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Teams in organizations have weekly – or even daily – meetings to exchange information, generate ideas, solve problems, and make decisions. Yet, many team meetings are described as ineffective by the participants, due to either their design or dysfunctional communication practices within the meeting. To gain new insights into addressing these issues, this chapter goes back deep in history and discusses the origins and functions of group meetings. Building upon evolutionary theories of human behavior, the authors examine the evolutionary significance of meetings and the ways in which they were adaptive for our human ancestors. Drawing from this evolutionary perspective, we then compare meetings in ancestral times with their modern-day counterparts. Using evidence from (a) ethnographic studies of small-scale societies that model ancestral group life and (b) organizational and team science, we contrast the typical workplace meeting with its ancient counterpart. In this review of ancient and modern meetings, we identify meeting characteristics that have been maintained through time as well as those that are unique/new in the modern time. In doing so, we inspect to what extent meeting practices in ancestral environments are aligned or at odds with meeting practices in contemporary organizations (the notion of mismatch). From these similarities and differences, we derive novel theoretical insights for the study of workplace meetings as well as suggestions for improving contemporary meeting practice. We also include a series of testable propositions that can inform future research on team meetings in organizations.

Maintaining and protecting employee well-being and health is of paramount importance for organizations in order to prevent financial losses due to illness, absenteeism, and fluctuation. This chapter discusses the role of team meetings for employee well-being. As the contemporary workplace is shaped by team work, team meetings increasingly shape employees’ experiences at work. As such, team meetings may also have a major influence on employee well-being as they consume large amounts of time and thus strongly influence workers’ schedules. While previous research has predominantly focused on negative aspects of meetings and mainly considered them as a workplace stressor, this chapter advances a positive perspective on meetings as opportunities for boosting rather than impairing employee well-being. Upon reviewing the extant evidence about linkages between workplace meetings and well-being, the authors highlight the role of team dynamics during meetings for individual well-being and suggest new perspectives for future research. The authors also discuss actionable implications for structuring and facilitating meetings in order to avoid negative and increase positive effects of team meeting interactions on employee well-being.

Debriefs are a type of workplace meeting that often use after events and critical incidents. Debriefs are used to review performance, promote shared learning and understanding, and improve future team performance. Similarly, reflexivity refers to the extent to which team members reflect upon and openly discuss group processes, procedures, and actions to improve future team performance. In this chapter, the authors review the separate literatures and explore the relationship between debriefs and reflexivity. While the debrief literature does focus on aspects of reflection, what occurs between the aspects of reflection, planning, and action is left unexplored. The concept of reflexivity fits well with the successful use of debriefs, as reflexivity ensures that reflection results in outcomes and moves beyond just an overview or discussion during debriefing. Additionally, important constructs such as psychological safety and sensemaking are relevant to both debriefs and reflexivity such that open and honest discussion as well as developing shared understanding are necessary for effective debriefing and reflection. Using the constructs of psychological safety and sensemaking, the authors propose a model that situates both reflexivity and effective debriefs in the context of team learning. This model integrates team reflexivity with team debriefs, provides a better understanding of how teams can carry out more effective debriefs, and explains how more effective debriefing and greater team reflexivity lead to enhanced learning and improvement in team performance.

Previous research on workplace meetings identified critical design features, leader behaviors, group dynamics, post-meeting actions, and other factors which help determine the effectiveness of the meeting. But as much as the authors acknowledge that meetings may differ from each other, much of the research appears to assume that it is meaningful to talk about “the meeting” as a single, generic entity (most commonly, the regularly scheduled staff or department meeting). In fact, though, there are several common types of meetings which vary among themselves in terms of a number of measurable parameters such as structure, meeting members, meeting leader, timing and duration, and scope. It is a gratuitous assumption that what the authors know about workplace meetings based on one especially common type applies to all workplace meetings. This chapter offers a historical review of previous attempts to classify meeting types; it then overviews several common types which deviate from the standard staff meeting paradigm, including project team meetings, debrief meetings, committee meetings, site-wide meetings, shift change meetings, and crew formation meetings. In comparing these types to the staff meeting, the authors identify some of the critical differences, thereby providing a first step toward a true taxonomy of meetings.

Understanding patterns identified in research on emergency teams (ETs) may not only enrich applied understanding of coordinated emergency response but also broader theory about communication and the adaptive potential of groups and teams more generally. This chapter establishes the theoretical significance of ETs, especially for scholarship wishing to acknowledge and account for their embeddedness in organizations and institutions. Further, it describes what has been learned from ET research with regard to the impact of stress, the management of emergent ambiguity, and the role of communication in postincident learning and continuous improvement.

Worldwide efforts to identify individuals infected with the hepatitis C virus (HCV) focus almost exclusively on community healthcare systems, thereby failing to reach high-risk populations and those with poor access to primary care. In the USA, community-based HCV testing policies and guidelines overlook correctional facilities, where HCV rates are believed to be as high as 40 percent. This is a missed opportunity: more than ten million Americans move through correctional facilities each year. Herein, the purpose of this paper is to examine HCV testing practices in the US correctional system, California and describe how universal opt-out HCV testing could expand early HCV detection, improve public health in correctional facilities and communities, and prove cost-effective over time.

A commentary on the value of standardizing screening programs across facilities by mandating all facilities (universal) to implement opt-out testing policies for all prisoners upon entry to the correctional facilities.

Current variability in facility-level testing programs results in inconsistent testing levels across correctional facilities, and therefore makes estimating the actual number of HCV-infected adults in the USA difficult. The authors argue that universal opt-out testing policies ensure earlier diagnosis of HCV among a population most affected by the disease and is more cost-effective than selective testing policies.

The commentary explores the current limitations of selective testing policies in correctional systems and provides recommendations and implications for public health and correctional organizations.

Organizations increasingly view their internal staff as a source of innovation and change and tend to involve an increasing number of organizational members in strategy work. This inclusion is a form of decentralized strategy and usually takes place in meetings. This chapter explores how meetings can become a planned emergence strategy for unlocking endogenous innovation potential. Data have been gathered from a still ongoing field project in which employees of six public offices such as the police or fire brigade participate. The public offices’ administration is characterized by a traditional division of responsibility, meaning that strategy has so far been the business of only few people at the top of the organization. For the first time in this organization, managers and other specialists at various organizational levels have been invited to partake in the new bottom-up strategy format Think Tank. The goals of the Think Tank are to identify the needs of the employees, to find and show potential, create a subculture and encourage innovation. The Think Tank meetings are attended by highly motivated employees who want to develop further organizational goals. The investigation illustrates that exchange on an equal basis, voluntary participation and mixed teams form the foundation for planned emergence strategy meetings. The interactions within the groups are characterized by participants having a positive attitude and avoiding negatively connoted behavior. In the strategy meetings, the various organizational members are enabled to join forces and contribute to strategic renewal. Strategic renewal is essential in a volatile, uncertain, ambiguous, and complex world. This chapter illustrates how meetings can facilitate strategic renewal through planned emergence.

Little has been written about the use of skill sheets in leadership education and this paper demonstrates how they have been implemented in one specific context. Used in a number of domains (e.g., karate, cardiopulmonary resuscitation) skill sheets are checklists or rubrics that record skill performance. The use of skill sheets in leadership learning and education is a critical step in our efforts to grow as a discipline. Founded in 2015, the Collegiate Leadership Competition has incorporated the use of skill sheets in skill development, assessment of learning, and curriculum design.

The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the context of a student environment. The results of two confirmatory factory analyses of two independent samples of data from students across the United States provide support for a 19-factor model of EIL and the construct validity of the EILS:I 2.0. These results provide leadership educators evidence that use of the EILS:I 2.0 will result in the measurement of 19 capacities of EIL in students. Implications of these findings for leadership educators and directions for future research are discussed.

This research assesses the Know, See, Plan, portions of the Know, See, Plan, Do (KSPD) model for curriculum design in leadership education. There were 3 graduate student groups, each taught using 1 of 3 different curriculum designs (KSPD and 2 control groups). Based on apre- test, post-test design, students’ performance was measured to assess their knowledge, and application skills of the course material. Results indicated MBA students taught based on a KSPD curriculum (Group 1) performed significantly better than students in the two control groups on 3 post-test dependent measures designed to capture the effectiveness of the Know, See, Plan curriculum design model, (basic leadership information (K1), recognition of leadership concepts in practice (S1), and developing a plan of action (P1)). Group 1 also performed significantly better on all 3 post-test measures than they performed on the 3 pre-test measures. The non-MBA control group (Group 2) improved significantly from pre-test to post test on P1 but not on S1 or K1. The MBA control group (Group 3) had no significant changes in performance from pre-test to post-test on any of the three dependent measures. These findings are discussed in terms of their support for the KSPD model and in regard to limitations of this study.