Article

Productivity Loss in Idea-Generating Groups: Tracking Down the Blocking Effect

Journal of Personality and Social Psychology (Impact Factor: 5.08). 09/1991; 61(3):392--403. DOI: 10.1037/0022-3514.61.3.392

ABSTRACT Four experiments were conducted to identify the mechanisms that mediate the impact of production blocking on the productivity of idea-generating groups and to test procedural arrangements that could lessen its negative impact. Experiment 1 manipulated the length of group and individual sessions. Although Experiment 1 failed to find a closing of the productivity gap over time in equal man-hour comparisons, real 4-person groups produced more than nominal groups when given 4 times as much time. Because lengthening the time of session increases thinking as well as speaking time, speaking time was manipulated in Experiment 2. The finding that individuals who brainstormed for 20 min but were allowed to talk either for all or for only ƈ of the time did not differ in productivity eliminates differences in speaking time as an explanation of the productivity loss in idea-generating groups. In Experiments 3 and 4, procedural strategies to lessen the impact of blocking were examined.

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    • "From this point of view, some leader's different skills are needed. With regard to team innovation, among other works, we have considered the work of Hoegl and Parboteeah (2007), on creativity in innovative projects, on how important collaboration and teamwork is based on massive tradition on research on this topic (Amabile, 1983; 1996; Watson et al., 1991; Diehl & Stroebe, 1991; Tannenbaum et al., 1992; Weick & Roberts, 1993; Ford, 1996; Ruscio et al., 1998; Madhavan & Grover, 1998; Sicotte & Langley, 2000; Schulz et al., 2000; Hoegl & Gemuenden, 2001; Taggar, 2002; Okhuysen & Eisenhardt, 2002; Thompson, 2003). This is a very interesting work, in which it was verified that the group work tremendously facilitates the development of technical skills, but, at the same time; he can be a barrier in the implementation phase and for the application of divergent thinking techniques. "
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    ABSTRACT: for SCIRP and the owner of the intellectual property Francesco Pisanu, Paola Menapace. All Copyright © 2014 are guarded by law and by SCIRP as a guardian. This paper is about creativity and innovation in the educational field. Through a literature review, we de-scribe the results of two decades of research on creativity and innovation in the educational and organiza-tional field, to underline what seemed to work and what did not, to enable these processes function ef-fectively. In this literature review, a search of publications dealing with the issues of innovation and crea-tivity and the links between these two issues has been made. We decided to put these studies in four theo-retical, ex-post created, dimensions: organizational structures, individual characteristics, training methods and pedagogical practices and training content. The content of this article is based on one of the outputs of the European Commission funded project, named CLEAR (Creativity and innovation: pedagogical framework for the learning chain).
    Creative Education 02/2014; 5(03):145-154. DOI:10.4236/ce.2014.53023
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    • "More than just the number of ideas , quantity refers to the number of different ideas in a set to the exclusion of completely overlapping ideas . Therefore , the number of nonredundant ideas is often used to measure the quantity of ideas in a set ( Diehl and Stroebe , 1991 ; Friedman and Förster , 2001 ; Rietzschel et al . , 2007 ) . "
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    Journal of Product Innovation Management 12/2013; 30(S1). DOI:10.1111/jpim.12063 · 1.38 Impact Factor
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    • "Comparative work on brainstorming aptly illus - trates aggregation in situations where individuals are independent versus situations where individu - als interact . This research has compared the pro - ductivity of independent members of a group ( " nominal " groups ) to that of interdependent mem - bers ( interacting or " real " groups ) , and the research indeed finds that independent individuals come up with a far larger and heterogeneous set of ideas than interacting individuals ( Diehl & Stroebe , 1991 ; Rietzschel , Nijstad , & Stroebe , 2006 ) . Interacting groups are far less productive due to the patholo - gies listed above ( e . "
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