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The purpose of this study is to investigate differences between individual and collective budgeting decisions with respect to budgetary slack creation and task performance. While a great deal of research exists in the area of budgeting, to our knowledge, no prior studies have dealt with budget settings in a collective (e.g. small group or cross-functional team) environment. Accordingly, the current study examines differences in slack creation and task performance using a two (decision mode: individual vs. collective decision) by two (incentive contract: slack-inducing vs. truth inducing) between-subjects experimental design. A total of 295 students participated in the experiment (79 individuals and 72 three-person collective units). As expected, individuals and collective decision-makers created significantly more slack under a slack-inducing contract than a truth-inducing contract. Additionally, as anticipated, collective decision-makers created more slack than individuals under a slack-inducing contract. Unexpectedly, however, collective decision-makers created more slack than individuals using a truth-inducing contract. Task performance was significantly different between individuals and collective unit members, such that performance of former exceeded latter, as hypothesized. Finally, preliminary analysis indicated that choice shift occurred in the collective units, such that the units became more cautious in setting budget goals than individuals under both incentive contract conditions.

With increasingly precarious work contracts, more remote work, and additional flexibility in the timing of the workday, the new world of work is creating both relational opportunities and relational challenges for modern workers. In this chapter, we pair recent research on human thriving with trends we observe in organizations' efforts to create and maintain a sense of community. Key in these efforts is a new kind of built environment – the coworking space – which brings together remote and independent workers and, increasingly, traditional employees as well. We show that in curating community, or perhaps even the possibility of community, coworking spaces may support the interpersonal learning and vitality that help workers to thrive.

Shared leadership is increasingly important in today's organizations. The purpose of this paper is to examine the association between shared leadership and team performance, the moderating role of demographic diversity and the mediating role of information sharing on this relationship.

The research used a field study design, quantitative data of employees from two different organizations. Data were analyzed with structural equation modeling analyses.

Shared leadership was positively associated with team performance and this association was mediated by information sharing. Demographic diversity moderated the relationship between shared leadership and team performance, such that shared leadership was more strongly associated with team performance in more diverse teams and less in less diverse teams.

The results found support for moderating and mediating variables, explaining under what conditions and how shared leadership is associated with team performance in organizations.

The findings highlight the importance of nurturing shared leadership, in particular as teams tend to grow more diverse in our todays’ work settings. They also highlight the importance of diversity in how shared leadership unfolds its potential.

The research highlights that shared leadership, diversity, and information are increasingly important in today's organizations and should be considered from a more positive standpoint.

This research explored the association between shared leadership, demographic diversity, and information sharing with team performance. It represents a first step in examining the moderating and mediating variables of the shared leadership and team performance association.

Within the expansive body of literature on knowledge management, very little research is found that examines the use of teams as a sub‐process for knowledge management. This article addresses this limitation by seeking to provide a theoretical framework that examines the similarities between the benefits of incorporating teams into the workplace and incorporating knowledge management principles. Recognizing that knowledge management has several critical dimensions, the framework that ties workplace teams to each of these knowledge management dimensions is built. Knowledge management and teams in the workplace are viewed at the individual, team and organizational level of analysis.

This is a conceptual paper that reviews current literature on teams and matches the functions of teams to those of knowledge management critical dimensions as outlined by Argote et al. knowledge management context and knowledge management outcomes.

The deficit in current literature is identified by placing teams as a sub‐process for knowledge management. Additionally, the benefits teams can have on an organization within the knowledge management process are identified.

The research contributes to the field by offering a framework that can serve to further the research on utilizing teams as a sub‐process to knowledge management. Teams are identified as a sub‐process to the knowledge management process within an organizational framework.

Leadership education seeks to develop leadership knowledge and skills for a universal student body. Challenges arise in English-speaking classes when student populations are comprised entirely of nonnative speakers. Activities accommodating multimodal concepts of learning may better facilitate knowledge acquisition and provide context in light of a significant lack of English proficiency. This mixed methods study examines the value of non-traditional leadership classroom activities engaging nonnative English students. Participants who completed undergraduate-level leadership studies courses with an English language curriculum reported preferences and retention resulting from the use of experiential learning, including art in the classroom, simulations, and low ropes activities.

The purpose of this paper was to study how psychiatric doctors practise leadership in multidisciplinary healthcare teams. The paper seeks to answer the question: How do psychiatric doctors lead multidisciplinary teams during treatment conferences?

Six psychiatric teams were studied at a university hospital. Each team was observed over a period of 18 months, and data were collected during four years (2008-2011). Data were collected through interviews with doctors (n = 19) and observations (n = 30) of doctors’ work in multidisciplinary psychiatric teams.

Doctors in a multidisciplinary team use either self-imposed or involuntary leadership style. Oscillating between these two extremes was a strategy for handling the internal tensions of the team.

The study was a case study, performed during treatment conferences at psychiatric wards in a university hospital. This limitation means that there is cause for some caution in generalising the results.

The results are useful for understanding leadership in multidisciplinary medical teams. By understanding the reversible logic of leadership, cooperation and knowledge sharing can be gained, which means that a situation of mere peaceful coexistence can be avoided. Understanding the importance of the informal contract makes it possible to switch leadership among team members. A reversible leadership with an informal contract makes the team less vulnerable. The team’s professionals can thus easily handle difficult situations and internal tensions, facilitating leadership and management of multidisciplinary teams.

Doctors in multidisciplinary psychiatric teams use reversible leadership logic.

This paper discusses the communicative process of messy talk that enables collaborative problem-solving and tacit knowledge sharing among interdisciplinary team members. The paper aims to (1) trace relevant literature and lay out the conceptual and operational definitions of messy talk, (2) highlight messy talk as an enacted communication competence and (3) discuss the antecedents of messy talk and offer empirical propositions to guide future research.

This conceptual paper traces and integrates relevant literature from the construction, management and organizational and group communication disciplines to promote and foster research on messy talk.

Based on extant research on messy talk, the paper first provides clear conceptual and operational definitions of the messy talk construct. Second, using practice perspective, messy talk is presented as an enacted communication competence that focuses on the ongoing demands of the context and the situated practices of organizational members. Third, several factors including team members' technical expertise, task routineness, team history, time pressure and information sharing systems that influence the amount of messy talk conversations in teams are discussed. Lastly, the paper underscores the key implications of considering messy talk as an enacted communication competence on the performance and training of knowledge workers.

The presentation of messy talk as an enacted communication competence is a deliberate consideration of knowledge as an emergent, intersubjectively negotiated phenomenon that is deeply rooted in practice.

The purpose of this paper is to review the literature on Total Productive Maintenance (TPM) and to present an overview of TPM implementation practices adopted by the manufacturing organizations. It also seeks to highlight appropriate enablers and success factors for eliminating barriers in successful TPM implementation.

The paper systematically categorizes the published literature and then analyzes and reviews it methodically.

The paper reveals the important issues in Total Productive Maintenance ranging from maintenance techniques, framework of TPM, overall equipment effectiveness (OEE), TPM implementation practices, barriers and success factors in TPM implementation, etc. The contributions of strategic TPM programmes towards improving manufacturing competencies of the organizations have also been highlighted here.

The literature on classification of Total Productive Maintenance has so far been very limited. The paper reviews a large number of papers in this field and presents the overview of various TPM implementation practices demonstrated by manufacturing organizations globally. It also highlights the approaches suggested by various researchers and practitioners and critically evaluates the reasons behind failure of TPM programmes in the organizations. Further, the enablers and success factors for TPM implementation have also been highlighted for ensuring smooth and effective TPM implementation in the organizations.

The paper contains a comprehensive listing of publications on the field in question and their classification according to various attributes. It will be useful to researchers, maintenance professionals and others concerned with maintenance to understand the significance of TPM.

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

The COVID-19 pandemic has provided leadership educators with a unique and perilous opportunity. The events of 2020 were profoundly impactful and traumatic for our students, but they also illustrate a level of visceral engagement with various leadership topics that is incredibly useful. In this article, we outline some of the pedagogical considerations for using a chaotic and trauma filled set of experiences to teach leadership concepts. Specific theories and topics areas are presented that represent the most likely intersection of the pandemic and leadership, and examples are included for use by practitioners.