Structuring Change: Familiarity and Formal Interventions in Problem-Solving Groups

By Gerardo A. Okhuysen. 2001

169 citations recorded by the source corpus.

Subfields: Communication, Management Science and Operations Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8099e98c3e49c785cf6b94d36597e6bace85ccf2

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In Communication

In Management Science and Operations Research

In Social Psychology

Citations in the corpus

Team Reflexivity as an Antidote to Team Information-Processing Failures (2014, background): “Prior research shows that even simple interventions (a formal instruction to “stop and think”) can improve team processes and performance (Okhuysen, 2001) and that reflexivity may occur naturally at a team’s midpoint (Gersick, 1989).”
Speaking Up in the Operating Room: How Team Leaders Promote Learning in Interdisciplinary Action Teams (2003, background): “In a laboratory study of team adaptation, Okhuysen (2001) found that familiar groups (those consisting of members who know each other Learning in Interdisciplinary Action Teams 1425 © Blackwell Publishing Ltd 2003 well) were more able to initiate opportunities to reflect out loud on the task and…”
Team Member Change, Flux in Coordination, and Performance: Effects of Strategic Core Roles, Information Transfer, and Cognitive Ability (2012, methodology): “Given that organizational teams do not exist in isolation without any changes to their membership, role structure, task, or external environment (and in fact, change is an integral part of a team’s life [Harrison & Humphrey, 2010; Okhuysen, 2001]), examining how change affects team work is critical.”
Work Interrupted: A Closer Look at the Role of Interruptions in Organizational Life (2003, background): “22 individual responds promptly to discrepancies, he or she is interrupting automatic, or mindless, information processing (Langer, 1989a, 1989b; Louis & Sutton, 1991) and initiating active thinking that contributes to adaptation and learning (Okhuysen, 2001).”
Interrupting the Workplace: Examining Stressors in an Information Technology Context (2015, background): “For example, the sender cannot attain strong contextual cues surrounding the recipient, such as acknowledging the recipient’s amount of workload or determining whether the message is sent at an appropriate time.”