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The field of Human Resource Management (HRM) has long recognized the importance of interpersonal influence for employee and organizational effectiveness. HRM research and practice have focused primarily on individuals’ characteristics and behaviors as a means to understand “who” is influential in organizations, with substantially less attention paid to social networks. To reinvigorate a focus on network structures to explain interpersonal influence, the authors present a comprehensive account of how network structures enable and constrain influence within organizations. The authors begin by describing how power and status, two key determinants of individual influence in organizations, operate through different mechanisms, and delineate a range of network positions that yield power, reflect status, and/or capture realized influence. Then, the authors extend initial structural views of influence beyond the positions of individuals to consider how network structures within and between groups – capturing group social capital and/or shared leadership – enable and constrain groups’ ability to influence group members, other groups, and the broader organizational system. The authors also discuss how HRM may leverage these insights to facilitate interpersonal influence in ways that support individual, group, and organizational effectiveness.

Meetings can serve the important role of facilitating communication and coordination for systems of teams known as “multiteam systems” (MTSs) that work interdependently to achieve grand societal challenges. Given that MTSs often appear in complex, ambiguous, urgent, and multifaceted task contexts, the MTSs require effective, and efficient but thorough, communication within and between teams in order to achieve shared goals. However, the extant literature regarding the science of meetings has left much to be explored in regard to the inter- and intrateam influences and impacts. This chapter considers the significance of meetings and their practical value in facilitating MTS processes and performance by leveraging what is known thus far regarding MTS structural attributes, their value, their challenges, and opportunities, integrating this foundation with the broader science of meetings. Building on this rationale, the authors move toward empirically and theoretically derived considerations for how meetings may best be designed, facilitated and utilized for MTS effectiveness, as guided by our current understanding of critical MTS attributes.

Research on organizational teamwork is increasingly highlighting the patterned nature of the relational processes (e.g., communication, backup behavior) and psychological states (e.g., trust, shared cognition) that underlie team effectiveness. However, studies of teams often rely on methodologies that do not explicitly assess the underlying patterns of relational processes and states. Social network approaches offer an appealing alternative to the typical methodologies used in team research given that network approaches provide both the theory and methodology necessary to conceptualize and investigate patterns of interactions among group members. Despite the advantages of social network approaches, many team researchers are unfamiliar with the network paradigm and its associated methodologies. The purpose of this chapter is to clarify how networks can be leveraged to answer key research questions related to the study of team functioning and effectiveness. We begin by discussing the evolution and eventual convergence of team research and network approaches. Then, we examine the current state of the literature at the intersection of teams and networks in order to identify key takeaways and remaining questions. We conclude by highlighting opportunities for the future of team network science.

In this chapter we discuss attitudinal and affective factors in the context of science teams. We review some of the key findings on conflict, trust, and cohesion in teams and discuss the differentiation between team-related and task-related definitions of each. In so doing, we discuss their relevance to team effectiveness in science teams and provide guidance on notional areas of research for understanding how these are related to effectiveness in science teams.

This chapter presents a critical analysis of administration and its dysfunctional relationship to teaching and learning. Researchers conducted an ethnographic study over the course of 2 years. The reflective narrative (Nielsen, 1995) is of an iteration of Smith and Geoffrey's (1968) insider–outsider technique revealed systemic dysfunction, professional deference, and disregard. It provides the framework from which to view the dysfunctional behavior of both teachers and administrators. The critical analysis provides a research to practice component, which informs the preparation of future administrators through the revelation of the study's administrative challenges and expectations in the field of education.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.