Recognizing and Utilizing Expertise in Work Groups: A Status Characteristics Perspective

By J. Stuart Bunderson. 2003

515 citations recorded by the source corpus.

Subfields: Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bbd2ffea622205ec24d264b3a9fbc318cd3a88d9

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Citations in the corpus

Making It Safe: The Effects of Leader Inclusiveness and Professional Status on Psychological Safety and Improvement Efforts in Health Care Teams (2006, background): “showed that the degree of status derived from different professions can vary across cross-disciplinary work groups (Bunderson, 2003a).”
By Whom and When Is Women’s Expertise Recognized? The Interactive Effects of Gender and Education in Science and Engineering Teams (2014, background): “As a result, team members may rely on irrelevant cues such as gender to identify who has the necessary skills to achieve specific goals or tasks (e.g., Cohen and Zhou, 1991; Hollingshead and Fraidin, 1993; Bunderson, 2003).”
Relational Job Design and the Motivation to Make a Prosocial Difference (2007, background): “For example, Mary Kay’s ideology focuses on enriching women’s lives, and Wal-Mart’s ideology portrays customers as people who deserve opportunities to buy valuable goods at reasonable prices (Collins & Porras, 1996; Thompson & Bunderson, 2003).”
THE DOWNFALL OF EXTRAVERTS AND RISE OF NEUROTICS: THE DYNAMIC PROCESS OF STATUS ALLOCATION IN TASK GROUPS (2013, background): “Whereas personality may generate perceptions of competence when groups first form, and members have little other information on which to base performance expectations, as group members work together interdependently over time, contributions to the group’s task become a more important basis for statu”
Who Defers to Whom and Why? Dual Pathways Linking Demographic Differences and Dyadic Deference to Team Effectiveness (2015, methodology): “, gender and ethnicity) that have featured prominently in prior theory and research on status and deference in teams (Barton & Bunderson, 2014; Berger et al., 1977; Berger et al., 1980; Bunderson, 2003; Ridgeway, 1991).”
The Accuracy of Significance Tests for Slope Variance Components in Multilevel Random Coefficient Models (2009, background): “For example, several studies report using sample sizes near 30 groups (Bunderson, 2003; Nauman & Bennett, 2000), 50 groups (Chen et al., 2002; Kidwell et al., 1997), 100 groups (Ployhart, Holtz, & Bliese, 2002; Yeo & Neal, 2004), or more (Choi, 2006; Jackson & Joshi, 2004).”
How Team Composition and Collaborative Planning Jointly Shape Analytic Effectiveness (2008, background): “Research evidence affirms that coordinating member knowledge and expertise is critical to success for knowledge tasks (Faraj & Sproull, 2000), but teams frequently fail to do this effectively (Bunderson, 2003; Cronin & Weingart, 2007), particularly if they lack members with the intrapersonal diversi”
When Teams Agree While Disagreeing: Reflexion and Reflection in Shared Cognition (2015, background): “models of the team when facing novel tasks (Bunderson, 2003).”
Power, Status, and Learning in Organizations (2011, background): “Bunderson (2003a) found that the tendency to rely on nondiagnostic but externally advantaged status characteristics in assessing expertise was especially pronounced in groups where power was more unevenly distributed. And research in educational settings has demonstrated that inequities in participa”
Gender Inequality in Product Markets: When and How Status Beliefs Transfer to Products (2017, methodology): “SCT has been widely used to explain the differences in evaluative outcomes of people in labor markets (Foschi 1996, 2000; Steinpreis, Anders, and Ritzke 1999) and in organizations (Bunderson 2003; Turco 2010).”