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In this quasi‐experimental study we investigate value congruence and demographic dissimilarity among group members as factors which influence various types of conflict within workgroups. We also examine whether it is beneficial for members to be different or alike, to agree or disagree, in order to foster work group productivity. Results indicate that visible individual demographic differences (i.e., sex, age) increase relationship conflict, while informational demographic differences (i.e., education) increase task‐focused conflict. Value congruence of members decreased both relationship and task conflict, and the specific content of the values held by members influenced performance. Specifically, both detail and outcome group value orientations increased objective performance; outcome, decisiveness, and stability orientations increased perceptions of high performance; and both decisiveness and supportiveness orientations increased the satisfaction level of group members while a team orientation decreased individual member satisfaction in this sample.

Raffiee, Ganco, and Campbell's intriguing study of the likelihood of success of law firm “spinouts” suggests some important inferences for our understanding of the effects of strategic human capital. The types of human capital that are most relevant to a firm may depend greatly on the type of work that the firm performs. Moreover, the processes that drive firm performance should be distinguished from those that influence firm survival. This study also touches on some broader, as yet unresolved issues about how to empirically operationalize strategic human capital arguments, particularly the central paradox that the human capital with the most potential for strategically differentiating a firm is likely to be quite hard to measure across a population of firms.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.