Team Cognition Conflict

I will be attending the 2014 AHRD International Conference in the Americas. This AHRD conference will take place in Houston, TX, from 2/19/2014 to 2/22/2014. 

I will be introducing a new construct to the literature on team conflict. The current literature identifies team conflict as being multidimensional, consisting of task, relationship, and process conflict (Behfar, Mannix, Peterson, & Trochim, 2011; Greer, Jehn, & Mannix, 2008; Jehn & Chatman, 2000; & Song, Dyer, & Thieme, 2006). Task conflict looks primarily at work related issues, relationship conflict looks at personal or social issues not relating to work, and process conflict relates to procedural issues.  

In one of my areas of interest/study, team cognition, there have been many advances in the literature identifying the different cognitive processes that take place in teams and small groups. From these advances I fell that the addition of a new construct, team cognition conflict, should be incorporated into the team conflict literature. The cognition conflict construct is a separate construct from those that have been previously identified in the literature, placing the team conflict constructs as having four main sub-dimensions: task, relationship, process, and cognition conflict. By further differentiating team conflict into better defined dimensions researchers will be able to clearly identify team conflict, providing better predictive measures for team performance and decision making abilities. This addition to the team conflict literature also responds to Song, Dyer, and Thieme's (2006) call for further research identifying different types of team conflict. 

The model presented below introduces the outline of the team conflict theoretical framework that will be presented in the AHRD conference in a roundtable format. 

(Turner, J. R., 2013, Figure 1)

References:

Behfar, K. J., Mannix, E. A., Peterson, R. S., & Trochim, W. M. (2011). Conflict in small groups: The meaning and consequences of process conflict. Small Group Research, 42, 127-176. doi:10.1177/1046496410389194

Greer, L. L., Jehn, K. A., & Mannix, E. A. (2008). Conflict transformation: A longitudinal investigation of the relationships between different types of intragroup conflict and the moderating role of conflict resolution. Small Group Research, 39, 278-302. doi:10.1177/1046496408317793

Jehn, K. A., & Chatman, J. A. (2000). The influence of proportional and perceptual conflict composition on team performance. The International Journal of Conflict Management, 11, 56-73. doi:10.1108/eb022835

Song, M., Dyer, B, & Thieme, J. R. (2006). Conflict management and innovation performance: an integrative contingency perspective. Journal of the Academy of Marketing Science, 34, 341-356. doi:10.1177/00092070306286705

Turner, J. R. (2014). Team cognition conflict: A conceptual review identifying cognition conflict as a new team conflict construct. Paper to be presented at the 2014 AHRD International Conference in the Americas, April 2014. [forthcoming presentation]

Team Shared Cognition Constructs - New Publication

Final approval for publishing my recent article, titled: "Team Shared Cognitive Constructs: A Meta-Analysis Exploring the Effects of Shared Cognitive Constructs on Team Performance" has just been received.

This has been a long process, from conference proceedings introducing meta-analysis techniques, to enduring the peer review process for, ultimately, final approval to publish. 

This article will be published by the flagship publication of the International Society of Performance Improvement (ISPI),  Performance Improvement Quarterly (PIQ). The reference/bibliographical information is provided below (no volume, issue, or page numbers provided at this time):

Turner, J. R., Chen, Q., & Danks, S. (2014). Team shared cognitive constructs: A meta-analysis exploring the effects of shared cognitive constructs on team performance. Performance Improvement Quarterly. Manuscript submitted for publication.

These new emerging shared cognition constructs are beginning to be identified as being critical to the success of team and small group performance and problem solving efforts. More study is needed in these areas which was identified in the article.

In a previous post I presented the conference proceedings introducing the meta-analysis techniques used.

Information Sharing Cognition Constructs - Meta-Analysis

This post also introduced the presentation slides that were used during the conference:

Team Shared Cognitive Constructs

The original presentation was designed for two purposes: 1) to introduce the emerging constructs of team shared cognition, and 2) to present the steps required to conduct a comparative meta-analysis study. In summary, the team shared cognition constructs that were prepared are provided in the table below, titled 'Shared Cognitive Constructs'.

In conclusion, the results from the meta-analysis are provided in the slide below, titled 'Conclusion'.

Limitations: 

As identified in the manuscript the sample size for this meta-analysis was small.  Having a small sample size prevented the possibility of making any type of inference(s) from the results. However, the main purpose of this study was to 1) identify the different constructs that were currently being studied in various disciplines, and 2) to run a comparison of these constructs to shed some light on which constructs resulted in better performance outcomes. With these shared cognition constructs being emerging constructs, meaning that they are new developing constructs, there is not a lot of research available to begin with. Thus, a secondary purpose of this research study was to call to researchers to contribute further to the research of these emerging constructs - beginning with those that were identified in this meta-analysis as being potentially better predictors of performance: information sharing, cognitive consensus, and shared metal memory.

Why Theories Are Important

Theories are needed: 

"to satisfy a very human 'need' to order the experienced world. The only instrument employed in the ordering process is the human mind and the 'magic' of human perception and thought" (Dubin, 1978, p. 7)

A theory purpose is to either predict or explain the phenomenon being studied (Dubin, 1978; Creswell, 2014). Theories are conceptual models identifying the relationships between concepts, constructs, variables, and events, structured around a predefined set of boundaries (limitations). Jaccard and Jacoby (2010) reflect this in their definition of a theory: "an explanation of relationships among concepts or events within a set of boundary conditions" (p. 112). 

A theory remains a conceptual model up to the point that the researcher tests the theoretical model, at this point the theoretical model becomes a scientific model (Dubin, 1978). It is through testing theoretical models that the model is either accepted or rejected. Theoretical models are accepted when theories have been subjected to empirical testing and have been shown to be useful (Jaccard & Jacoby, 2010). Likewise, theoretical models are not accepted when theories have been subjected to empirical testing and have not been shown to be useful. A theoretical model is deemed as being valid through empirical testing, and is deemed as being useful or not useful (utility) by your peers in academia and by those in practice (consensual evaluation; Jaccard & Jacoby, 2010). To be considered scientific, Jaccard and Jacoby (2010) identified that theoretical models must achieve empirical verification or falsification. This is done through testing the theoretical model. 

Additionally, empirical research requires theoretical or conceptual models to identify the connections and relatedness of the variables being tested. The theoretical model provides the foundation for the hypothesis that are being tested in empirical research. The theoretical model also makes it easier for other scientist to replicate a study.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.

Dubin, R. (1978). Theory building (Revised ed.). New York, NY: The Free Press.

Jaccard, J., & Jacoby, J. (2010). Theory construction and model-building skills: A practical guide for social scientists [Kindle]. Retrieved from Amazon.com

New Article Acceptance: Multiagent Systems as a Team Member

I have received notice that my article titled Multiagent Systems as a Team Member will be published by Common Ground Publishing in their journal: The International Journal of Technology, Knowledge, and Society. The web page for the journal follows: http://ijt.cgpublisher.com

No date as to when the article will be published but it should be this fall. Listed below is the abstract for the journal article to give those interested an indication of what the article is about.

Abstract

With the increasing complex business environment that organizations have to operate in today, teams are being utilized to complete complex tasks.  Teams are capable of completing complex tasks that no one individual can achieve.  Effective team decision-making requires team members to discuss new information (unshared knowledge) and to consider this new information along with existing information (shared knowledge).  Research has shown that shared knowledge is favored over unshared knowledge during team discussion, this is known as the unshared knowledge barrier in the literature.  One method of transferring unshared knowledge to shared knowledge is to take advantage of new multiagent systems (MAS) that are designed to support teams.  Multiagent systems are capable of filtering information without any bias toward shared information over unshared information.  This conceptual model incorporates individual intelligent agents and MAS that monitor and actively interact with team members as an effort to address the unshared knowledge barrier, resulting in better team decision-making and problem solving outcomes. 

I presented this article during the conference that CGPublishers held this past January in Vancouver, Canada. The presentation slides from this presentation have already been made available on my blogpost MAS as Team Member - Presentation Slides. All of my presentation slides are also available at my slideshare page: www.slideshare.net/JohnTurner5/

Information Sharing Cognition Constructs - Meta-Analysis

I just completed my presentation at the SLOANet4 International Conference in Las Vegas - Planet Hollywood.

Attached below are the presentation slides from slideshare.  This meta-analysis reviews six shared cognition constructs from various disciplines:Team Mental Model (TMM), Shard Mental Model (SMM), Transactive Memory Systems (TMS), Information Sharing (IS), Cognitive Congruence (CC), and Group Learning (GL).

Information Sharing Cognition Constructs: Slideshare Link

Blogging - Dissertation - Theory to Practice

One main benefit blogging can provide young researchers is that it can act as an outlet to test new theories or associations between differing constructs. Coverdale (2012) highlights on slide #12, in his slideshare presentation on Social media practices: Benefits and risks for doctoral researchers, the cyclical relationship between one's blog and one's thesis. Blogging can provide the reflective tool to organize your thoughts for your dissertation.

People who follow your blog and comment on your thoughts and ideas are identified as being part of your Personal Learning Network (PLN). Those who make up your PLN help to keep you on track and provide the peer pressure to help you finish your dissertation (Pasquini, 2013). As Larive (2013) highlighted in her blog post How Blogging Helped Me Write my Dissertation: "blogging has allowed me to face my ghosts, build up a network of contacts, and advance faster through the process of writing my dissertation" (p. 1). 

From the vast variety of content available on academic associated blogs I tend to try to keep my content on the following few items. The items that I list here are just a few of the content items that Cloverdale (2012) identified, my list is a modified/condensed version of his original list:

• Reports on academic events, including workshops, seminars, and conferences.

• Book and article reviews.

• Research methods and methodologies, and academic writing.

• Using research tools and software.

• Development of theoretical and conceptual ideas.

• Professional development (p. 2).

One item that I would add to this list, and one item that I try to focus on whenever I submit a blog, is to connect 'theory to practice'. I try to identify the So-What Factor, how research and theory relates to, or can be applied to, everyday work and/or life issues.

Blogging can help make new connections as well as provide a medium to challenge your ideas and your research. Cloverdale (2012) posed: "Academics are increasingly under pressure to engage with wider academic (and non-academic) audiences and articulate the relevance of their research in relation to wider societal issues and prescribed 'real-world' problems" (p. 4). Academic blogs can help: 

1) close the gap between academia and the practitioner world, 

2) shed light on societal issues, and

3) provide a means of personal development for the blogger and those associated to the blogger's PLN.

References:

Cloverdale, A. (Dec. 2012): The benefits of social media for doctoral researchers. Paper presented at the conference of the Society for Research into Higher Education (SRHE), Wales, UK.

Cloverdale, A. (Dec. 2012). Social media practices: Benefits and risks for doctoral researchers. #srheconf12 Presentation. Retrieved from http://www.slideshare.net/andycoverdale/social-media-practices-benefits-and-risks-for-doctoral-researchers

Larive, M. (Jan. 29, 2013). How blogging helped me write my dissertation. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/How-Blogging-Helped-Me-Write/136893/

Pasquini, L. (Feb. 19, 2013). Re: How-Blogging-Helped-Me-Write [Web log comment]. 

MAS as Team Member - Presentation Slides

I just recently presented my paper Multiagent Systems as a Team Member at the 9th International Technology, Knowledge and Society Conference on January 14, 2013, in Vancouver, Canada; presented by Common Ground Publishing, USA. 

As mentioned in a previous post, 9th International TKS Conference, this paper is in the process of being peer-reviewed and will hopefully be published by this spring. Earlier I discussed that I would provide my presentation slides once they were finalized, "Once the presentation slides are put together, edited, and finalized I will have them posted on Slideshare. I will post the link to the presentation slides once I have them completed". 

The complete presentation slides can be found at the following Slideshare address: http://www.slideshare.net/JohnTurner5/mas-teams-slidesfinal