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The Role of the Size of the Small Group and Informal Subgroups in Intragroup Conflicts.

ABSTRACT: This study examines the relationship between (a) the size of groups and the number of informal subgroups in them with conflicts in the context of the group, and (b) the size of the informal subgroups with conflicts in the context of the subgroup. A multidimensional model of intragroup conflict was used, which includes two dimensions: five levels of conflict (i.e., interpersonal (individual-individual), micro-group (individual-subgroup), group (individual-group), subgroup-subgroup, and subgroup-group) and two types of conflict (activity-oriented and subject-oriented). Each level of conflict contains two types. Forty-one small work groups (334 employees) took part in the study. In the group as a whole, both the size of the group and the number of informal subgroups in it have a positive relationship with subgroup-subgroup conflict in both types and subgroup-group subject-oriented conflict, and have a negative connection with micro-group subject-oriented conflict. In turn, the size of the subgroup is positively associated with the two types of subgroup-group conflict and negatively connected with the two types of micro-group conflict, as well as with interpersonal activity-oriented conflict at the level of the informal subgroup.

SUBMITTER: Sidorenkov AV

PROVIDER: S-EPMC7287751 | biostudies-literature | 2020 Apr

REPOSITORIES: biostudies-literature

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The Role of the Size of the Small Group and Informal Subgroups in Intragroup Conflicts.

Sidorenkov Andrey V AV Borokhovski Eugene F EF

Behavioral sciences (Basel, Switzerland) 20200428 5

This study examines the relationship between (a) the size of groups and the number of informal subgroups in them with conflicts in the context of the group, and (b) the size of the informal subgroups with conflicts in the context of the subgroup. A multidimensional model of intragroup conflict was used, which includes two dimensions: five levels of conflict (i.e., interpersonal (individual-individual), micro-group (individual-subgroup), group (individual-group), subgroup-subgroup, and subgroup-g ...[more]

PMID: 32353947

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Project description:INTRODUCTION:Outcome-based approaches to education and the inherent emphasis on programmatic assessment in particular, require models of mentoring in which mentors fulfil dual roles: coach and assessor. Fulfilling multiple roles could result in role confusion or even role conflicts, both of which may affect mentoring processes and outcomes. In this study, we explored how mentors conceptualise and enact their role in a multiple-role mentoring system and to what extent they experience role conflicts. METHODS:We conducted a constructivist grounded theory study at one undergraduate medical school. A purposive sample of 12 physician-mentors active in a programmatic assessment system was interviewed. Data analysis followed stages of open, axial and selective coding through which themes were constructed. RESULTS:Three predominant mentoring approaches were constructed: (i) empowering (a reflective and holistic approach to student development); (ii) checking (an observant approach to check whether formal requirements are met), and (iii) directing (an authoritative approach to guide students' professional development). Each approach encompassed a corresponding type of mentor-mentee relationship: (i) partnership; (ii) instrumental, and (iii) faculty-centred. Furthermore, mentors' strategies, focus, agency provided to students and perception of the assessment system characterised mentoring approaches and relationships. Role conflicts were mainly experienced by mentors with a directing mentoring approach. They used various coping mechanisms, including deviation from assessment guidelines. CONCLUSIONS:In multiple-role mentoring in the context of programmatic assessment, mentors adopted certain predominant mentoring approaches, which were characterised by different strategies for mentoring and resulted in different mentor-mentee relationships. Multiple-role mentoring does not necessarily result in role conflict. Mentors who do experience role conflict seem to favour the directing approach, which is most at odds with key principles of competency-based education and programmatic assessment. These findings build upon existing mentoring literature and offer practical suggestions for faculty development regarding approaches to mentoring in programmatic assessment systems.

Dataset Information

The Role of the Size of the Small Group and Informal Subgroups in Intragroup Conflicts.

Publications

The Role of the Size of the Small Group and Informal Subgroups in Intragroup Conflicts.

Similar Datasets

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