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1 – 2 of 2Richard O'Neill, Verena Murphy, Jacqueline Mogle, Kristin L. MacGregor, Michael J. MacKenzie, Mariam Parekh and Mindy Pearson
Research from numerous theories shows teams' information sharing and discussion enhances effectiveness. Likewise, team communication structure can increase information sharing…
Abstract
Purpose
Research from numerous theories shows teams' information sharing and discussion enhances effectiveness. Likewise, team communication structure can increase information sharing, manage conflict productively and foster creativity. However, the lack of unifying theory hinders understanding of the disparate research findings. Agazarian aims to unify the field with her meta‐theoretical, multi‐level Theory of Living Human Systems (TLHS). Furthermore, her TLHS‐derived Systems‐Centered Training (SCT) presents an innovative structure to improve team performance. The purpose of this paper is to compare the verbal process, productivity, and creativity of pre‐existing work groups using SCT methods or Robert's Rules of Order (RRO), to test TLHS/SCT reliability and validity.
Design/methodology/approach
The verbal characteristics, information sharing, productivity, and creativity in SCT and RRO teams were compared using the System for Analyzing Verbal Interaction (SAVI), Group Productivity Scale and Work Group Inventory.
Findings
SCT teams, compared to groups using RRO, talked in ways more likely to transfer and integrate task‐related information. Furthermore, SCT teams were more productive, better performing, and more creative.
Research limitations/implications
The study's design does not permit cause‐and‐effect conclusions. Proposals for future research are made.
Practical implications
The results suggest SCT methods improve team communication, productivity, and creativity. Because this study examined “real‐world” teams, the findings may apply to similar groups in various workplaces.
Social implications
Having the ability to use differences as resources could improve society.
Originality/value
This paper suggests SCT methods offer innovative communication structures that focus teams effectively, perhaps by minimizing off‐task communications and conflict. Also, as SCT operationally defines TLHS, these results support the validity of TLHS.
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Six million Iraqis were displaced during the Iraq-Daesh War, and although many have returned to their communities, there remain approximately 1.3 million internally displaced…
Abstract
Six million Iraqis were displaced during the Iraq-Daesh War, and although many have returned to their communities, there remain approximately 1.3 million internally displaced persons (IDPs) across the country. Today, approximately 25% of IDP children in Iraq are out of school (REACH, 2020). This study foregrounds the voices and family histories of IDPs when navigating educational access and makes a methodological argument for the need for increased qualitative research in post-conflict settings. Using the conceptual framework of navigation, the author presents displaced persons as agentic, dynamic people with lived histories, present realities, and imagined futures which inform their journey through the education system. Semi-structured interviews with 16 IDPs who identified as parents or caregivers were conducted virtually. Displaced Iraqis value education for different reasons, ranging from basic literacy to employment to societal improvement. In doing so, the author challenges the barrier-dominant framework through which IDP educational access is often understood and nuanced with a temporal lens which requires us to identify IDPs as (1) persons capable of making choices for themselves, (2) givers as well as receivers, and (3) persons who aspire to goals beyond basic survival.
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