![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This article presents two studies aimed at understanding consequences of giving students complete decision-making authority to select team members for a team assignment. Study 1 concludes that students place a high level of importance on cognitively categorizing their classmates as those to approach and avoid when self-selecting teams, and they put forth a good deal of effort to actually approach some classmates and avoid others. The approach category forms for most students as they develop a team assignment social network comprised of classmates who are highly trusted and believed to be high in trustworthiness. Study 2 finds evidence that, in the absence of network members and prior knowledge of each other, students use social cues (style of dress) to cognitively categorize classmates and make inferences about their trustworthiness based on the category in which they are placed. Study 2 also finds that style of dress influences students’ trust in their classmates, preference for who they want on their team, and effort they would put forth to approach some classmates and avoid others. Implications and opportunities for future research are discussed.
References
Section:
|
Bacon, D. R., Stewart, K. A., Anderson, E. S. (2001). Methods of assigning players to teams: A review and novel approach. Simulation & Gaming, 32, 6-17. Google Scholar | SAGE Journals | |
|
Bacon, D. R., Stewart, K. A., Stewart-Belle, S. (1998). Exploring predictors of student team project performance. Journal of Marketing Education, 20, 63-71. Google Scholar | SAGE Journals | |
|
Blowers, P. (2003). Using student skill self-assessment to get balanced groups for group projects. College Teaching, 50, 106-110. Google Scholar | Crossref | |
|
Boss, R. W. (1978). Trust and managerial problem solving revisited. Group & Organization Studies, 3, 331-342. Google Scholar | SAGE Journals | |
|
Buchar, R. D. (2015). Diversity consciousness: Opening our minds to people, cultures, and opportunities. New York, NY: Pearson. Google Scholar | |
|
Chapman, K., Meuter, M., Toy, D., Wright, L. (2006). Can’t we pick our own groups? The influence of group selection method on group dynamics and outcomes. Journal of Management Education, 30, 557-569. Google Scholar | SAGE Journals | |
|
Connerley, M. L., Mael, F. A. (2001). The importance and invasiveness of student team selection criteria. Journal of Management Education, 25, 471-494. Google Scholar | SAGE Journals | |
|
Dasgupta, P. (1988). Trust as a commodity. In Gambetta, D. (Ed.), Trust: Making and breaking cooperative relations (pp. 47-72). New York, NY: Basil Blackwell. Google Scholar | |
|
Feichtner, S. B., Davis, E. A. (1985). Why some groups fail: A survey of students’ experiences with learning groups. Journal of Management Education, 9(4), 77-88. Google Scholar | |
|
Hart Research Associates . (2010). Raising the bar: Employers’ views on college learning in the wake of the economic downturn. Retrieved from https://hilo.hawaii.edu/academics/gened/documents/AACU_Report_Employers_on_College_Learning_2010.pdf Google Scholar | |
|
Hart Research Associates . (2015). Falling short? College learning and career success. Retrieved from https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf Google Scholar | |
|
Huxham, M., Land, R. (2000). Assigning students in group work projects: Can we do better than random? Innovation in Education and Training International, 37, 17-22. Google Scholar | Crossref | ISI | |
|
Jalajas, D. S., Sutton, R. I. (1984). Feuds in student groups: Coping with whiners, martyrs, saboteurs, bullies, and deadbeats. Journal of Management Education, 9(4), 94-102. doi:10.1177/105256298400900413 Google Scholar | SAGE Journals | |
|
Jones, G. R., George, J. M. (1998). The experience and evolution of trust: Implications for cooperation and teamwork. Academy of Management Review, 23, 531-546. Google Scholar | Crossref | ISI | |
|
Matta, V., Luce, T., Ciavarro, G. (2011). Exploring impact of self-selected student teams and academic potential satisfaction. Information Systems Education Journal, 9(1), 14-23. Google Scholar | |
|
Mayer, R. C., Davis, J. H. (1999). The effect of the performance appraisal system on trust for management: A field quasi-experiment. Journal of Applied Psychology, 84, 123-136. Google Scholar | Crossref | ISI | |
|
Mayer, R. C., Davis, J. H., Schoorman, D. F. (1995). An integrative model of organizational trust. Academy of Management Review, 20, 709-734. Google Scholar | Crossref | ISI | |
|
Mayer, R. C., Gavin, M. B. (2005). Trust in management and performance: Who minds the shop while the employees watch the boss? Academy of Management Journal, 48, 874-888. Google Scholar | Crossref | ISI | |
|
McKnight, D. H., Cummings, L. L., Chervany, N. L.(1998). Initial trust formation in new organizational relationships. Academy of Management Journal, 23, 473-490. Google Scholar | |
|
McPherson, M., Smith-Lovin, L., Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415-444. Google Scholar | Crossref | ISI | |
|
Mello, J. A. (1993). Improving individual member accountability in small work group settings. Journal of Management Education, 17, 253-259. Google Scholar | SAGE Journals | |
|
Misner, I. (2017). Networking like a pro: Turning contacts into connections. Irvine, CA: Entrepreneur Press. Google Scholar | |
|
Muller, T. E. (1989). Assigning students to groups for class projects: An exploratory test of two methods. Decision Sciences, 20, 623-634. Google Scholar | Crossref | |
|
Neu, W. A. (2012). Unintended cognitive, affective, and behavioral consequences of group graded assignments. Journal of Marketing Education, 34, 67-81. Google Scholar | SAGE Journals | |
|
Neu, W. A. (2015). Social cues of (un)trustworthy team members. Journal of Marketing Education, 37, 36-53. Google Scholar | SAGE Journals | ISI | |
|
Rosenbaum, M. S., Moraru, I., Labrecque, L. I. (2014). A multicultural service sensitivity exercise for marketing students. Journal of Marketing Education, 35, 5-17. Google Scholar | SAGE Journals | |
|
Schneider, D. J. (2004). The psychology of stereotyping. New York, NY: Guilford Press. Google Scholar | |
|
Scott, T. J., Bisland, R. B., Tichenor, L. H., Cross, J. H. (1994). Team dynamics in student programming projects. Proceedings of the twenty-fifth SIGCSE Symposium on Computer Science Education, USA, 26(1), 111-115. doi:10.1145/191033.191076 Google Scholar | Crossref | |
|
Seethamraju, R., Borman, M. (2009). Influence of group formation choices on academic performance. Assessment & Evaluation in Higher Education, 34, 31-40. Google Scholar | Crossref | ISI | |
|
Thorndike, E. L. (1906). Introduction. In Thorndike, E. L. (Ed.), The principles of teaching: Based on psychology (pp. 1-11). New York, NY: A. G. Seiler. Google Scholar | Crossref | |
|
Van den Bulte, C., Wuyts, S. (2007). Social networks and marketing. Cambridge, MA: Marketing Science. Google Scholar | |
|
Wrightsman, L. S. (1991). Interpersonal trust and attitudes toward human nature. In Robinson, J. P., Shaver, P. R., Wrightsman, L. S. (Eds.), Measures of personality and social psychological attitudes (pp. 373-412). San Diego, CA: Academic Press. Google Scholar | Crossref | |
|
Zand, D. E. (1972). Trust and managerial problem solving. Administrative Science Quarterly, 17, 229-239. Google Scholar | Crossref | ISI |
