"Critical" situations in multicultural teams: The role of emotions
- Art: Magisterarbeit
- Autor: Gerd Reisigl
- Abgabedatum: Mai 2004
- Umfang: 182 Seiten
- Dateigröße: 3,5 MB
- Note: 1,0
- Institution / Hochschule: Leopold-Franzens-Universität Innsbruck Österreich
- ISBN (eBook): 978-3-8324-8564-1
-
ISBN (Paperback) :
978-3-8324-8564-1 P - ISBN (CD) :978-3-8324-8564-1 CD
- Sprache: Englisch
- Prämierung:
- Arbeit zitieren: Reisigl, Gerd Mai 2004: "Critical" situations in multicultural teams: The role of emotions, Hamburg: Diplomica Verlag
- Schlagworte: Culture, Conflict, Anger, Happiness, Cognition
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Magisterarbeit von Gerd Reisigl
Abstract:
Interest in „emotions” within organisation increased in the last years. However, research in this field is scarce. In the discussion about emotions in organisation the increasing number of multicultural teams is adding an additional variable: „culture”, making research even more complicate. Practitioners report that where culture meets conflicts accompanied by negative emotions such as „anger” occur. However, also positive emotions like „happiness” may occur, having a positive influence on motivation and enhance cohesion, what may be considered as benefit in multicultural teams.
Although anger as well happiness are considered as universally experienced emotion, there is some evidence that the causes, expression, and the behaviour which follows anger and happiness are culturally influenced.
In multicultural teams the knowledge about the „antecedents” of these two emotions and the following „behaviour” seems to be especially important as on one hand misunderstandings and conflict connected with anger, may have serious social consequences reducing performance or even resulting in contra productive behaviour threatening the organisation, and on the other hand experience of success and good communication, enhancing team collaboration, seems to be connected with happiness.
This thesis aims to contribute to a better understanding with regards the culturally-influenced antecedents of the two emotions anger and happiness as well as about the resulting behavioural consequences in multicultural team settings.
The two research questions guiding this work are:
1. In which multicultural team situations do the emotions anger and happiness arise?
2. Which are the antecedents, in team settings, of the two emotions and which is the resulting behaviour respectively consequences that follows?
Ahead, the Theoretical Part should provide the reader a basic introduction about emotions and the connected relevant factors like cognition, sociality and culture with regard to the research questions. Offering a working definition of culture and emotion, the attempt to illustrate the role of emotion in multicultural team settings as well the discussion about the discrepancy of expectation and of expression regarding emotions throughout cultures, should make the reader more sensible about a) the possible detected differences in antecedents and behavioural consequences and b) their impact in multicultural teams.
In Chapter One a discussion about the two sides of multicultural team performance and the connected role of emotion is presented. Communication and connected misunderstandings get hereby special attention.
Chapter Two should bring the reader in the position to come to a better understanding about the complex construct: „emotion” and its connection with cognition, sociality and culture, to get a feeling about the importance emotions may play in multicultural teams.
The Empirical Part consists in the study conducted in a South Tyrolean (North Italy) work environment, revealing as well great similarity in both antecedents and behavioural consequences of the researched emotions anger and happiness; however, identifying fine culturally-related differences based on different cultural emphasis on values.
Table of Contents:
| A. | INTRODUCTION | 2 |
| 1. | PROBLEM STATEMENT | 2 |
| 2. | RESEARCH AIM | 2 |
| 3. | STRUCTURE OF THESIS | 3 |
| B. | THEORETICAL REVIEW | 4 |
| 1. | PERFORMANCE OF MULTICULTURAL TEAMS | 4 |
| 1.1 | Positive impact on performance | 5 |
| 1.1.1 | Positive cognitive outcomes and better manoeuvring in a global business world | 7 |
| 1.1.2 | Success experience: Motivation and enhancement of team cohesion | 11 |
| 1.1.3 | The role of positive emotion | 14 |
| 1.2 | Negative impact on performance | 17 |
| 1.2.1 | Low performance and conflict due to communicational problems and misunderstandings | 23 |
| 1.2.2 | The role of negative emotion | 41 |
| 1.3 | Summary | 43 |
| 2. | EMOTIONS: AN ATTEMPT FOR CLASSIFICATION | 44 |
| 2.1 | Definition of emotion | 44 |
| 2.1.1 | Emotion & cognition | 50 |
| 2.1.2 | Emotion & social context | 57 |
| 2.1.3 | Emotion & cultural context | 62 |
| 2.2 | Emotions and impact on individual and social behaviour | 70 |
| 2.2.1 | Expectation of emotion | 70 |
| 2.2.2 | Expression of emotion | 76 |
| 2.3 | Summary | 81 |
| C. | EMPIRICAL PART | 82 |
| 1. | RESEARCH | 82 |
| 1.1 | Research methodology | 84 |
| 1.1.1 | Qualitative research | 84 |
| 1.1.2 | Advantages- disadvantages with regard to the research aim | 85 |
| 1.2 | Procedure | 89 |
| 1.2.1 | Overview about the research sample: Team members | 90 |
| 1.2.2 | Presentation of the qualitative and quantitative tools used in the study | 91 |
| 1.2.3 | Sequence of research | 96 |
| 1.2.4 | Analysis | 97 |
| 1.3 | Research results | 100 |
| 1.3.1 | Results: anger antecedents-consequences | 101 |
| 1.3.1.1 | RESULTS: PROJECTIVE TECHNIQUE – ANGER | 101 |
| 1.3.1.1.1 | Antecedents of the emotion anger | 101 |
| 1.3.1.1.2 | Behaviour which followed the emotion anger | 103 |
| 1.3.1.1.3 | Taking a different view point… | 104 |
| 1.3.1.1.4 | Influence of the single behaviour on the team as a whole | 106 |
| 1.3.1.1.5 | Additional data… | 108 |
| 1.3.1.2 | RESULTS: INTERVIEWS - ANGER | 108 |
| 1.3.1.3 | RESULTS: LIST - ANGER | 113 |
| 1.3.2 | Results: happiness antecedents-consequences | 116 |
| 1.3.2.1 | RESULTS: PROJECTIVE TECHNIQUE - HAPPINESS | 116 |
| 1.3.2.1.1 | Antecedents of the emotion happiness | 116 |
| 1.3.2.1.2 | Behaviour/Reaction following the emotion happiness | 118 |
| 1.3.2.1.3 | Taking a different view point… | 119 |
| 1.3.2.1.4 | Influence of the single behaviour on the team as a whole | 121 |
| 1.3.2.1.5 | Additional data… | 123 |
| 1.3.2.2 | RESULTS: INTERVIEWS - HAPPINESS | 123 |
| 1.3.2.3 | RESULTS: LIST - HAPPINESS | 127 |
| 1.3.3 | Concrete results: commonness - differences | 129 |
| 1.3.3.1 | COMMONNESS ANTECEDENTS: ANGER | 130 |
| 1.3.3.2 | COMMONNESS ANTECEDENTS: HAPPINESS | 130 |
| 1.3.3.3 | COMMONNESS-BEHAVIOUR/CONSEQUENCES: ANGER | 130 |
| 1.3.3.4 | COMMONNESS-BEHAVIOUR/CONSEQUENCES: HAPPINESS | 131 |
| 1.3.3.5 | DETECTED DIFFERENCES | 131 |
| 1.3.3.6 | OTHER INTERESTING THINGS | 133 |
| 2. | DISCUSSION AND IMPLICATIONS FOR THEORY AND PRACTICE | 135 |
| 3. | DIRECTIONS FOR FUTURE RESEARCH | 142 |
| 4. | ATTACHMENTS | 144 |
| ATTACHMENT 1: Standardised introduction (English version) | 144 | |
| ATTACHMENT 2: Standardised introduction (German version) | 145 | |
| ATTACHMENT 3: Standardised introduction (Italian version) | 146 | |
| ATTACHMENT 4: Pre-tested pictures University Saarbrücken | 147 | |
| ATTACHMENT 5: Questions asked in Part A) Projective Technique (German version) | 148 | |
| ATTACHMENT 6: Questions asked in Part A) Projective Technique (Italian version) | 148 | |
| ATTACHMENT 7: Questions asked in Part B) Face to Face Interview (German version) | 149 | |
| ATTACHMENT 8: Questions asked in Part B) Face to Face Interview (Italian version) | 150 | |
| ATTACHMENT 9: List (German version) | 151 | |
| ATTACHMENT 10: List (Italian version) | 152 | |
| ATTACHMENT 11: Form for answers (English version) | 153 | |
| ATTACHMENT 12: Form for answers (German version) | 153 | |
| ATTACHMENT 13: Form for answers (Italian version) | 154 | |
| ATTACHMENT 14: Categories – Antecedents - ANGER | 154 | |
| ATTACHMENT 15: Categories – Antecedents - HAPPINESS | 155 | |
| ATTACHMENT 16: Categories – Behaviour - ANGER | 156 | |
| ATTACHMENT 17: Categories – Behaviour - HAPPINESS | 158 | |
| ATTACHMENT 18: Breakdown results List – ANGER | 159 | |
| ATTACHMENT 19: Breakdown results List – HAPPINESS | 159 | |
| ATTACHMENT 20: Map from South Tyrol – Trentino – Veneto | 160 | |
| 5. | REFERENCE LIST | 161 |
As with the foregoing emotion anger also with the emotion happiness the first antecedent mentioned and the first behaviour/reaction mentioned by the interviewee is compared. Ethnic German speaking sample: Four of the twelve associated firstly the success of the whole team as emotion eliciting: “The results from the whole team led to the good success; the meeting was closed positively to the complete satisfaction of all team members; the target was achieved, consensus reached; to be very satisfied with the things being discussed”. The resulting behaviours may be summarised: “Bring oneself even more in the team; positive; Bring in new ideas; good collaboration will continue.” Three others started as first antecedent with the positive climate/atmosphere in the team quoting “good team work; to feel good in the team, good understanding; and good meeting, consensus;”, with the following behaviour: “…continue with the functioning teamwork and working with élan and enthusiasm.” Two of the twelve German speaking South Tyrolean’s mentioned the pass through of an own idea/proposal/ aim as elicitor of the emotion happiness. The resulting behaviour was described as “motivated, to work even more enthusiastically and working together on an amicable, cooperative basis”. Acknowledgement was quoted from two team members as first, hereby, especially through promotion and pay rise with the ascribed behaviour of better collaboration and continuing work as always. One person mentioned open communication, to have enough space and to speak without getting interrupted, to be listened as antecedent. The following behaviour was described as not being timid and expressed thoughts and feelings openly. [...]
One person mentioned the antecedent that the viewpoints were not taken in adequate extent in consideration, expecting as behaviour that the person will not say anything and let the group do. Similarly another person states that the expectations that the person had have not been fulfilled, reacting constructive, to prepare herself for the next meeting and to bring in her suggestions again. The next two mentioned as antecedent not reaching the personal target, however, reacting with trust and not agreeing with the result of the day, remaining a bit prejudiced. Another one states not having been informed as antecedent, reacting with withdrawal and isolation, not to speak and interact in the team anymore. [...]
displays help at all stages in the analysis (graphs, charts, networks, diagrams of different types etc.) The reason for reducing and displaying data are to assist in drawing conclusions. While drawing conclusions logically follows reduction and display of data, in fact it takes place more or less concurrently with them (Punch, 2000, pp. 203). Effectively applied, this means that the interviews got recorded and transliterated. Hereby the literally transliteration got into operation. This means a fully verbal registration of the generated information in form of a text as basis for the analysis of the data was created (cp. Hugl, 1995, pp. 88). From this basis a research text was build, reducing the data on its essentials, and preparing for categorisation. Hereby the research text was written fully in German, consulting a native Italian in the case of ambiguity of translation. Out of this text, an Excel document was made, ordering the data regarding culture and within culture to bring the antecedent, the following behaviour and the expected behaviour of the team in a logical, illustrative order. [...]
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