Relationships between Climate, Process, and Performance in Continuous Quality Improvement Groups

Autor/inn/en	Wilkens, Roxanne; London, Manuel
Titel	Relationships between Climate, Process, and Performance in Continuous Quality Improvement Groups
Quelle	In: Journal of Vocational Behavior, 69 (2006) 3, S.510-523 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0001-8791
DOI	10.1016/j.jvb.2006.05.005
Schlagwörter	Classification; Interviews; Self Disclosure (Individuals); Feedback; Interpersonal Relationship; Learning Processes; Goal Orientation; Performance; Total Quality Management; Security (Psychology); Conflict; Correlation + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning process; Lernprozess; Zielorientierung; Zielvorstellung; Achievement; Leistung; Quality management; Qualitätsmanagement; Security; Psychology; Sicherheit; Konflikt; Korrelation
Abstract	This study examined relationships between group climate (participants' learning orientation, feelings of psychological safety, and self-disclosure), process (feedback and conflict), and performance in continuous quality improvement groups. Forty-nine participants in eight hospital groups were surveyed as the groups neared completion. Groups were classified as high or low performing based on interviews with group leaders and facilitators. Ratings of self-disclosure and feelings of psychological safety were related to lower relationship and task conflict and more giving and seeking feedback. Learning orientation was positively related to feedback. Climate and feedback were positively related to creativity of outcomes, while learning orientation and having an active facilitator were related to performance ratings. High performing teams were higher in ratings of learning orientation, facilitation, creativity of outcomes, and overall performance. The results demonstrate the importance of facilitation of learning and interpersonal relationships within structured groups. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10