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Intrapersonal and Cognitive Skills in Members of Self-Directed Work Teams : an Exploratory Study

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Intrapersonal and Cognitive Skills in Members of Self-Directed Work Teams : an Exploratory Study University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1994 Intrapersonal and cognitive skills in members of self-directed work teams : an exploratory study. Judith Schmidt Glaser University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Glaser, Judith Schmidt, "Intrapersonal and cognitive skills in members of self-directed work teams : an exploratory study." (1994). Doctoral Dissertations 1896 - February 2014. 5120. https://scholarworks.umass.edu/dissertations_1/5120 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. INTRAPERSONAL AND COGNITIVE SKILLS IN MEMBERS OF SELF- DIRECTED WORK TEAMS: AN EXPLORATORY STUDY A Dissertation Presented by JUDITH SCHMIDT GLASER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1994 School of Education (c) Copyright by Judith Schmidt Glaser 1994 All Rights Reserved INTRAPERSONAL AND COGNITIVE SKILLS IN MEMBERS OF SELF- DIRECTED WORK TEAMS: AN EXPLORATORY STUDY A Dissertation Presented by JUDITH SCHMIDT GLASER Approved as to style and content by: I'i/ // Mauriianne Adams, Chair Donald K. Carew, Member D. Anthony ACKNOWLEDGEMENTS Without the support and encouragement of family, faculty members, friends and participants, this study would have been neither started nor completed. Each individual participant opened their mind and often their heart to me in response to my questions. I have been honored by their candor, and inspired by their self- understanding and wisdom. My friends have helped me keep perspective throughout the years. I especially appreciate the help of past and current members of my women's support group, of Nancy Fiske, and of Linda Nober. Wendy Kohler, my peer debriefer, walked, talked and wisely advised through the issues, problems and emerging theories. Karen Lederer listened, soothed, and proofread the entire document. Frances Kates encouraged me all along the journey. I have been fortunate to have been nurtured and empowered through the dissertation process by my committee chair. Dr. Maurianne Adams, a gifted mentor who is somehow able to be fully encouraging while suggesting changes. For her patience, confidence, guidance and deep intelligence I am truly grateful. I have also been especially lucky that this dissertation allowed me a final opportunity to study with and learn from my two other committee members. Dr. D. Anthony Butterfield and Dr. Donald G. Carew: their iv thoughtfulness and careful counsel has evidenced their high standards and broad knowledge. I am blessed to have had encouragement and support from three generations of my family. From the first time I mentioned doctoral work, my mother, Rona Glaser, cheered me onward. My father, Milton, has applied my emerging findings to his own management experience. My sister, Anne G. Brentan has stolen precious time from her own writing to understand my doubts as only she can. My children have reassured and enlivened me since I began: Noah has talked me patiently and lovingly through innumerable computer crises, Rachael has spurred my energy with her gifts of clarity and confidence, and Seth's tender brand of humor and chiding helped me "keep at it" until I was done. And finally, I am grateful for the ongoing support, nurturance and love of my husband, Robert Stern, who often did both halves of our shared household duties so I could keep on working, who took time from his own composition to listen, and who has encouraged me always to follow my star. I am fortunate indeed to walk through life with Bob as my partner. V ABSTRACT INTRAPERSONAL AND COGNITIVE SKILLS IN MEMBERS OF SELF- DIRECTED WORK TEAMS; AN EXPLORATORY STUDY FEBRUARY 1994 JUDITH SCHMIDT GLASER, B.A. WHEATON COLLEGE, MASSACHUSETTS M.P.A. UNIVERSITY OF MASSACHUSETTS AMHERST ED.D. UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Maurianne Adams Complex conditions in the popular work place mechanism of Self-Directed Work Teams require many skills of team members. Adult Cognitive Development studies skills that deal with complex ideas and finds their development in some adults, always in predictable patterns. This naturalistic, exploratory research investigates the existence, characterization, development and importance of nine cognitive and intrapersonal skills found in both work place literature and adult cognitive development liter¬ ature but not uniformly emphasized in training offered to team members. The skills include Systems Thinking, Integration and Synthesis, Taking the Perspective of Others, Analysis and Diagnosis, Recognizing, Identifying and Dealing with Feel¬ ings, Willingness to Disagree with Authority or Majority, Ability to be Flexible, Ability to Deal with Ambivalence, and Ability to Assess and Take Risks. vi This research investigates use of the nine skills through observations of team meetings in two distinctive work places. Observed uses of the skills were confirmed through interviews with team members which also explored skill development. Interviews with team leaders established their sense of importance of the skills. Major findings include: 1. Use of six of the skills is widespread. 2. Characteristics of 248 skill instances offered a basis for determination of sequence of skill development. 3. "Learning From Models” and "Reflection On Experiences" were credited by team members for development of their skills. School experience and training programs were not significant sources of development. 4. Most of the skills were considered important by the people responsible for the teams. Unexpected findings include: 1. Some team members without higher education evidenced skills at a level expect¬ ed by Adult Cognitive Development theories only of those with higher education. 2. The team itself was cited by members as having positive developmental effects. 3. The interviews in which team members reflected upon their skills development proved developmental, strengthening the findings that reflective thought constitutes a significant pathway for development of the nine skills under consideration. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS . iv ABSTRACT.vi LIST OF TABLES.18 LIST OF FIGURES.19 Chapter I. STATEMENT OF THE PROBLEM. 1 Introduction . 1 Participatory Mechanisms in Organizations .... 3 Self-Directed Work Teams . 4 Why Do Organizations Use Teams?. 6 Training Helps Team Members Meet High Demands . 7 Training Emphasizes Five Areas Necessary For Team Success. 8 Additional Skills Suggested by Literature in Two Fields. 9 Literature Highlights Demands of Contemporary Organization . 11 Effects of Chaotic Environments . 11 Amount and Complexity of Information . 11 Needed Skills as Outcome of Development ... 13 Adult Cognitive Development Theory . 13 The Skill Sets on Which This Research will Focus; Intrapersonal and Conceptual Skills . 16 Intrapersonal Skills . 17 Conceptual Skills . ..19 Specific Skills Probed in this Study . 20 Purpose of Study.22 Significance of Study . 22 Significance If Skills Are Used and Valued . 23 Significance of Characteristics of the Skills.23 significance For Study Of Teams In The Workplace.23 Significance For The Field Of Adult Cognitive Development . 24 Significance of Finding How Skills were Developed.24 Significance of the Bridge Between Adult Cognitive Development Theory and Work Teams.24 Limitations of Study . 27 Narrow Focus Declared . 28 Research Exploratory and Inferential . 28 Research not Generalizable . 28 Limitations Of Researcher . 29 Summary...3 0 II. LITERATURE REVIEW . 32 Introduction . 32 Self-Directed Work Teams . 32 History.33 Concepts in The 1930s Build Toward Cooperation . 36 The Labor Movement Intensifies Interest In Participation .... 36 Ideas of Participation Flourish . 37 The 1940s Bring Advances . 39 Job Enrichment Improves Work Life . 41 Trist and Bion: Enter the Leaderless Group . 41 The 1950s Deepen Knowledge about Workers.43 Chris Argyris Continues Work on Job Enrichment.44 McGregor's Theory X and Y Provides Framework for Workplace . 45 Likert: Employee Centered Management Yields High Production.47 Needs and Motivation Explored: Herzberg, Maslow, Drucker .... 48 ix The 1960s: Participation Permeates Organizational Thought . 49 The 1970s.. The 80s: The Economic Crisis Creates Opportunity.53 Problems of Self-Directed Work Teams In the 1990s.55 Conditions that Facilitate Use of SDWTs . 56 Participation in Planning . 57 Training the Teams.57 Adult Development.58 Concepts of Adult Cognitive Development ... 60 Adult Cognitive Development as an Outcome of Piagetian Thought . 60 Cognitive Development Following Vygotsky.62 Piaget's Work Provides Framework .... 64 Development Continues Through Adulthood . 66 Measurement.66 Environments and Interventions that Support Development . 67 Developmental Theories which Highlight Skills Needed by Members of Self-Directed Work Teams.68 Perry Finds Invariant Stages . 68 Belenky et al Interview Women From Many Backgrounds.70 Robert Kegan's Subject-Object Helix ... 72 Kitchener and King's Reflective Judgement.75 Rose and Fischer: A Structured Approach to Skill Theory . 78 Value of Cognitive Developmental Concepts to Teams in the Workplace.8
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