Expertness Diversity and Interpersonal Helping in Teams: Why those who Need the Most Help End Up Getting the Least

Vegt, Gerben S. van der; Bunderson, J. Stuart; Oosterhof, Aad

doi:10.5465/amj.2006.22798169

Cited by 222 publications

(212 citation statements)

References 43 publications

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“…Olkin, 2002), sexual orientation (Ragins, Singh, & Cornwell, 2007), religion (cf. Hicks, 2002), skills, expertise and experience (e.g., Van der Vegt, Bunderson, & Oosterhof, 2006), marital status (e.g., Price, Harrison, & Gavin, 2006), and values, attitudes and personality (e.g., Harrison, Price, Gavin, & Florey, 2002;Jehn, Chadwick, & Thatcher, 1997;Liao, Chuang, & Joshi, 2008).…”

mentioning

confidence: 99%

Managing diversity in organizations: An integrative model and agenda for future research

Guillaume

Dawson

Priola

et al. 2013

European Journal of Work and Organizational Psychology

135

159

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The literature on policies, procedures, and practices of diversity management in organizations is currently fragmented and often contradictory in highlighting what is effective diversity management, and which organizational and societal factors facilitate or hinder its implementation. In order to provide a comprehensive and cohesive view of diversity management in organizations we develop a multilevel model informed by the social identity approach that explains, on the basis of a work motivation logic, the processes by, and the conditions under which employee dissimilarity within diverse work groups is related to innovation, effectiveness, and well-being. Building on this new model, we then identify those work group factors (e.g., climate for inclusion and supervisory leadership), organizational factors (e.g., diversity management policies and procedures, and top management's diversity beliefs) and societal factors (e.g., legislation, socio-economic situation, and culture) that are likely to contribute to the effective management of diversity in organizations. In our discussion of the theoretical implications of the proposed model we offer a set of propositions to serve as a guide for future research. We conclude with a discussion of possible limitations of the model and practical implications for managing diversity in organizations.

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mentioning

confidence: 99%

Managing diversity in organizations: An integrative model and agenda for future research

Guillaume

Dawson

Priola

et al. 2013

European Journal of Work and Organizational Psychology

135

159

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“…They argue that awareness about each other's status position within a team provides role clarity and helps avoid costly fights that can harm the achievement of collective team goals (Magee & Galinsky, 2008;Sirot, 2000;Sneddon, Hawkesworth, Braithwaite, & Yerbury, 2006). Yet, other scholars emphasize that in teams with steeper status hierarchies, members at the top can exert too much influence over team decisions (Bales, Strodtbeck, Mills, & Roseborough, 1951;Berger, Rosenholtz, & Zelditch, 1980) and receive more recognition for their task contributions than those lower in the hierarchy (Belliveau, O'Reilly, & Wade, 1996; Van der Vegt, Bunderson, & Oosterhof, 2006). As this disparity can create feelings of unfairness and suppresses the potentially useful voice of low-status members, steeper hierarchies should instigate conflict and, hence, compromise team performance (cf.…”

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confidence: 99%

When and why hierarchy steepness is related to team performance

Cantimur

Rink²,

Vegt³

2016

European Journal of Work and Organizational Psychology

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This study develops and tests a contingency theory on the functions of status hierarchy steepness in teams. Findings from a field study among 438 employees working in 72 work teams across diverse business settings demonstrate that task complexity moderates the relationships between status hierarchy steepness, different types of team conflict, and team performance. Steeper status hierarchies were negatively related to both process and task conflict, and hence increased team performance in teams working on tasks with lower complexity but did not yield such clear conflict and performance effects in teams working on more complex tasks. By showing that various levels of task complexity determine whether status hierarchy steepness has a conflict-regulating function that drives team performance, this research generates valuable insights about the context dependency of team responses to status hierarchy steepness.

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“…So, for example, Van der Vegt, Bunderson, & Oosterhof (2006) found that group members were more likely to help other group members who were above them in the status hierarchy but not below. Research by Flynn, et al (2006) and Flynn (2003) provides one possible explanation for this finding by suggesting that interpersonal helping may be as much about status enhancement as knowledge transfer; helping a higher status member is more status-enhancing than helping a lower-status member.…”

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confidence: 99%

Power, Status, and Learning in Organizations

Bunderson

Reagans

2011

Organization Science

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287

228

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This paper reviews the scholarly literature on the effects of social hierarchy—differences in power and status among organizational actors—on collective learning in organizations and groups. We begin with the observation that theories of organization and group learning have tended to adopt a rational system model, a model that emphasizes goal-directed and cooperative interactions between and among actors who may differ in knowledge and expertise but are undifferentiated with respect to power and status. Our review of the theoretical and empirical literatures on power, status, and learning suggests that social hierarchy can complicate a rational system model of collective learning by disrupting three critical learning-related processes: anchoring on shared goals, risk taking and experimentation, and knowledge sharing. We also find evidence to suggest that the stifling effects of power and status differences on collective learning can be mitigated when advantaged actors are collectively oriented. Indeed, our review suggests that higher-ranking actors who use their power and status in more “socialized” ways can play critical roles in stimulating collective learning behavior. We conclude by articulating several promising directions for future research that were suggested by our review.

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Expertness Diversity and Interpersonal Helping in Teams: Why those who Need the Most Help End Up Getting the Least

Cited by 222 publications

References 43 publications

Managing diversity in organizations: An integrative model and agenda for future research

Managing diversity in organizations: An integrative model and agenda for future research

When and why hierarchy steepness is related to team performance

Power, Status, and Learning in Organizations

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