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This paper reports the results of an experimental study examining the joint effect of two group characteristics, responsibility and cohesiveness, on escalation of commitment in an ongoing unsuccessful project. Two levels (high/low) of group responsibility and group cohesiveness were manipulated to examine their effects on group escalation decisions. Forty-eight 3-member decision groups were formed and randomly assigned to four treatment cells with 12 groups in each cell. The results of a 2×2 ANOVA reveal a significant main effect of responsibility on escalation of commitment, as well as a significant interaction of responsibility and cohesiveness. Specifically, groups with both high responsibility and high cohesiveness committed the largest amount of resources to an ongoing unsuccessful project. These results provide support for the proposition that group responsibility and cohesiveness exert significant joint effects on group escalation of commitment in an ongoing unsuccessful project. The findings suggest that periodic changes of group membership to shift responsibility and cohesiveness may generate new attitudes and views to reduce group escalation of commitment.

The global age is characterized by demographic changes that challenge the feasibility of democratic states’ redistribution mechanisms. This paper aims to rethink the strategies commonly used by states (via their resource allocation to education) to promote social cohesiveness and competitiveness, and to suggest an alternative strategy. The purpose of this paper is to provide useful insights into the relationships between education, social cohesiveness, and competitiveness.

The common strategies utilized to promote social cohesiveness and competitiveness via alternative allocation methods are analyzed and the theories of political philosophies underlying these strategies are discussed. Additionally, an empirical analysis carried out using OLS regressions in order to explore the relationships among a state's future cohesiveness and competitiveness, its SES, and the global demographic changes.

Results reveal that a state's future cohesiveness may be predicted by the demographic diversity of its student population and its interaction with SES. Furthermore, a state's future competitiveness may be predicted by its SES.

The paper develops and suggests an alternative allocation mechanism, based on a comparative perspective of justice, as an innovative strategy to achieving both state cohesiveness and competitiveness. This strategy can be used by democratic states aimed at improving future competitiveness and, at the same time, to maintain their social cohesiveness.

The purpose of this paper is to investigate the effects of the process of strategic planning on cohesiveness and performance in cognitively diverse units.

This study uses structural equation modeling (SEM) to analyze an original dataset collected from employees working in healthcare organizations in the United Sates.

This study finds the negative effects of cognitive differences among employees on a unit's cohesiveness and performance and the positive moderating effects of the process of strategic planning on such relationships. Consequently, revealing the cohesiveness enhancing function of the process of strategic planning.

The study contributes to past research by revealing that business organizations could use the process of strategic planning to enhance their internal cohesiveness, in turn improving their business performance. This study explains that when the process of planning clearly defines an organization's mission, goals and implementation plans, employees working in highly diverse units will be more likely to better understand, accept and in turn also support their organization as a whole and its critical strategic goals. This should increase internal cohesiveness and lead leading to better performance.

This study clarifies the factors that foster individual innovative behaviour in the public sector by examining the effects and roles of empowering leadership, work group cohesiveness and individual learning orientation. This study also explores the direct effect of empowering leadership on work group cohesiveness and individual learning orientation, the influence of work group cohesiveness on individual learning orientation and the mediating roles of work group cohesiveness and individual learning orientation.

Data were collected from an online survey of respondents working in a public sector organization. Partial least squares structural equation modelling and mediation analysis by the bootstrap method were used for the data analysis.

Empowering leadership and individual learning orientation had significant direct effects on individual innovative behaviour. Both empowering leadership and work group cohesiveness have significant direct effects on individual learning orientation. Empowering leadership was positively related to work group cohesiveness. The mediation analysis revealed that individual learning orientation mediates the relationships between empowering leadership and individual innovative behaviour and between work group cohesiveness and individual innovative behaviour.

The study focuses on three factors that foster individual innovative behaviour in a public sector organization.

This study offers new insights into the factors that foster individual innovative behaviour in the public sector. The findings reveal the importance of using a balanced leadership style and encourage learning in the workplace for individual innovativeness by public leaders.

This study focuses on the relationship between cohesion, consensus in the perception of leadership style of the supervisor within teams and solidarity behaviour of employees towards their supervisor (vertical solidarity behaviour) and towards other team members (horizontal solidarity behaviour).

According to the self‐categorisation theory, which elaborates on the social identity theory, hypotheses for the relationship between consensus in perception within teams, cohesiveness within the teams and vertical and horizontal solidarity behaviour of employees were formulated. The hypotheses were tested in a study with 193 employees within 35 teams in a Dutch Ministry.

As expected, consensus in leaders' perception and cohesiveness within the team were positively related for transformational leadership style. Results from multi‐level analyses showed, as expected, a positive relationship between cohesiveness and horizontal solidarity behaviour. For vertical solidarity behaviour an interaction effect was found: the relationship between cohesiveness and vertical solidarity behaviour is positive if employees perceive their supervisor as high transformational, but is slightly negative if employees perceive their supervisor as low transformational.

The finding that consensus in transformational leader's perception within teams is related to the cohesiveness of a team support the self‐categorization theory. On the other hand cohesiveness is only related to vertical solidarity behaviour when the supervisor is perceived as high transformational.

The different results mean that it make sense to distinguish between horizontal and vertical solidarity behaviour. In addition, they show the impact of consensus in the perception of leadership style on cohesion.

In this paper it is argued that the degree of emotional competence demonstrated by members of a team will determine whether member interactions build cohesiveness and high performance. The study presented examines the relationship between the average score of team members on thirteen emotional intelligence (EI) competencies, and ratings of team cohesiveness and performance in 18 teams in an Executive MBA program. Results showed EI competencies of influence, empathy, and achievement orientation were positively related to student and faculty ratings of team cohesiveness. Empathy was positively related to student and faculty ratings of team performance, and achievement orientation was positively related to student ratings of team performance. Implications are discussed.

This study aims to examine the impacts of brand structure (i.e. brand cohesiveness and similarity) on brand perceptions and the adverse effects of brand extensions.

Data were collected online via Amazon Mechanical Turk. Overall, 188 US residents participated in the 2 (extension typicality: typical and atypical) × 3 (brand cohesiveness: high, medium and low) between-subject experimental design.

Narrow brands are favored over cohesive broad brands, and cohesive broad brands are favored over incohesive broad brands. When new extensions are typical, brand cohesiveness dominates brand similarity in terms of adverse extension effects. Negative extension information exerts more salient adverse effects on narrow brands and cohesive broad brands than on incohesive broad brands. Conversely, when new extensions are atypical, brand similarity dominates brand cohesiveness on adverse extension effects. Negative extension information exerts more salient adverse effects on narrow brands than on cohesive and incohesive broad brands.

Brand cohesiveness is more impactful than brand similarity on brand perceptions. The identical adverse effects of typical extensions on narrow, and broad brands exist only when the portfolio products of the broad brands are cohesive.

Cohesive broad brands have the advantages of being more favored than incohesive broad brands and being less vulnerable to negative atypical extension information than are narrow brands.

This study advances brand research by examining the interplay between brand structure (i.e. category cohesiveness and similarity) and extension typicality on adverse extension effects.

This paper presents a longitudinal experimental study on teams with the purpose of investigating the impact of communication media on decision‐making teams. The authors aims to achieve that by comparing face‐to‐face (FTF) and computer‐supported (CS) teams over a series of three sessions on three response variables: performance, cohesiveness, and synergy.

A total of 24 teams, each of five students, participated in three separate decision‐making sessions in which they solved a survival simulation scenario. Each team was randomly assigned to either face‐to‐face (FTF) or computer‐supported (CS) communication condition. The analysis compared overall means and mean patterns over time on the three response variables across the two communication media.

Results suggest that there were no differences in overall performance between CS and FTF teams and no differences in performance changes over time between the two media; there were no overall differences in overall synergy or synergy changes over time; and FTF teams reported higher average cohesiveness than CS teams, but cohesiveness improved at a faster rate in CS teams than in FTF teams. Overall these results suggest that the CS communication did not reduce the group's ability to work together. Moreover, the higher increase in cohesiveness reported by CS teams suggests that the ability to build relationships can increase over time.

Given the prominence of information technologies as a communication mechanism, the question of how team members in remote locations perform over time is of great theoretical and practical importance.

This study provides some preliminary evidence that computer communication does not significantly reduce the group's ability to perform over time for decision‐making tasks. CS teams report lower overall levels of cohesiveness which could indicate that some communication barriers might still limit the group's ability to build relationships.

This paper aims to explore the nature and the function of teamwork cohesiveness in organizations in the UAE.

While many organizations are successful at managing the materials and machinery of the organization, they fall short in managing the human side of their business. This research addresses and assesses how teams can progress to be of maximum use through teamwork and to view teams as performing organizational units which is similar to other studies that focus on teamwork processes. Teamwork cohesiveness is defined as a small number of people with complimentary skills who are committed to common purposes, performance goals, and approaches for which they hold themselves mutually accountable. These include being a team player with participation propensity, cooperative behaviors, and leadership skills. A model was tested, relating teamwork cohesiveness with intelligence and skills; reduce conflict, and 2D of organizational commitment, i.e. value, and performance. Survey data from 76 teams (n=294) were collected in three industrial institutions in the UAE.

The results are supportive of a multi‐component structure for cohesiveness and of its importance to the functioning of teams and organizations. Teamwork cohesiveness appeared strongly related with team member's attitudes towards the organization. Cohesiveness between team members was positively associated with value commitment and negatively with performance commitment. In addition, intelligence and skills appeared strongly related to team satisfaction.

The paper offers insights into cohesiveness within teamwork.

The study aims to investigate the roles of trust and team cohesiveness as mediating variables to transmit the effect of transformational leadership dimensions on job satisfaction.

The study employs a quantitative approach with 405 respondents as the samples. The respondents are teachers and staff of schools in East Java, Indonesia. The data are analyzed using partial least square (PLS).

Trust and team cohesiveness fully mediate the relationship between idealized influences on job satisfaction. Besides, idealized influence, inspirational motivation and individualized consideration directly affect job satisfaction.

The relationship between transformational leadership and employee job satisfaction in educational institutions has been rarely explored. The study contributes to the literature on the role of trust and team cohesiveness in transmitting the effect of transformational leadership dimensions on job satisfaction of school employees.

To increase employee job satisfaction at schools, principals need to be highly concerned about trust in the leader–follower relationship. Therefore, principals are responsible for responding to the followers' needs and aspirations and caring for followers.

The significance of the result findings lies in the detailed model that transmits the direct and indirect effect of the transformational leadership dimensions on job satisfaction.