Dealing with the Unexpected: Critical Incidents in the LEGO Mindstorms team

Abstract

This article addresses the relative lack of empirical studies of how self-managed teams in high velocity environments handle unexpected critical incidents. It presents an interpretive case study of the LEGO Mindstorms project team, and focuses in particular on how this team responded to three critical incidents. Our study results in three core findings concerning how this team responded to the unexpected in its high velocity environment. These include: the importance of increasing presence; creating a context for a shared and emotionally grounded identity; and developing a shared set of guiding principles for action, behaviour, and decision-making. The authors further describe interconnections among these three core findings, proposing a higher-level 'virtuous circle' that illustrates how this team responded effectively to critical incidents.

İlkokul Öğrencileriyle Gerçekleştirilen Birebir Robotik Öğretiminde Öğreticilerin Deneyimleri

“…Bunun yanı sıra öğreticiler de öğrencilere bir sonraki adıma yönlendirici sorular yönelttikleri için etkileşimler sorular sorma üzerinde de yoğunlaşmıştır. Nitekim alan yazındaki çalışmalarda da robotik öğretim sürecinin etkileşimli, eğlenceli ve işbirlikli bir süreç olduğu belirtilmektedir (Alimisis, 2013;Cheng, Huang, & Huang, 2013;Çayır, 2010;Kim et al, 2015;Oliver & Roos, 2003;Pimlott-Wilson, 2012).…”

Price, rebate and order quantity decisions in a newsvendor framework with rebate-dependent recapture of lost sales

“…Our hesitation in labeling students' actions of making sense as sensemaking arises from two observations: first, that graduate school, while stressful, is certainly not a crisis; second, that it seems all too easy to label as sensemaking the actions of trying to bring order and understanding to a new environment. Our hesitation is somewhat reduced by noting that scholars have also used the sensemaking construct during non-crisis 'normal' times (Brown and Jones, 2000;McCabe and Dutton, 1993;Oliver and Roos, 2003). To convince ourselves that sensemaking is what is really going on in graduate school, we rely upon a cogent exploration of the sensemaking construct by Brown et al (2008).…”

De l’identification du salarié au discours officiel à l’intention d’action : la mise en évidence de profils ambivalents combinant engagement et résistance

“…Tajfel a bien mis en avant dans son approche de l'identité sociale une valeur émotionnelle d'appartenance au groupe (Tajfel, 1981) mais son apport n'a pas été repris par la suite dans les définitions de l'identification (Ashforth & Mael, 1989). Pourtant Rousseau (1998) fait l'hypothèse que les émotions 1 peuvent égale-ment déclencher l'identification du salarié dans une situation de travail donnée et certains auteurs (Dumont & al., 2003;Oliver & Roos, 2003) mettent en avant les émotions dans le cadre d'une identification collective, au sein d'un groupe. Si l'émotion est également perçue comme importante dans l'identification parce qu'elle l'appuie et la renforce (Harquail, 1998), on constate l'absence de recherche en profondeur sur le lien entre le cognitif et l'émotionnel dans l'identification du salarié.…”