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Shared Adversity Increases Team Creativity Through Fostering Supportive Interaction.

ABSTRACT: In the current era, building more innovative teams is key to organizational success, yet there is little consensus on how best to achieve this. Common wisdom suggests that positive reinforcement through shared positive rewards builds social support within teams, and in turn facilitates innovation. Research on basic group processes, cultural rituals, and the evolution of pro-group behavior has, however, revealed that sharing adverse experiences is an alternative path to promoting group bonding. Here, we examined whether sharing an adverse experience not only builds social support within teams, but also in turn enhances creativity within novel teams. Drawing on behavioral observation of an experimental group interaction we find evidence that sharing an adverse (vs. non-adverse) experience leads to increased supportive interactions between team members and this in turn boosts creativity within a novel team. These effects were robust across different indicators of creativity: objective measures of creativity, third party ratings of the creativity of group products, and participants' own perceptions of group creativity. Our findings offer a new perspective from which to understand how best to boost innovation and creative output within teams.

SUBMITTER: Bastian B

PROVIDER: S-EPMC6266683 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Shared Adversity Increases Team Creativity Through Fostering Supportive Interaction.

Bastian Brock B Jetten Jolanda J Thai Hannibal A HA Steffens Niklas K NK

Frontiers in psychology 20181123

In the current era, building more innovative teams is key to organizational success, yet there is little consensus on how best to achieve this. Common wisdom suggests that positive reinforcement through shared positive rewards builds social support within teams, and in turn facilitates innovation. Research on basic group processes, cultural rituals, and the evolution of pro-group behavior has, however, revealed that sharing adverse experiences is an alternative path to promoting group bonding. H ...[more]

PMID: 30532725

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Project description:As cornerstones of biomedical engineering and bioengineering undergraduate programs, hands-on laboratory experiences promote key skill development and student engagement. Lab courses often involve team-based activities and close communication with instructors, allowing students to build connection and community. Necessitated by the pandemic, changes to class delivery format presented unprecedented challenges to student inclusion and engagement, especially for students from underrepresented minority backgrounds. Here, we present a multi-faceted approach for fostering inclusion and community-building in a hybrid bioengineering laboratory course. A basis for this project was an approach for team-based project work which allowed students to have hands-on experience in the lab and collaborate extensively with peers, while abiding by social distancing guidelines. Members of each student team worked together remotely and synchronously on a project. One team member executed the hands-on portion of each lab activity and the remote student(s) engaged in the project via online communication. The hybrid lab course was supplemented with interventions to further promote inclusivity and community, including instructor modeling on inclusion, team-based course content, attention to lab session logistics, and instructor communication. Students responded positively, as indicated by the median ratings in course evaluations for the four lab sections in the following categories concerning course climate (using a 5.0 scale): their overall comfort with the climate of the course (4.8 to 5.0), feeling valued and respected by lab instructor (4.8 to 5.0) and their peers (4.8 to 5.0), peers helping each other succeed in the course (4.5 to 5.0), and the degree to which the experience in the course contributed to their sense of belonging in engineering (4.2 to 5.0). When asked to describe aspects of the class that contributed to inclusivity towards differences, students cited a collaborative environment, course content on implicit bias and inclusivity, and an approachable teaching team. Overall, our approach was effective in fostering a sense of community and inclusion. We anticipate many of these initiatives can transcend instructional format to positively impact future lab course offerings, irrespective of modality.Supplementary informationThe online version contains supplementary material available at 10.1007/s43683-022-00081-4.

Dataset Information

Shared Adversity Increases Team Creativity Through Fostering Supportive Interaction.

Publications

Shared Adversity Increases Team Creativity Through Fostering Supportive Interaction.

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