Abstract
The research questions in the focus of this study concern explanatory relationships between three levels: the societal context, the organisational context, and the team operating within these contexts. This chapter should dispose of any ambiguity there may be concerning these terms and related concepts. It provides a common understanding for the text by defining terms and summarising the relevant knowledge, which this study builds on.
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References
Hofstede (2001), p. 10.
Parsons (1977), p. 6.
For reviews see Bond and Smith (1996) and Straub and Thomas (2003).
Kroeber and Kluckhohn (1952), p. 181.
Hofstede (2001), p. 10.
Hofstede (1980b), pp. 43 and 45; Dahl (2004), pp. 6–7.
Trompenaars and Hampden-Turner (1997), p. 6; Straub and Thomas (2003), p. 34.
Trompenaars and Hampden-Turner (1997).
Hofstede (2001), House et al. (2004).
See Hofstede (2001), p. 10.
Trompenaars and Hampden-Turner (1997), p. 22; Javidan and House (2001), p. 293.
Adapted from Trompenaars and Hampden-Turner (1997), p. 22 and Hofstede (2001), p. 11.
Trompenaars and Hampden-Turner (1997), p. 23.
Hofstede (2001), p. 11–12.
Triandis (1994), Adler (2002), Inglehart and Baker (2000), Hofstede (2001).
Triandis (1994), p. 1, Triandis (1995), p. 4.
Inglehart and Baker (2000); Hofstede (2001), p.34.
This definition is based on the insights listed above and the definition by Spradley (1979), p. 5.
Straub and Thomas (2003).
Schwartz (1994), p.85.
Hofstede (1980) / (2001), Hofstede and Bond (1988), Schwartz (1994), Trompenaars and Hampden-Turner (1997), Triandis (2004a), Triandis (2004b), House et al. (2004).
E. g. Hall’s (1990a) high-context and low-context cultures, Kluckhohn and Strodtbeck’s (1961) Values Orientation Theory, Hall’s (1990b) polychronic vs. monochronic time orientation.
Also labelled Long-Term-Orientation vs. Short-Term-Orientation. Hofstede’s fifth dimension has not been as well received by the research community as his first four dimensions. As Fang (2003) explains, the concept is confusing to the western mind as well as the Oriental / Chinese mind. From the Chinese point of view, the dimension suffers from a philosophical flaw. Therefore, the viability of this dimension is doubted.
Hofstede (2001), p. 369.
This dimension has its roots in research conducted by Triandis (1995).
Gender Egalitarianism and Assertiveness were developed based on Hofstede’s (2001) discussion of the Masculinity dimension. The GLOBE researchers found it necessary to develop two separate measures reflecting these variables because Hofstede’s measure of Masculinity contains items that they considered irrelevant to the concept of masculinity.
This dimension is derived from Kluckhohn and Strodtbeck’s (1961) Temporal Orientation dimension. Conceptually it is slightly similar to Hofstede’s Long-Term-Orientation. However, the GLOBE researchers like others (e.g. Fang (2003)), have serious reservations about the interpretation of Confucian work dynamics as a measure of this dimension.
This dimension was derived from McClelland’s (1961) work on need for achievement. It also includes the future oriented component of Hofstede and Bond’s (1988) Confucian Dynamism.
This dimension has its roots in Kluckhohn and Strodtbeck’s (1961) Human Nature dimension, as well as Putnam’s (1993) work on the civic society and McClelland’s (1985) conceptualisation of the affiliative motive.
Fang (2003), p. 363.
Kostova (1997), p. 180.
As stated by Parboteeah and Cullen (2003), p.138.
As stated by Parboteeah and Cullen (2003), p.138.
Jepperson (1991), Turner (1997), Ingram and Clay (2000).
See for example Kostova (1997) and Kostova (1999). This view is consistent with Scott’s (2001) conceptualisation of the institutional environment as comprising three central pillars or components: The regulatory component reflects the existing laws and rules in a particular national environment, which promote certain types of behaviours and restrict others. The cognitive component reflects the cognitive structures and social knowledge shared by the people in a given country. The normative component consists of social norms, values, beliefs, and assumptions about human nature and behaviour that are socially shared and carried by individuals.
Ingram and Clay (2000), Parboteeah and Cullen (2003).
Scott (2001), p. 54.
Hofstede (2001), p. 11–12.
Jepperson (1991), Scott (2001).
Jepperson (1991), p. 145.
Jepperson (1991), p. 149 with reference to Walter Buckley.
Schwartz (1999).
Schooler (1996).
Amabile (1988), p. 126.
Turniansky and Hare (1998), p. 145.
Amabile (1988), p. 126; Amabile et al. (1996), p. 1155; Miron et al (2004).
Amabile (1988), p. 126, Van de Ven (1986), p. 592.
Van de Ven (1986), p. 591.
See for example Guzzo and Dickson (1996).
Katzenbach and Smith (1993), Cohen and Bailey (1997).
Cohen and Bailey (1997), p. 241; Cohen and Bailey’s definition is based on the works of Alderfer (1977) and Hackman (1987).
See for example McGrath (1984), Chapter 4; Mankin et al. (1996), Cohen and Bailey (1997), pp. 241–243.
The term “innovation team” and its definition are adopted from Högl (1998), pp. 17–18.
Mankin et al. (1996), pp. 26–27; Cohen and Bailey (1997), pp. 242–243.
“Management teams” according to Mankin et al. (1996), pp. 30–31; Cohen and Bailey (1997), p. 243.
Chang (2003), Hagedoorn and Cloodt (2003); Czarnitzki and Kraft (2004); Vera and Crossan (2005).
See description of team level outcomes in Gladstein (1984), Hackman (1987), Pinto and Pinto (1990), Campion et al. (1993), Pinto et al. (1993), McGrath et al. (2000), Högl and Gemünden (2001).
Ernst (2001), p. 144; Hagedoorn and Cloodt (2003), p. 1367; Miron et al (2004), p. 178.
See for example Högl and Gemünden (2001), Högl et al. (2003).
Stock’s (2004) overview shows that findings on the direct impact of team design variables on team outcomes are a lot less clear than those on indirect effects via team process. She regards directly relating these characteristics to performance outcomes as a problematic research design because performance effects of team design characteristics are indirect in nature.
Gladstein (1984), Hackman (1987), Högl (1998).
Fisher (1986), p. 200–201.
Latham and Locke (1979), Locke and Latham (1990).
For more detailed explanations of the effects of goal-setting, feedback and decision-making on the team’s process see Högl (1998).
“Self-managing” teams, see Hackman (1987), p. 334.
Cusumano (1997), p. 19; Högl (1998), p. 105–107; Hoegl and Parboteeah (2006).
Hackman (1987), p. 326; Katzenbach and Smith (1993), p. 47.
Katzenbach and Smith (1993), p. 49; Högl (1998), pp. 91 and 150.
Katzenbach and Smith (1993), p. 48; Högl (1998), pp. 90 and 150.
Högl (1998), pp. 92–93, p. 150.
Milliken and Martins (1996), Joshi and Jackson (2003).
Wagner et al. (1984), Ancona and Caldwell (1992).
Gladstein (1984); Adler (2002), Chapter 5.
Campion et al. (1993), p. 828; Högl (1998), p. 95–97.
Högl and Proserpio (2004).
Van Muijen and Koopman (1994), Burton and Obel (1995), p. 43.
Katz and Kahn (1966), Thompson (1967), Weick (1969).
For a comprehensive review of institutional theory see Scott (2001).
E.g. House et al. (2004).
Scott (2001), p. 179.
For example, Gladstein (1984) and Hackman (1987) have already studied organisation-level constructs as antecedents of group process and stressed the necessity to study groups in context; Guzzo and Dickson (1996), p. 327 note that changes on the organisational level can affect performance on the team level.
Daft (2004), p. 17.
Contingency Theory, see Donaldson (2001).
See for example Daft (2004).
See for example Schneider and Barsoux (2000), Hofstede (2001).
See for example Trompenaars and Hampden-Turner (1997), Hofstede (2001), House et al. (2004), Aycan (2005).
See for example Horwitz (2002a), Horwitz (2002b), Jackson (2004), Aycan (2005).
E.g. Burton and Obel (1995), Chapters 2.4–2.8.; Daft (2004), pp. 17–18.
Pugh and Hickson (1976).
Pugh and Hickson (1976), p. 4–5.
Pugh and Hickson (1976), p. 3.
Jaworski and Kohli (1993), p. 63.
Pugh and Hickson (1976), pp. 3–4; Donaldson (2001), p. 40.
Denison (1996).
See Denison (1996), Glisson and James (2002).
Denison (1996), p. 624.
Denison (1996), p. 622; Wallace et al. (1999), p. 551.
Reichers and Schneider (1990), p. 18; Wallace et al. (1999), p. 553.
Denison (1996), p. 621.
Schein (1997), p. 12.
Collier (1998), p. 632.
Hofstede (2001).
Schein (1997).
Daft 2004, p. 377.
Collier (1998), p. 621; Daft (2004), p. 373.
Cullen et al. (1989), p. 50.
For a description of the six stages of moral development along three levels (standards), see Kohlberg (1981), Appendix.
Cullen et al. (1993), pp. 672–673.
Adapted from Cullen at al. (1989), p. 58.
Descriptions based on Cullen et al. (1993).
Jackson (2002), p. 1008, distinguishes an antithesis between an instrumental view of people in organisations that perceive people as a means to an end and a humanistic view of people, which sees people as having a value in their own right and being an end in themselves.
Hellriegel et al. (2004), Chapter 11.
Adapted from Jackson (2004), p. 17.
Kiggundu (1988), Kanungo and Jaeger (1990), Blunt and Jones (1997).
Jackson (2004), p. 23.
“The African Renaissance was a term coined in the 1990s to denote a patchwork of desirable outcomes: the mobilization of indigenous knowledge, values and virtues, the creation of dialogue between Africa and the West, the participation of Africa in ‘The New World Order’, liberation from corrupt regimes, the triumph of democracy and ultimately, the uplift of the continent.” (Tomaselli, 2003)
Jackson (2004), p. 27–30 refers, among others, to Human (1996), Dia (1996), Mbigi (1997).
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(2007). Theoretical Background. In: Teamwork for Innovation in Sub-Saharan Africa. DUV. https://doi.org/10.1007/978-3-8350-9588-5_2
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