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University Division/OfficeDepartment of Psychology – Social and Business Psychology
Productivity in Scientific Teams
Anamarija Klaic
University of Zurich
Talk as part of the VMI Scientific Excellence & Well-Being Initiative
February 12, 2020
Zurich, Switzerland
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 1
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
So, this talk… what is it going to be about?
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic
some remarks about the relevance…
... of investigating productivity in scientific teams
a quick overview of the research literature
… on the topic of scientific productivity
some insights into the results and implications
… of recent studies on this topic
ideas for future projects in line with the aims of the
… VMI Scientific Excellence & Well-Being Initiative
Seite 2
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Setting: Teams in science
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic
▪ Team-based work structures have become prevalent in science, as conducting research has
become more complex and challenging (Cooke & Hilton, 2015).
▪ In the case of teamwork in science the question about effective leadership arises, as team
leaders in higher education institutions oftentimes lack management expertise (Braun, Peus,
Weisweiler, & Frey, 2013; Cooke & Hilton, 2015).
▪ Academia is a challenging workplace: contingent employment, conflicting role requirements,
distinct mixed-motive situations (i.e., competing individual-level and team-level goals and needs)
and limited promotion prospects (Feldman & Turnley, 2004; Goastellec, Park, Ates, & Toffel, 2013; van der
Weijden, Teelken, Boer, & Drost, 2016).
Seite 3
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 4
About that term «productivity»
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 5
About that term «productivity»
It’s not just about
«PUBLISH OR PERISH»…
… besides scientific excellence
other indicators such as
WELL-BEING and HEALTH
matter as well!
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Literature Review
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 6
OrganizationalCharacteristics
Buchheit et al., 2001; Chen et al., 2006; Fox & Mohapatra, 2007; Hardré et al., 2011; White et al., 2012
Team/Group Characteristics
*Braun et al., 2013; *Cummings et al., 2013; *Louis, et al., 2007; *Omar & Ahmad, 2014
Individual Characteristics
Buchheit et al., 2001; Chen et al., 2006; Hardré et al., 2011; Pasupathy & Siwatu, 2014; White et al., 2012
• financial support
• less teaching obligations
• creative work environment*
• team size*, heterogenity*
• positive team climate
• team commitment
• transformational leadership*
• efficient time management
• intrinsic motivation
• high self-efficacy
• low teaching load
• conciousness
• high work engagement
*studies about scientific teams (professors, post-docs, PhDs)
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Leadership and Fit
Sozial- und Wirtschaftspsychologie
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 8
How much does it matter if you and
your supervisor are on the same page?
person-supervisor fit
≈ professor-(young)scientist fit
And how much does it matter if you
and your teammates are getting along?
team fit
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Theoretical Approaches
▪ Dual-focused model of transformational leadership (Wang & Howell, 2010):
Individual-focused transformational leadership
Group-focused transformational leadership
▪ Person environment fit theory (PE Fit; Kristof-Brown et al., 2005):
Person-Job Fit (Needs-Supplies, Demands-Abilities), Person-Organization Fit, Person-Group Fit,
Person-Person (Person-Supervisor) Fit, Person-Vocation Fit
high fit → resource → positive outcomes
low fit → stressor → negative outcomes
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 9
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Theoretical Approaches - LEADERSHIP
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 10
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Theoretical Approaches - FIT
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 11
Person Environment
Fit
person-job fit
needs-suppliesfit
demands-abilitiesfit
person-organization fit
person-group fit
person-person fit
person-supervisor fit
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Conceptual Model
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 12
Team fit
Group-focused
transformational leadership
Job satisfaction
Work-related strain
Individual-focused
transformational leadership
Person-supervisor fit
Team-level
Individual-level
Needs-supplies fit
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Design
▪ Study design: 3 measurement points with a time lag of 4 weeks (i.e., three-wave methodological design;
McCarthy, Trougakos, & Cheng, 2016); online surveys
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 13
T1 Oct.-Nov. 2015
Scientific staff:
• transformational leadership
• demographics
T2 Dec.-Jan 2015/16
Scientific staff:
• fit at work
T3 Feb.-March 2016
Scientific staff:
• job satisfaction
• work-related strain
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Sample
134 scientific staff members
from 42 scientific teams
from different higher education institutions in Switzerland
scientific staff members
Øage 31 years (SD = 6.2)
♂/♀ 43% female
team size: 3.2 members per team (SD = 1.5)
team duration: 28.2 months (SD = 13.4)
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 14
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Measures
Individual-focused transformational leadership (Wang & Howell, 2010)
➢ 18 items: “My direct supervisor encourages me to set high goals for myself.”
Group-focused transformational leadership (Wang & Howell, 2010)
➢ 16 items: “My direct supervisor fosters collaboration among team members.”
Person-supervisor fit (Van Vianen, Shen & Chuang, 2011)
➢ 5 Items: “How would you describe the match between the things you value in life and the things your
supervisor values?”
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 15
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Measures
Needs-supplies fit (Saks & Ashforth, 1997)
➢ 4 items: “I feel that this job enables me to do the kind of work I want to do.”
Team fit (Kristof-Brown et al., 2014)
➢ 6 items: “The things that our team members value in life are very similar to each other.”
Job satisfaction (Bowling & Hammond, 2008)
➢ 3 items: “All in all I am satisfied with my job.”
Work-related strain (Revicki, May & Whitley, 1991)
➢ 22 items: “I am treated unfairly at work.”
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 16
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Results
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 17
Model description Χ2 df ΔΧ2 RMSEA [90% CI] SRMR CFI
Seven-factor model 304.64 231 - .052 [.035, .067] .059 .955
Six-factor model: ITFL and GTFL as one factor 317.49 237 13.39* .054 [.037, .069] .059 .951
Six-factor model: JS and Strain as one factor 318.23 237 13.01* .054 [.037, .069] .063 .950
Five-factor model: PJ NS Fit, PS Fit and T Fit as one factor 533.12 242 143.75*** .103 [.091, .115] .145 .815
Four-factor model: ITFL and GTFL as one factor, PJ NS Fit and PS Fit as one
factor, T Fit as one factor, JS and Strain as one factor
527.96 246 184.03*** .100 [.088, .111] .137 .824
Three-factor model: ITFL and GTFL as one factor, PJ NS Fit, PS Fit and T Fit
as one factor, JS and Strain as one factor
555.00 249 180.92*** .104 [.093, .116] .145 .805
Two-factor model: ITFL, GTFL, PJ NS Fit, PS Fit and T Fit as one factor, JS
and Strain as one factor
751.02 251 300.19*** .134 [.123, .145] .124 .677
One-factor model 906.28 252 373.19*** .154 [.143, .164] .124 .571
Note. ITFL = individual-focused transformational leadership; GTFL = group-focused transformational leadership; JS = job satisfaction; Strain = work-related strain;
PJ NS Fit = person-job needs-supplies fit; PS Fit = person-supervisor fit; T Fit = team fit; ΔΧ2 = Satorra-Bentler scaled differences; RMSEA = root mean square error
of approximation; CI = confidence interval; SRMR = standardized root mean square residual; CFI = comparative fit index. N = 134.
* p < .05, ** p < .01, *** p < .001.
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 1: Results
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 18
Team fit
Group-focused
transformational leadership
Job satisfaction
Work-related strain
Individual-focused
transformational leadership
Person-supervisor fit
Team Ebene
Individuum Ebene
Needs-supplies fit
γ = .06** | b = -.25**
γ = .06* | b = -.19*
b = .29**
b = .39** γ = .01** | b = -.23**
γ = .01** | b = -.17**
b = .39** γ = .00 | b = -.06
✓
✓
✓
✓
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Leadership and Teamwork
Sozial- und Wirtschaftspsychologie
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 21
So, if team fit is not the solution…
… let’s look at group dynamics in teams!
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Theoretical Approaches
▪ Dual-focused model of transformational leadership (Wang & Howell, 2010):
Individual-focused transformational leadership
Group-focused transformational leadership
▪ Teamwork Quality Model (TWQ; Hoegl & Gemuenden, 2001):
Communication
Coordination
Balance of Member Contributions
Mutual Support
Effort
Cohesion
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 22
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Theoretical Approaches – Teamwork Quality
Teamwork Quality
Communication CoordinationBalance of
Member Contributions
Mutual Support
Effort Cohesion
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 23
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Conceptual Model
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 24
Teamwork quality
Team-centric
transformational leadership
Individual learning
Team-level
Individual-level
Team innovation
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Design
▪ Study design: 2 measurement points with a time lag of 4 weeks (i.e., temporally lagged survey design;
Venkataramani et al., 2016); online surveys
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 25
T1 July-Aug. 2016
Scientific staff:
• transformational leadership
• demographics
T2 Sep.-Oct. 2016
Scientific staff:
• teamwork quality
• learning success
Supervisors:
• team innovation
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Sample
235 scientific staff members
from 79 scientific teams
and 64 supervisors
from different higher education institutions in Switzerland and Germany
scientific staff members supervisors
Øage 36.16 years (SD = 8.32) 51.09 years (SD = 9.28)
♂/♀ 53.7% female 20.3% female
team size: 7.94 members per team (SD = 4.28)
team duration: 40.04 months (SD = 26.67)
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 26
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Measures
Individual-focused transformational leadership (Wang & Howell, 2010)
➢ 18 items: e.g., “My direct supervisor encourages me to set high goals for myself.”
Group-focused transformational leadership (Wang & Howell, 2010)
➢ 16 items: e.g., “My direct supervisor fosters collaboration among team members.”
Teamwork Quality (Hoegl & Gemuenden, 2001)
➢ 27 items: e.g., “Project-relevant information is shared openly by all team members.”;
“Our team is sticking together.”
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 27
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Measures
Team innovation performance (George & Zhou, 2001)
➢ 13 items: e.g., “The members of my team are a good source of creative ideas.”
Learning Success (Yoon & Kayes, 2016)
➢ 5 items: e.g., “Teamwork promotes one professionally.”
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 28
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Results
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 29
Note. GTFL = group-focused transformational leadership; TWQ = teamwork quality; Lear = individual team members’ learning; ΔΧ2 = Satorra-Bentler scaled
differences; RMSEA = root mean square error of approximation; CI = confidence interval; SRMR = standardized root mean square residual; CFI = comparative fit
index. N = 235;
* p < .05, ** p < .01, *** p < .001.
Model description Χ2 df ΔΧ2 RMSEA [90% CI] SRMR CFI
Three-factor model 48.96 24 - .063 [.033, .092] .035 .979
Two-factor model: GTFL and TWQ as one factor, and Lear as one factor 276.17 26 227.2*** .200 [.177, .224] .085 .774
One-factor model 302.68 27 253.7*** .206 [.184, .230] .093 .752
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Results
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 30
Teamwork quality
Team-centric
transformational leadership
Learning
Team-level
Individual-level
Team innovationb = .18*
b = .23**
b = .36** b = .00
b = .37**✓
✓
✓
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 2: Effective leadership and teamwork
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 31
TWQ communication
Team-centric
transformational leadershipTeam innovation
b = .37**
TWQ social support
TWQ cohesion
TWQ balance of
member contributions
b = .29**
b = .43**
b = .33**
b = -.07
b = .11
b = -.34**
b = .39**
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Leadership and Communication
Sozial- und Wirtschaftspsychologie
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 33
So, effective leadership matters!
But what if our supervisors happen to be mean?
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Theoretical Approaches
Affective Events Theory (AET; Weiss & Cropanzano, 1996):
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 34
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Conceptual Model
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 36
Exploitative
leadership
Work efficiency
Functional
communication
Positive
affect
Between-person level
Within-person level
H1
H2
H3
H6
H5 H5
Negative
affectH6
H4
Abusive
supervision
Dysfunctional
communication
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Measures
Abusive supervision (Tepper, 2000), 15 Items, “My direct supervisor…
➢ “… ridicules me.”
➢ “… reminds me of my past mistakes and failures.”
➢ “… expresses anger at me when he/she is mad for another reason.”
Exploitative leadership (Schmid, Verdorfer, & Peus, 2017), 15 Items, “My direct supervisor…
➢ “… puts me under pressure to reach his or her goals.”
➢ “… uses my work for his or her personal gain.”
➢ “… manipulates others to reach his or her goals.”
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 37
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Conceptual Model
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 38
Exploitative
leadership
Work efficiency
Functional
communication
Positive
affect
Between-person level
Within-person level
H1
H2
H3
H6
H5 H5
Negative
affectH6
H4
Abusive
supervision
Dysfunctional
communication
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Measures
Functional communication (Hoegl & Gemuenden, 2001; Zhou, 2003), 6 items
➢ balance of member contributions: “Today, some members of my team had a conflict caused by the
imbalance of member contributions.”
➢ developmental feedback: “Today, some members of my team gave me feedback, which focused on
helping me to learn and improve.”
Dysfunctional communication (Connelly et al., 2012; MacKenzie, Podsakoff, & Fetter, 1991), 6 items
➢ knowledge withholding: “When I asked team members for information at work today, these team
members agreed to help me but never really intended to.”
➢ complaining behaviour: “Today, some members of my team have consumed a lot of time complaining
about trivial matters.”
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 39
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Conceptual Model
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 40
Exploitative
leadership
Work efficiency
Functional
communication
Positive
affect
Between-person level
Within-person level
H1
H2
H3
H6
H5 H5
Negative
affectH6
H4
Abusive
supervision
Dysfunctional
communication
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Measures
Positive and negative affect (Ohly & Schmitt, 2015), 6 items
➢ “Today, I felt enthusiastic / at rest / inspired.”
➢ “Today, I felt worried / exhausted / angered.”
Work efficiency (Schaufeli, Bakker, & Salanova, 2006), 3 items
➢ “Today, I felt strong and vigorous at my job.”
➢ “Today, I was immersed in my work.”
➢ “Today, I was enthusiastic about my job.”
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 41
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Design
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 42
• demographics
• abusive supervision
• exploitative leadership
General Questionnaire
(35 items)
• positive affect
• negative affect
Daily Questionnaire I
(6 items)
• communication practices
• positive & negative affect
• work efficiency
Daily Questionnaire II
(21 items)
t0
a2a1
m3m2m1
a3 a4
m5m4
a5
week 1:
week 2:
t0
m3m2m1
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Sample
161 scientific staff members
from different higher education institutions in Switzerland
scientific staff members
Øage 34 years (SD = 8.4)
♂/♀ 48% female
Number of completed questionnaires: 727 (incl. general questionnaire)
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 43
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Results
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 44
Model description Χ2 df ΔΧ2 RMSEA [90% CI] SRMR CFI
Seven-factor model 414.89 98 - .073 [.066, .080] .041 .981
Six-factor model: AS and EL as one factor 424.87 104 9.46 .071 [.064, .078] .041 .981
Five-factor model: AS and EL as one factor, and FCom and DCom as one factor 574.33 109 180.3*** .083 [.077, .090] .041 .975
Four-factor model: AS and EL as one factor, and FCom and DCom as one factor,
and PA and NA as one factor
767.24 113 392.74*** .097 [.090, .103] .058 .965
Three-factor model: AS, EL, FCom, and DCom as one factor, and PA and NA as
one factor
14803.66 116 13327*** .460 [.454, .467] .201 .180
Two-factor model: AS, EL, FCom, and DCom as one factor, and PA, NA, and
WE as one factor
15700.95 118 13890*** .472 [.465, .478] .237 .125
One-factor model 15860.56 119 13062*** .477 [.470, .483] .244 .099
Note. AS = abusive supervision, EL = exploitative leadership, FCom = functional communication; DCom = dysfunctional communication; PA = positive affect; NA =
negative affect; WE = work efficiency; ΔΧ2 = Satorra-Bentler scaled differences; RMSEA = root mean square error of approximation; CI = confidence interval; SRMR
= standardized root mean square residual; CFI = comparative fit index. N = 727;
* p < .05, ** p < .01, *** p < .001.
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Study 3: Results
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 45
Exploitative
leadership
Work efficiency
Functional
communication
Positive
affect
Between-person level
Within-person level
Negative
affect
Abusive
supervision
Dysfunctional
communication
b: -.33** | b: .56**
b: -.12* | b: .26**
b: .15**
b: .22**
b: .20**
b: -.28**
b: .74**
b: -.36**
✓
✓
✓
✓
✓
✓
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
Conclusion
▪ An increase in the scale and complexity of scientific research has led to an increase in team-
based work structures (Cooke & Hilton, 2015).
▪ Our results support the notion that transformational leadership, fits at work and processes
within teams such as teamwork quality and communication in teams are key factors for
enhancing work-related outcomes in scientific teams.
▪ However, the results of the third study show that abusive supervision and exploitative
leadership occur in the scientific work context and have negative effects on team processes and
work-related outcomes in scientific teams.
▪ Higher education institutions should therefore offer training opportunities for team leaders.
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 46
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
So, what now?
Leadership in science matters and effective leadership can be trained…
… but what if a supervisor is resistant to such kind of positive change?
Let’s try to to incorporate some effective principles for teamwork…
… but what if team members do not perceive this to be feasible?
Then there seems only one approach left: Focus on YOURSELF and try acquiring competencies
and building resilience through trainings, workshops and positive psychological interventions.
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 47
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
What’s next?
Let’s check productivity aka
scientific excellence, well-being,
and health of PhD students and
post-docs from the CS Department…
… and see if workshops as part of
the VMI Scientific Excellence & Well-
Being Initiative are effective in
promoting resilience!
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Seite 48
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Thank you
for your attention!
Contact: Anamarija Klaic, PhD
University of Zurich, Binzmuehlestrasse 14/13, 8050 Zurich
12/02/2020 Productivity in Scientific Teams, Anamarija Klaic Page 49
University Division/OfficeDepartment of Psychology – Social and Business Psychology
Introduction
Study 1
Study 2
Study 3
Conclusion
References
▪ Bowling, N. A., & Hammond, G. D. (2008). A meta-analytic examination of the construct validity of the Michigan Organizational
Assessment Questionnaire Job Satisfaction Subscale. Journal of Vocational Behavior, 73, 63–77.
▪ Braun, S., Peus, C., Weisweiler, S., & Frey, D. (2013). Transformational leadership, job satisfaction, and team performance: A
multilevel mediation model of trust. The Leadership Quarterly, 24, 270–283.
▪ Buchheit, S., Collins, A. B., & Collins, D. L. (2001). Intra-institutional factors that influence accounting research productivity. The
Journal of Applied Business Research, 17, 17–31.
▪ Chen, Y., Gupta, A., & Hoshower, L. (2006). Factors that motivate business faculty to conduct research: An expectancy theory
analysis. Journal of Education for Business, 81, 179–189.
▪ Connelly, C. E., Zweig, D., Webster, J., & Trougakos, J. P. (2012). Knowledge hiding in organizations. Journal of Organizational
Behavior, 33, 64–88.
▪ Cooke, N. J., & Hilton, M. L. (2015). Enhancing the Effectiveness of Team Science. Washington, D.C.: The National Academies
Press.
▪ Cummings, J. N., Kiesler, S., Bosagh Zadeh, R., & Balakrishnan, A. D. (2013). Group heterogeneity increases the risks of large
group size: a longitudinal study of productivity in research groups. Psychological science, 24, 880–890.
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