The Collective Construction of Work Group Moods

Bartel, Caroline A.; Saavedra, Richard

doi:10.2307/2667070

Cited by 557 publications

(567 citation statements)

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“…Qualitative and quantitative research methods could examine the types of group norms that emerge over time across cultures as a function of the "felt accountability" attributes discussed previously. For example, following the methodology of Bartel and Saavedra (2000) who examined the collective construction of group moods, one could use observational techniques to code the verbal and nonverbal elements of group interactions that encourage flexibility versus control across cultures. Quantitative methodologies for longitudinal data analysis (e.g., latent growth modeling; Chan, 2003) will also be useful for examining the emergence of group norms regarding flexibility and control across time as a function of a cultural group's profile on felt accountability characteristics.…”

Section: Bottom-up Processes Reinforcing Tightness In Organizationsmentioning

confidence: 99%

On the nature and importance of cultural tightness-looseness.

Gelfand

Nishii

Raver

2006

Journal of Applied Psychology

807

910

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Cross-cultural research is dominated by the use of values despite their mixed empirical support and their limited theoretical scope. This article expands the dominant paradigm in cross-cultural research by developing a theory of cultural tightness-looseness (the strength of social norms and the degree of sanctioning within societies) and by advancing a multilevel research agenda for future research. Through an exploration of the top-down, bottom-up, and moderating impact that cultural tightness-looseness has on individuals and organizations, as well as on variance at multiple levels of analysis, the theory provides a new and complementary perspective to the values approach.

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Section: Bottom-up Processes Reinforcing Tightness In Organizationsmentioning

confidence: 99%

On the nature and importance of cultural tightness-looseness.

Gelfand

Nishii

Raver

2006

Journal of Applied Psychology

807

910

View full text Add to dashboard Cite

show abstract

“…In a study on the degree to which verbal and nonverbal cues can be observed by others, Bartel and Saavedra (2000) developed a taxonomy of verbal expressions, facial expressions, and body postures that were indicative of self-reported moods. During several observations of work group members, observers were able to use this taxonomy to accurately identify participants' moods.…”

Section: Interactionmentioning

confidence: 99%

Social Awareness and Leader Influence: A Proposed Model and Training Intervention

Mueller-Hanson¹,

Swartout²,

Morewitz³

et al. 2007

PsycEXTRA Dataset

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A leader's ability to influence others is likely related to the leader's level of social awareness (knowing how one is perceived by others in that environment.) Based on perceptions of the social environment, a leader must also alter behaviors as needed to more effectively relate to others, a process which has been termed "interpersonal adaptability". Interpersonal adaptability is central to the role of the leader who must use influence and persuasion to successfully accomplish the mission through the work of subordinates. The objectives of this research are to develop a model of social influence, to propose training, and to pilot test the concepts. To meet these objectives, we first provide an overview of the relationship between social awareness and influence. Second, we describe a model of social awareness and influence. Third, we describe how these concepts link to the leader competencies defined in FM 6-22. Next, we discuss implications of this research for training leaders to enhance their social awareness and influence skills, and we present the concepts that were developed for training these skills. Finally, we describe how these concepts were pilot tested, and we present the results and our conclusions from the pilot. Procedure:Based on a review of relevant research, a model of social awareness and influence was developed and the factors hypothesized to impact the model were identified. The results of an expert rating task revealed that experience influencing others, knowledge of non-verbal behavior and cultural norms, communication/persuasion skills, political skills, social intelligence, metacognition, and self-awareness were the factors that were most likely to have a high impact on the social awareness and influence process and that could potentially be improved through training. Consequently several training concepts were identified: knowledge of the social awareness and influence process, knowledge of/skill in reading verbal and non-verbal cues of others, and knowledge of/skill in using influence tactics. Using a combination of commercially available tools and customized content, we developed and pilot tested a six-hour social awareness and influence training program with 72 NCOs and Company-grade officers.viiiThe pilot test served a dual purpose: (1) to test the various training concepts to determine their suitability for ongoing use and (2) to make some initial determinations about whether social awareness and influence skills could be improved through training. Evaluation data were collected at two levels to assess the effectiveness of the training: participant reactions (level 1) and acquisition of new knowledge and skills (level 2). The level 1 evaluation was conducted using a survey administered at the end of each training session. A pre/post test design was used to conduct the level 2 evaluation -participants were assessed via a test of nonverbal sensitivity and a role-play exercise both before and after the training on their ability to read verbal and nonverbal cues and on adjusting their...

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“…Within teams, affectivity has been an increasingly powerful lens for studying emotion. Groups frequently converge in the tendencies of individuals to experience particular emotional states and this convergence generally has beneficial consequences for teams (e.g., Barsade Gibson, 1998;Barsade, Ward, Turner, & Sonnenfeld, 2000;Bartel & Saavedra, 2000;George, 1990;Kelly & Barsade, 2001;Totterdell, 2000). A limitation of the existing body of studies is the sampling exclusively from Western cultural groups, so the applicability to other cultures remains untested.…”

Section: Emotional Experience In Groups and Teamsmentioning

confidence: 99%

“…If, as discussed above, individual sensitivity to others' emotional states is the building block for team-level phenomena such as group mood and emotional contagion (e.g., Bartel & Saavedra, 2000;Barsade, 2002;George, 1990), then decreased sensitivity to the emotions of members of other cultural groups serves to weaken these phenomena. Examining the convergence and spread of emotional states across team members in terms of each step in the process model, first members are likely to have greater initial diversity in their emotional states.…”

Section: Cultural Diversity As Emotional Containment and Amplificationmentioning

confidence: 99%

“…As such, the outward expression of person A's emotion may serve as a stimulus for person B, inspiring the repetition of the chronological stages of the emotion process in another person. Thus, individual sensitivity to others' emotional states -frequently automatic, implicit and unaware -is the building block for dyadic-level phenomena such as empathy, and group-level emotional phenomena such as group mood and emotional contagion (e.g., Barsade, 2002;Bartel & Saavedra, 2000;George, 1990). Even for primitive contagion processes that are me- (Hatfield, Cacioppo, & Rapson, 1993), at some level facial feedback via mimicry still requires others' expressions to appear similar enough to our own that their mimicry results in an expression that evokes a particular emotional state.…”

Section: Emotion Recognitionmentioning

confidence: 99%

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