Simone Kauffeld

Meetings Matter Effects of Team Meetings on Team and Organizational Success

This study follows the idea that the key to understanding team meeting effectiveness lies in uncovering the microlevel interaction processes throughout the meeting. Ninety-two regular team meetings were videotaped. Interaction data were coded and evaluated with the act4teams coding scheme and INTERACT software. Team and organizational success variables were gathered via questionnaires and telephone interviews. The results support the central function of interaction processes as posited in the traditional input-process-output model. Teams that showed more functional interaction, such as problem-solving interaction and action planning, were significantly more satisfied with their meetings. Better meetings were associated with higher team productivity. Moreover, constructive meeting interaction processes were related to organizational success 2.5 years after the meeting. Dysfunctional communication, such as criticizing others or complaining, showed significant negative relationships with these outcomes. These negative effects were even more pronounced than the positive effects of functional team meeting interaction. The results suggest that team meeting processes shape both team and organizational outcomes. The critical meeting behaviors identified here provide hints for group researchers and practitioners alike who aim to improve meeting success.

Complaint and solution-oriented circles: Interaction patterns in work group discussions

The study investigates interaction patterns in work group discussions, focusing specifically on complaining and solution-oriented statements. Thirty-three work group discussions in three German industrial enterprises were coded with the Cassel Competence Grid (CCG). Lag sequential analysis results showed that complaining begets further complaining statements, while simultaneously inhibiting the expression of solution-oriented statements. Likewise, when solutions are proposed they are followed by further discussion of solutions. If support is expressed for either complaint or solution statements, circles of these two types of interaction arise. To inhibit complaining, the results point to the importance of structuring statements.

Examining the factor structure and predictive ability of the German‐version of the Learning Transfer Systems Inventory

Purpose – The purpose of this research is to examine the construct and predictive ability of a German version of the Learning Transfer Systems Inventory (GLTSI), an instrument designed to assess a constellation of 16 factors known to influence the transfer of training in work settings.Design/methodology/approach – The survey data for this study was collected from 569 employees working in 17 private sector organizations in Germany. This data was used to test the construct validity of the GLTSI using principle components analysis (common factor analysis). The predictive validity of the instrument was tested against individual and organizational level outcome measures using hierarchical stepwise multiple regression.Findings – Exploratory factor analysis of the GLTSI produced a 16 factor solution that was a highly consistent original English version of the LTSI. The results of the regression analysis showed that a subset of GLTSI scales were significant predictors of measures of individual transfer results an...

Verbal interaction sequences and group mood: Exploring the role of planning communication.

Employing the framework of emotional contagion, this study investigated the link between group interaction sequences (specifically complaining and interest-in-change messages) and group mood. Fifty-two work group discussions from two German industrial enterprises were coded with the act4teams category system (e.g., Lehmann-Willenbrock & Kauffeld). Lag sequential analysis revealed complaining as well as interest-in-change cycles in the discussion flow. A two-dimension (arousal and pleasure) rating instrument was developed to assess group mood. Results showed that complaining cycles were linked to a passive group mood, and interest-in-change cycles were correlated with an active group mood. Neither complaining nor interest-in-change cycles were correlated with the pleasure dimension. We discuss theoretical, methodological, and practical implications of our findings as well as prospects for future research on interaction cycles and group mood.

Evaluating Training Programs: Development and Correlates of the Questionnaire for Professional Training Evaluation

Psychometrically sound evaluation measures are vital for examining the contribution of professional training to organizational success in a reliable manner. As training evaluations tend to be both time‐consuming and labor‐intensive, there is an increasing demand for economic evaluation inventories. Simultaneously, evaluation measures have to meet psychometric standards. The present paper develops a time‐efficient training evaluation questionnaire that (1) has psychometrically sound properties; (2) measures more than the participants’ reactions; and (3) is widely applicable across different training contents, thus allowing for comparisons of training programs within and between organizations. The Questionnaire for Professional Training Evaluation is primarily developed for use in practice but is also applicable to field research and covers short‐term as well as long‐term training outcomes. Analyses based on a total of n = 1134 employees show the stability of the factor structure and hint at the questionnaires differential and discriminant validity. Theoretical and practical implications are discussed.

Self-directed work groups and team competence

The study examines the impact of self-directed group work on team competence. The sample consists of 83 production groups from 20 medium-sized enterprises: 44 self-directed work groups and 39 traditional work groups. Results based on process-analytic behavioural data, collected at the group level of analysis, show that self-directed teams are more competent than traditional work groups on seven out of 12 aspects of competence. Self-directed teams show greater methodological competence, to some extent greater professional and self-competence but no greater social competence when completing optimization tasks. In addition, the work characteristics participation, formal team communication, continuous improvement process, training and team-oriented tasks were related to team competence in the subsample of self-directed work teams.

Sales training: effects of spaced practice on training transfer

Purpose – The benefits of spaced training over massed training practice are well established in the laboratory setting. In a field study design with sales trainings, the purpose of this paper is to investigate the effects of spaced compared with massed practice on transfer quantity and quality, sales competence, and key figures. Design/methodology/approach – Spaced and massed training are compared using behavioral and outcome criteria. A quasi-experimental follow-up research design with a sample of 64 bank employees (n ¼ 32 in each training group) is used. Findings – Spaced rather than massed training practice resulted in greater transfer quality, higher self-reports of sales competence, and improved key figures. Spaced training did not surpass massed training in terms of transfer quantity. Research limitations/implications – The present study is the first to demonstrate positive effects of technical training on job involvement, and of coaching on job satisfaction. In sum, validity of several developmental interventions is highlighted. Practical implications – Organizations designing and implementing various developmental interventions should pay attention to the relative effectiveness of these interventions on various organizational-relevant outcome criteria. Originality/value – An innovative approach to imply spaced practice in real sales training is presented. The effects of spaced practice on training transfer are investigated in the field.

A Sequential Analysis of Procedural Meeting Communication: How Teams Facilitate Their Meetings

How do teams facilitate their own meetings? Unmanaged (or free) social interaction often leads to poor decision-making, unnecessary conformity, social loafing, and ineffective communication processes, practices, and products. The purpose of this paper is to investigate the potential benefits of procedural communication in team meetings. The role of procedural communication, defined as verbal behaviors that structure group discussion to facilitate goal accomplishment, was examined in 59 team meetings from 19 organizations. Meeting behaviors were videotaped and coded. Lag sequential analysis revealed that procedural meeting behaviors are sustained by supporting statements within the team interaction process. They promote proactive communication (e.g., who will do what and when) and significantly inhibit dysfunctional meeting behaviors (e.g., losing the train of thought, criticizing others, and complaining). These patterns were found both at lag1 and lag2. Furthermore, the more evenly distributed procedural meeting behaviors were across team members, the more team members were satisfied with their discussion processes and outcomes. For practice, these findings suggest that managers should encourage procedural communication to enhance meeting effectiveness, and team members should share the responsibility of procedurally facilitating their meetings.

Das deutsche Lerntransfer-System-Inventar (GLTSI): psychometrische Überprüfungder deutschsprachigen Version

Zusammenfassung. Als eine erfolgskritische Grose durchgefuhrter Schulungs- bzw. Trainingsmasnahmen kann der Transfer, d. h. die Anwendung und Generalisierung neuen Wissens und neuer Fahigkeiten in ...

Why interpersonal dominance and affiliation matter: an interaction analysis of the coach-client relationship

Abstract There is growing evidence that coaching is effective. However, little is known about the process variables critical for coaching success. This article investigates the role of the two interpersonal behaviour dimensions affiliation and dominance in the formation of a positive coaching relationship and in coaching success. The interaction of 33 coach–client dyads was videotaped during their first coaching session. The verbal and non-verbal affiliation and dominance behaviour of both actors was analysed with the Discussing Coding System. Findings show that a coachs dominance behaviour in the first session predicts positive ratings by the client concerning goal attainment at the end of the five-session-coaching process. Similarity of coach and client in terms of dominance and affiliation predicts positive ratings by the client on relationship quality and goal attainment. Practical implications and limitations are discussed.