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The Influence of an Individual’s Hierarchical Position on their Activity and Performance

The Influence of an Individual’s Hierarchical Position on their Activity and Performance

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JURE 2010 JURE 2010 Presentation Transcript

  • Diversity in Communities of Learning The Influence of an Individual’s Hierarchical Position on their Activity and Performance Martin Rehm JURE 2010, Frankfurt 21st of July, 2010
  • http://www.neurosoftware.ro/programming-blog/wp-content/plugins/wp-o-matic/cache/3e874_Toy-Story-2-pixar-116966_1024_768.jpg
  • http://disney.go.com/toystory/ View slide
  • Organizational Training • contributing to the competitive advantage of organizations (e.g. Nonaka, 1994) • traditional methodologies are neutral to circumstances (e.g. Eraut, 2000) • superiority of collaborative learning methods “hothouse for new ideas and thoughts” (Schlager, Fusco & Schank, 2002) View slide
  • Community of Learning (CoL) • “engaging in collaborative learning and reflective practice involved in transformative learning” (Paloff & Pratt, 2003, p. 17) “ins-and-outs” “Expert” “Novice” “up-to-date”
  • Diversity + sharing of experiences & effectively processing new information (Jehn & Bezrukova, 2004) - create varying degrees of anxiety inhibiting cognitive functioning (Jehn, 1995)
  • Hierarchial Position • “major obstacle to collaborative learning processes” (Romme, 1996) • ambiguous findings • replicate behaviour (e.g. Thomas-Hunt, et al., 2003) • “break free” (e.g. Edmondson, Bohmer & Pisano, 2001)
  • Hierarchical Position Community of Learning (CoL) Activity Performance
  • Setting • Global organizational training program (“Economics”) • 14 weeks of e-Learning • 27 CoLs • 235 participants – 80 “Low” position – 89 “Middle” position – 66 “High” position • asynchronous discussions forums: – Café-Talk – Content-Related (real-life tasks)
  • Multimethod Approach 1. Hypotheses Test • Nonparametric 2. Regression • forced entry 3. Cluster Analysis • two-step
  • Controlling for … • Value diversity – Questionnaire • Informational diversity – Educational background – Pre-knowledge test • Social category diversity – Age, Gender, Ethnicity (e.g. Jehn, et al, 1999; Pelled, Eisenhardt & Xin, 1999; van den Bossche, et al., 2006)
  • Research Hypotheses • H1 - Activity: – Low < Middle < High “fear of speaking up and making mistakes in the group” (Edmondson, 2002, p. 139) • H2 - Performance: – Low < Middle < High “more senior managers are used to integrating new and diverse information” (Bunderson, 2003)
  • Hypotheses Tests & Regression Level of Activity / Performance “High” “Middle” “Low” Hierarchical Position
  • Cluster Analyses “Follower” “Leader”
  • Results • “Stars” – Leading CoLs irrespective of hierarchical position • Duality of “Low” – A small subset is not confining itself to merely following discussions
  • Implications & Next Steps • Anticipate behaviour – device collaborative learning activities – target specific groups social interaction and cognitive discourse • SNA dynamics / “one-way” vs. “reciprocal” • CA degree of knowledge creation & diffusion
  • Diversity in Communities of Learning The Influence of an Individual’s Hierarchical Position on their Activity and Performance Martin Rehm JURE 2010, Frankfurt 21st of July, 2010