2011). It appears that the more developmental space teams create, the better their results (Derksen et al, 2014). While creating developmental space, teams need to focus on the performance and sensemaking orientations.…”

Section: Introductionmentioning

confidence: 99%

“…Previous research (Coenders, 2008; Derksen et al, 2014; Derksen et al, 2011) has concluded that teams must deal with a paradox while creating developmental space. However, how teams experience and handle this paradox and whether this is a critical success factor for them are not yet clear.…”

Section: Introductionmentioning

confidence: 99%

“…As team interactions are presented as the most crucial in explaining team effectiveness (Leenders, Contractor, & DeChurch, 2015; LePine et al, 2000; LePine et al, 2008; Tjosvold, West, & Smith, 2003), it seems worthwhile to ensure that the concept of developmental space is more robust. Derksen et al (2014) claim that the way teams experience and handle the developmental space paradox is a critical factor for success, but this has not yet been empirically tested. Second, we expand the theory on paradoxes.…”

Section: Introductionmentioning

confidence: 99%

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Breaking the Paradox: Understanding How Teams Create Developmental Space

Derksen

Blomme

Caluwé

et al. 2017

Journal of Management Inquiry

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Past research shows that teams working on a complex task need developmental space to be successful. They can create this space in their interaction by undertaking four activities: creating future, reflecting, organizing, and dialoguing. These four activities refer to two orientations: the performance orientation, limiting the space, and the sensemaking orientation, opening up the space. Teams need them both, yet it seems inconsistent and impossible to achieve together, thus a paradox. In this exploratory research, we address the way in which teams experience and handle that “developmental space paradox,” and how it affects team success. Individual team members ( N = 70) from 12 teams were interviewed. Successful ( n = 7) and unsuccessful ( n = 5) teams were compared. The results show that successful teams experience this paradox differently than the unsuccessful teams, and that both categories choose other coping strategies to handle this paradox.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Breaking the Paradox: Understanding How Teams Create Developmental Space

Derksen

Blomme

Caluwé

et al. 2017

Journal of Management Inquiry

Self Cite

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Sustainability service learning in economics

Arnold

2021

JIEB

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Purpose Service learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 – although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss how service learning can be used to work critically and reflexively on sustainability issues in a cross-university context. Design/methodology/approach The cross-university teaching-learning project brought together students of industrial engineering and economics. The idea space “sustainable city” was to be developed together with practice partners with the help of the practice-relevant project management method scrum and methods of sustainability assessment in the sense of service learning. Evaluating the project, a written and a qualitative survey were conducted and analysed by means of descriptive statistics as well as content analysis. Findings Success factors include the regular feedback by practice partners and lecturers including reflection questions. Student heterogeneity can hinder effective project work. Complexity can deter effective and successful service learning. The use of scrum in service learning contexts cannot be fully recommended. Although scrum contributes to service learning concepts in economics, in complex sustainability projects either the method should be in focus or prior knowledge of scrum should be mandatory. Originality/value The paper discusses how service learning can be used to critically and reflexively address social and practical challenges in a cross-university context. The study contributes to the fact that the complexity of education for sustainable development competencies requires the teaching of knowledge- and fact-based fundamentals as well as methodological-research procedures for research-based and at the same time practice-oriented learning.

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Humor and group atmosphere

Curşeu

Fodor

2016

Team Performance Management

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Purpose -Given the importance of humor in interpersonal communication in groups and the influence of the positive group atmosphere on group effectiveness, this paper aims to provide initial empirical evidence supporting the validity of a short measure for affiliative and aggressive humor. Design/methodology/approach -Starting from existing individual-level measures of humor, this paper develops a short measure of affiliative and aggressive humor in groups. The reliability and validity of this scale in a combined Dutch and Romanian sample are tested. Findings -The results support the reliability of the scale, its factorial structure and its predictive validity for positive group atmosphere. Moreover, this papers shows that the measure used in this study captures the affiliative and aggressive humor as group-level phenomena and it is shown that these two forms of humor are antecedents of collective emotional intelligence and group atmosphere. Research limitations/implications -This study provides a starting point for further research on the role of affiliative and aggressive humor in groups. Originality/value -This paper develops a bi-dimensional measure capturing affiliative and aggressive humor in groups and opens new venues for research that extend the knowledge and understanding of the use of humor in interpersonal communication in groups.

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Assessing developmental space in teams

Cited by 4 publications

References 44 publications

Breaking the Paradox: Understanding How Teams Create Developmental Space

Breaking the Paradox: Understanding How Teams Create Developmental Space

Sustainability service learning in economics

Humor and group atmosphere

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