THE ROLE OF TEAM MEMBER EXCHANGE ON READINESS FOR CHANGE:
A PUBLIC ORGANIZATION CASE STUDY
Master thesis, MScBA, specialization Change Management
University of Groningen, Faculty of Economics and Business
24 June 2013
BART HANEKAMP
Studentnumber: 1768506
Westerkade 12a
9718 AR, Groningen
tel.: +31 (0)6-23486073
e-mail: hanekampb@gmail.com
First Supervisor / University:
Dr. J.C.L. Paul / Rijksuniversiteit Groningen
2
THE ROLE OF TEAM MEMBER EXCHANGE ON READINESS FOR CHANGE: A PUBLIC
ORGANIZATION CASE STUDY
ABSTRACT
This research examines the role that team member exchange (TMX) has on multidimensional and
multilevel aspects of readiness for change. Findings from qualitative research are put forward, by
examining with data collected of fourteen employees within five teams in two public organizations.
The qualitative findings propose that relationship-oriented exchanges and task-oriented exchanges
are related to different dimensions of readiness for change. Team members stress the importance of
sharing information, knowledge, ideas, feedback, personal sharing and support. The level of quality of
team member exchange is also important, as it is proposed that high quality TMX leads to increased
levels of both individual and group readiness. While low quality exchanges have no effect on
readiness for change, readiness for change is increased by teams who experience high quality team
member exchanges.
Keywords:
organizational change, readiness for change, team member exchange (TMX),
work teams
Acknowledgements:
3
TABLE OF CONTENTS
1. INTRODUCTION 4
2. THEORETICAL FRAMEWORK 5
2.1 Team member exchange 5
2.2 Readiness for Change 6
2.3 The role of TMX on readiness for change 8
2.3.1 Research question 9
3. METHODOLOGY 10
3.1 Controllability, reliability and validity 11
3.2 Case descriptions 12
3.1.1 PThU (Protestant Theological University) 12
3.1.2 Municipality Groningen 13
3.2 Data Sources 13
3.2.1 Initial interviews 13
3.2.2 Semi-structured interviews 14
3.2.3 Secondary-source and other data 15
3.3 Data analysis 15
4. RESULTS 16
4.1 Case of the university 17
4.2 Case of municipality 26
4.3 Cross-case analysis 34
4.3.1 Role of team member exchange on readiness for change 36
5. DISCUSSION 41
5.1 Theoretical implications 44
5.2 Managerial implications 44
5.3 Limitations and directions for future research 45
REFERENCES 46
APPENDIX A: CASE STUDY PROTOCOL 53
APPENDIX B: INTERVIEW PROTOCOL 55
APPENDIX C: CONTACT SUMMARY FORM TEMPLATE 55
4
1. INTRODUCTION
More and more organizations are increasingly focusing on team-based work patterns (Gully,
Incalcaterra, Joshi et al., 2002; Mesmer-Magnus & DeChurch, 2009). Positive employee attitudes are
vital to achieving organizational goals (Eby et al., 2000). Uhl-Bien, Graen and Scandura (2000) noted
that low-quality relationships can have large costs for organizations, for example, higher turnover.
Relationships between team-members are highly important, due to the fact that they support a
behaviour which increases the potential of an individual for both team effectiveness and efficiency
(Tse, Dasborough & Ashkanasy, 2008). Next to that, readiness for change highly values interaction
between peers and consider this interaction to be an important feature in assessing readiness for
change (Bouckenhooge, DeVos & van den Broeck, 2009). Therefore, it is of concern to investigate
relationships among organizational departments other than that of the leader and follower (Sparrowe
& Liden, 1997).
5
In response to recent calls for more research on co-worker relations (Organ, Podsakoff & MacKenzie,
2006), this research examines the relationship of TMX on readiness for change. How does TMX play a
role in readiness for change?
Next to that, an individual's perception of the team member exchanges is highly important (Maslyn &
Uhl-Bien, 2001; Tse & Dasborough, 2008). Therefore, this qualitative research tries to open the black
box to gather deeper understanding and to see what implications arise for both theory and practice.
This research contributes to the debate that internal contextual variables (Armenakis & Harris, 2009)
not only alter beliefs or attitudes of recipients, but moreover affect the organizational level of the
change processes (Johns, 2001). Therefore, it will provide a foundation for the assumption that
contextual variables also influence readiness for change (Armenakis et al., 1993). Regarding practical
contributions, more knowledge about how the quality of TMX affects readiness for change will
emphasize the importance of proper work group relations. Moreover, Blau (1986) highlights the
importance of fostering an environment where a high quality TMX can exist. This might result in
change implementations being more successful.
2. THEORETICAL FRAMEWORK
The theoretical foundation for this case study is divided into two sections. First, the theoretical
foundation and definitions are provided for both team member exchange (TMX) and readiness of
change. Second, the potential relationship between TMX and readiness of change is discussed.
2.1 Team member exchange
6
Relational ties would also be expected to arise more often among individuals working near one
another and among those who are interdependent rather than independent (Mossholder et al.,
2005).
The quality of TMX indicates the effectiveness of the member’s working relationship to the group
(Seers, 1989; Wech, 2003). High quality exchanges are characterized by mutual cooperation,
collaboration, whereas a low quality exchanges are signified by less effort, cooperation (Seers, 1989).
TMX relationships may vary in terms of content and process of the exchange (Liden et al., 2000; Love
& Forret, 2008). TMX will differ with employees’ ability, interests and needs (Seers et al., 1995).
Tse et al. (2008: 198) state that “TMX focuses on an individual's willingness to assist other members,
to share ideas and feedback and, in turn, to provide information to other members and to receive
recognition from other members.” These exchanges between team members can be further divided in
relation-oriented exchanges and task-oriented exchanges (Tse & Dasborough, 2008).
Relation-oriented exchanges are, for example, peer support and personal sharing. Relation-Relation-oriented exchange
is similar to the relational perspective of Mossholder et al. (2005). The relational perspective
identified some characteristics of high quality exchanges, namely relational reciprocity, support,
mutual obligation and connectedness (Mossholder et al., 2005). Examples of task-oriented exchanges
are information and knowledge exchange, feedback and work-related problem solving (Tse &
Dasborough, 2008). It is important to note that these exchanges are characteristics of team member
exchange, rather than antecedents or outcomes (Seers, 1989). In low-quality TMX relationships, there
may be less effort in both task-oriented exchanges and relationship-oriented exchanges (Tse &
Dasborough, 2008).
2.2 Readiness for Change
7
(1984). Three components are put forward to display the complexity of attitudes towards readiness
for change, namely emotional, cognitive and intentional (Bouckenhooge et al., 2009; Piderit, 2000).
The emotional dimension of readiness for change includes the individual’s feelings about the change
(Piderit, 2000). The cognitive dimension of readiness for change includes the beliefs about the change
(Piderit, 2000). The intentional dimension of readiness for change includes the behavioural actions
towards the change (Piderit, 2000).
These components can emerge in different stages of the change process (George & Jones, 2001;
Piderit, 2000). An important aspect of readiness for change is that it can be proactive (Bouckenhooge,
2010). This can be done by actively pursuing ways and methods to increase readiness for change,
instead of solely reacting to change resistance.
Employees’ readiness may also be affected by the readiness of others (Armenakis et al., 1993). Vakola
(2013) addresses the multilevel aspect of readiness for change. Her distinction of micro-individual,
meso-group readiness and macro-organizational readiness emphasizes different perceptions of
readiness to change and adds to a better understanding of the concept. On a micro level, individual
readiness of change is defined as the exhibition of proactive and positive attitudes towards change by
an individual (Vakola, 2013). Group readiness for change is defined by Vakola (2013: 99) as “collective
perceptions and beliefs that: (1) change is needed, (2) the organization has the ability to cope with
change effectively, (3) the group will benefit from the change outcomes and (4) the group has the
capacity to cope with change requirements.” The macro level of organizational readiness for change
is related to the organizational capability to successfully change (Eby et al., 2000; Vakola, 2013).
These levels are also interrelated. Individual readiness to change, for example, affects the perception
of organizational readiness (Eby et al., 2000; Vakola, 2013). Employees’ perception of organizational
readiness influences employees’ acceptance and adoption to change (Armenakis & Bedeian, 1999;
Armenakis et al., 1993). Individual readiness for change and group readiness for change reinforce
each other (Vakola, 2013).
8
These two components have also been addressed by other authors. Armenakis and Bedeian (1999)
address process issues in their review of organizational change literature. These process issues also
entail the nature of employees’ responses (Armenakis & Bedeaian, 1999). However, employees’
perceptions have also been put forward by Tierney (1999) as the psychological climate for change.
Positive perceptions of the change climate may help employees cope with change (Tierney, 1999).
Holt, et al. (2007) refer to the context and process of organizational change and highlight their impact
on employees’ readiness for change. While the change context refers to the conditions and
environment within which employees function, the change process refers to the steps followed
during implementation.
In sum, there are similarities within the concepts addressed by various authors. However,
Bouckenhooge et al. (2009) emphasize the perspective of the employee, in line with the work of
Tierney (1999). Employee perception is overlooked by other authors mentioned in their contextual
issues (Armenakis & Bedeian, 1999; Holt et al., 2007). Qualitative research is suited to assess these
perceptions. Change readiness perceptions leads to better change outcomes (Jones et al., 2005;
Wanberg and Banas, 2000)
2.3 The role of TMX on readiness for change
As earlier mentioned, team member exchange (TMX) is related to several important outcomes.
Examples are more effective decision-making, increased organizational commitment, work attitude,
performance and job satisfaction (Alge et al., 2003; Liden et al., 2000; Major et al., 1995; Seers, 1989;
Sherony & Green, 2002). This indicates the impact that TMX has on work processes. However, it also
indicates that TMX has potential influence on both individual and organizational outcomes, for
instance regarding levels of support and cooperativeness (Love & Forret, 2008).
This potential of TMX can be illustrated in coping with change in general. High levels of mutual trust
and support enjoyed by the team members (high TMX situation), may help them cope with change
(Tierney, 1999) and weaken their intentions to leave the organization. Peer support, which is integral
to high quality TMX (Seers, 1989), allows individuals to deal with stress and negative emotions
triggered by change (Hobfoll & Freedy, 1993).
9
such teams also engage in open communication, free information exchange and feedback, and
interpersonal support (Jones & George, 1998; Seers, 1989; Tierney, 1999). These factors of open
communication and feedback can lead to the development of new information. Information of others
affects the shaping of employees’ attitudes or impressions about change (Salancik & Pfeffer, 1978;
Thomas & Griffin, 1983).
Regarding the multi-level perspective of Vakola (2013), some additional points can be made. If a team
perceives the climate as change conducive, this can trickle down towards individuals, in the sense
that they share the same view (Tierney, 1999). Strong relationships with a team also contribute to
characteristics such as open communication, trust and employee development. This team-employee
relationship affects the cognitive aspect of change (Bartunek, Rousseau, Rudolph et al., 2006; Tierney,
1999). This might hold the same implications for the cognitive component of readiness for change,
which is discussed by Ajzen (1984) and Piderit (2000).
Climate perception, as earlier mentioned, is a key component of readiness for change (Bouckenhooge
et al, 2009). Work team relational quality resulted in more positive climate perceptions (Dunegan,
Tierney & Duchon, 1992). Research suggests that subjective group norms and in-group identification
lead to a stronger support for change (Jimmieson, White & Zajdlewicz, 2009). Group norm can predict
employees’ intentions for support (Jimmieson et al., 2009). This has similarities with the work of
Tierney (1999) and the multilevel perspective of Vakola (2013). Moreover, this provides some ground
to the fact that TMX might have influence to the intentional component of readiness for change
(Jimmieson et al., 2009; Piderit, 2000).
Jones and James (1979) emphasize workgroup cooperation, by highlighting the atmosphere of
cooperative effort. Poon (2002) states, regarding the emotional dimension that an uncooperative
work environment which is characterized with a high level of organizational politics results in higher
levels of stress and lower levels of job satisfaction for employees. As earlier stated, support from
peers might aid to deal better with stress and other negative emotions regarding the change (Hobfoll
& Freedy, 1993). This influence of a team related aspect might imply that team constructs, such as
TMX, might influence the emotional component of readiness for change.
2.3.1 Research question
10
Sub questions are put forward to further deepen the main research question. What kind of exchanges
or characteristics of TMX have an impact on readiness for change? What is the role of the quality of
the TMX relationship? What influence does TMX have on both the multidimensional view on
attitudes towards readiness for change and the multilevel concept of readiness for change?
The unit of analysis in this research is the team. However, this research does examine the potential
influence TMX might have on different levels of readiness for change (individual, group and
organizational levels).
3. METHODOLOGY
This research is based on the theory refinement approach to investigate the earlier stated research
question. Qualitative research is well suited for understanding phenomena within their context,
uncovering links among concepts and behaviours, and generating and refining theory (Miles &
Huberman, 1994). Moreover, qualitative research increases understanding of complex and dynamic
team aspects, due to the detailed and in-depth information it creates (Currall & Towler, 2002).
According to King (1996: 174), case studies afford ‘a deeper understanding of the underlying process
of organization change’. Moreover, case research provides an opportunity to engage in
theory-building (Benbasat, Goldstein & Mead, 1987).
A multiple case study method is used, in which the
approach of ‘soft positivism’ is adopted (Madill & Jordan, 2000). This approach allows expectations
based on prior theory for data analysis. Next to that, the soft positivist has some similarities with
interpretivist approaches, by allowing some unexpected findings in the analysis.
11
3.1 Controllability, reliability and validity
Van Aken, Berends and van der Bij (2012) state that controllability is of high importance for explaining
both reliability and validity. Controllability is ensured for in this research by explicitly depicting the
methodology of the research at hand.
Regarding the reliability, accuracy, consistency and precision of the research are critical aspects.
(Cooper & Schindler, 2008). There are several sources of potential bias which can harm reliability: (1)
researcher, (2) instruments, (3) respondents and (4) the situation (van Aken et al., 2012). Due to the
nature of this research, there is no option to increase the number of researchers. In order to limit the
researcher bias, a friendly stranger, introduced by Miles and Huberman (1994), aided the researcher
with the stranger’s fresh perspective. This friendly stranger, a fellow student, was consulted on a
regular basis. Moreover, standardization processes regarding data collection, analysis and
interpretation were used to further increase researcher reliability. Interviews were transcribed in a
standardized way, interviews were semi-structured and, as earlier mentioned, a case study protocol
was developed. Multiple sources of evidence (e.g. company documents, field notes and interview
transcripts) were used to ensure instrument reliability through the process of triangulation (van Aken
et al., 2012; Yin, 2003). Regarding respondent reliability, informant profiles were set up and based
upon these profiles and the organizational chart teams were selected. Both team members as team
leaders were among the participants of this research. Teams were selected across several divisions to
ensure that different departments were represented in the research. Situation bias was limited by
interviewing some respondents more than once.
12
Table 1
Steps to Ensure Construct Reliability and Validity (Yin, 2003)
3.2 Case descriptions
3.2.1 PThU (Protestant Theological University)
The university, until 2010, was settled in three locations across the Netherlands. Two of those
locations were with partnering universities, while the other location was smaller and not related to
any other university. In 2010, the executive board announced that the university would move to two
new locations, Amsterdam and Groningen, both related to large national universities. This was
primarily done for three reasons: (1) the independent location lacked size and academic embedding,
(2) collaboration with and commitment of former partnering universities was lacking and (3)
organizational efficiency needs improvement. A teacher summarized the objectives as follows:
“Important is the cooperation with the new universities, in which we are now embedded. Also the consultation situations and collaboration with colleagues are better. And in part, the outsourcing of services. “
The focus of this case thus therefore not lies solely on the physical move itself, but also on the
organizational changes regarding aspects of the work surrounding both education and research. For
example, the new locations required relocation of both bachelor and master studies, which implied
new course schedules. Both transitions were completed around September 2012.
Reliability Through
Validity through
Case study protocol List of field-work locations
Case study database Recorded audiotapes Interview transcripts of each unit
Multiple sources of evidence
(Field notes; interview transcripts; telephone and e-mail discussions; minutes of meeting) Representative list of
interview themes to be explored in the interview
Field notes, contact summary forms and document summary forms
Establishing chain of evidence
Informant profiles and contact information
13
3.2.2 Municipality Groningen
A Shared Service Center is introduced for the supporting services of the services of the municipality of
Groningen, a city in the North of the Netherlands. Before the introduction of the SSC, each
department had their own supporting services. This Shared Service Center (SSC) centralizes the
supporting services (such as treasury, ICT and facilitative services). The introduction of the SSC
influenced around 700 employees.
Most issues that the municipality have to deal with are not limited to one department and transcend
the current domains. The objective of this introduction is on the one hand to cut costs and lead to
increased efficiency, while on the other hand also increasing the quality of the offered supporting
services.
An example of the current inefficiency is put forward by an excerpt of the implementation plan, one
of the company documents:
“We used to have eight independent organization services, all with their own staff. This implied eight HR departments, eight financial departments, eight legal departments and so on; every service had nine own departments. This implied 8 x 9 = 72-fold operations, fragmentation of knowledge and skill, large differences in approach, attitude and behaviour. This meant a large need for alignment, but also it entailed power struggles and conflicts of loyalty. One example is that in HR totally held 1200 job descriptions for 3500 jobs. … This little effective and little efficient organization fitted these eight departments, but not one organization.”
3.3 Data Sources
The teams were either educational departments or facilitative departments (e.g. ICT). Multiple
sources of evidence will be used (e.g. interviews, field notes, company documents), in order to ensure
construct validity, by the process of triangulation (Yin, 2003). This research relied on three data
sources: (1) an initial interview with the contact within the cases, (2) semi-structured interviews with
team-members, (3) secondary source data.
3.3.1 Initial interviews
14
3.3.2 Semi-structured interviews
After the initial interview, seventeen semi-structured interviews were conducted with fourteen
team-members out of a total of five teams, three from the university and two from the municipality. The
teams that were investigated were carefully selected. Teams were selected on sufficient size, the level
of interdependence between peers and on the basis of their departments. Team size varied between
six and ten members. In the case of the university, for example, teams would represent both new
locations of Amsterdam and Groningen, as well entail employees out of each three prior locations.
This was done in order to gather possible different perspectives on the change. Seven teams were
approached for collaboration, in which members of five teams responded. Due to the anonymous
nature of respondents and the teams they operated in, the university teams were named U-1, U-2
and U-3, while teams from the municipality where named M-1 and M-2. All teams had a least two
respondents, with a maximum of four. Demographic characteristics of the interviewees can be found
in table 2.
Some members were interviewed more than one time. This was done in order to review potential
new information or factors that would emerge during other interviews. Semi-structured interviews
will provide a stable structure while still leaving room for further probing, if unexpected information
or factors would emerge (Cooper & Schindler, 2008). The semi-structured interviews also allowed the
researcher to focus directly on the problem studied in the case (Yin, 2003).
Table 2
Demographic characteristics
The questions were open ended in order to limit the constraint on the interviewees. Questions were
derived from items or questions that were originally in English. In order to translate them correctly
into Dutch, a back translation will be conducted after the initial translation (Brislin, Lonner &
Interviewees
Gender
Male
12
Female
2
Education
University
14
Age
Minimum
31
Maximum
65
Average
54
Organizational
Tenure
Minimum
1.5
Maximum
25
Average
10.5
Team Tenure
Minimum
1
Maximum
5
Average
3
15
Thorndike, 1973). The back-translation will be obtained to ensure that the Dutch versions of the items
were comparable with the English version and that the translation had a high degree of accuracy.
Questions on TMX were based on questions of Seers et al. (1995) and Tse & Dasborough (2008).
Questions regarding readiness for change were based on the scale of Bouckenhooge et al. (2009). This
scale incorporated the three dimensions of the attitudes towards readiness for change (emotional,
cognitive and intentional) and they were transformed into open-ended questions. Next to that,
questions for readiness for change were also based on the multilevel perspective by Vakola (2013).
The interview protocol was developed and refined multiple times, therefore supplementing questions
with ones that seemed fruitful to pursue during the interview. Before each interview, consent was
given by the interviewees. The interviews were not held to solely discuss previous theoretical
constructs. Rather the interviews were more focused on potential important aspects in the
perception of the employee. Interviews were recorded and transcripts were made. The interviews
lasted approximately between 30 minutes and one hour and the single spaced transcript was on
average nine pages long. In order to limit the researcher bias, a friendly stranger, introduced by Miles
and Huberman (1984), aided the researcher with the stranger’s fresh perspective. This friendly
stranger, a fellow student, was consulted on a regular basis in the process of both theoretical
development and analysis. Memos of these meetings were held.
During interviews, interview notes were also made. The 24-hour rule of Yin (2003) required that the
interview notes and transcriptions should be completed within one day of the interview. Next to that,
a contact summary form was used for further reflection (Miles & Huberman, 1984). The contact
summary forms were completed within a maximum of three days after the interview. A template of
the contact summary form can be seen in Appendix C.
3.3.3 Secondary-source and other data
The secondary source data included internal documents and annual reports. Next to that,
demographics of team members were collected. The internal documents were translated into a
document summary form, which can be found in Appendix D. This form puts the document in
context, explains its significance, and gives a brief summary (Miles & Huberman, 1984: 54).
3.4 Data analysis
An initial list of codes was set up, prior to the interviews. These codes were merely theory-based.
Over time, codes were added, refined or dropped (Lincoln & Guba, 1985).
16
identifying, analyzing and reporting patterns. The approach of thematic analysis also assures internal
validity. Regarding external validity, it is hard to state that this case study approach can be statistically
generalized. However, this is not the goal of this research. It relies on analytical generalization to
provide interesting insights which could be further developed (Yin, 2003).
Thematic analysis started by reading through field notes, transcripts and summary forms to increase
the understanding of the data. For the analysis, Atlas.ti was used. The data was searched actively for
recurring patterns and important issues (Braun & Clarke, 2006). The transcripts were coded, both on
the basis of the initial list of codes and emergent codes that came up during the data gathering
process. The codes, based on phrases and highlighted keywords were first compared for the case of
the university. The next step is theme development, which is done by using mindmaps and software
for sorting codes into overarching themes and sub-themes (Braun & Clarke, 2006). These themes are
then refined, based on the internal homogeneity and external heterogeneity (Patton, 1990). Refining
themes is done by looking at both the coded data and the entire data set itself (Braun & Clarke,
2006). All data is reviewed again in order to ensure that all important data is taken into account
(Braun & Clarke, 2006). Themes that were identified were readiness for change and team member
exchange, both with underlying sub themes, which will be explored in the result section. After
analysis of the first case, the second case of the municipality was analysed. This sequential analysis is
done for augmentation, or as Yin (2003) addresses, literal and theoretical replication. Based on the
case descriptions, a cross-case analysis is performed that incorporates theoretical factors.
4. RESULTS
17
4.1 Case of the university
All teams mentioned the high level of clear division of labour on areas of scientific expertise.
Nevertheless, team U-1 and U-2 did search actively for ways to collaborate and cooperate more,
through the process of communication and the sharing of ideas, information and knowledge. Another
common denominator for all teams was that the employees were asked to participate, but they felt
that the effects of their actual involvement were minimal. The minutes of meeting of the university
council address this concern: “There have been several gatherings in which personnel could
brainstorm. However, if you want that personnel commits, you have to provide them with the
opportunity to do so. … We have become pissed off by the fact that management did not listen to the
staff.”
As can be seen in table 3, there were two clear teams that have high-quality TMX relationships,
namely team U-1 and team U-2. Task-oriented exchanges (n = 106) were mentioned more than
relationship-oriented exchanges (n = 40). Submitting ideas and providing feedback (n = 28),
information and knowledge sharing (n = 23), and care and support (n = 16) were the factors that were
most mentioned. Within the team of U-3, there was a low quality TMX relationship, characterized by
low personal sharing (n = 13), poor communication (n = 11), and minimal sharing of both information
and ideas (n = 7). Each team is separately presented in this within-case setting.
4.1.1 Team U-1
Team U-1 almost had no turnover, so the team was kept intact during the transition. Some personnel
from other universities were added to U-1. The atmosphere in the team is described as friendly,
cooperative and professional. A teacher from U-1 additionally noted:
“I feel that there is a great need for coordination and support among ourselves.”
All members of team U-1 mentioned the high levels of sharing of information and knowledge, work
communication, personal sharing and peer support. Therefore both relationship-oriented exchanges
(n = 20) and task-oriented exchanges (n = 36) were present.
18
Respondents from team U-1 noted:
“We are constantly sharing information, sparring with one another.”
“That goes fairly smoothly, someone makes a suggestion, which we then talk about. That is an open consultation, which is pretty accessible.”
For relationship-oriented exchanges, team U-1 scored the highest on personal sharing and care and
support. The positive atmosphere allowed for relationship-oriented exchanges to prosper. All three
interviewees felt that one of the main team characteristics was support from peers. According to a
professor:
“It feels quite positive to find out that I experienced high levels of support since my arrival here some five years ago. The support is not only about work-related issues, but also speaking about personal matters. We keep anticipating on matters and problems that we are facing. We do talk about what everybody is doing, how is the work pressure? Where are you going when you go on a journey? ... I believe there is a genuine interest."
These exchanges also had an impact on readiness for change of the individual. One respondent noted
that the way the team operated was crucial in his attitude towards the change. Another explained
that the received recognition and support from peers strengthened his beliefs about the change.
4.1.2 Team U-2
As noted earlier in team U-1, all members of team U-2 reported frequent meetings next to other
forms of both formal and informal contact. These were related to both ongoing work and the change
itself. This composition of this team was more altered during the transition than team U-1. A
university teacher from team U-2 commented on these personnel changes:
“A year before the move, in the transition year. More than a year in advance, the team manager invited the team, with some new members, to his house for a dinner party and to talk. In the following year we constantly came together with both new and old members of the team to talk about our work and our approach.”
19
Relationship-oriented exchanges (n = 14) were mentioned less than task-oriented exchanges.
However, team U-2 did score high on care and support and personal sharing. All respondents
noted the importance of having exchanges that do not always involve work-related issues. A
professor noted:
“What we also do in our team is what do you encounter in your private life? That is useful to name those things, get it of your chest by talking it over with each other.”
All respondents of team U-2 highlighted the importance of their levels of team member
exchange and readiness for change, both on the level of the individual as the group level. It
was received as pleasant to voice possible concerns on the change in both formal and informal
contacts. This aided individuals to reflect on the change and to minimize negative emotions
about the change. Next to that, both relationship-oriented and task-oriented exchanges
strengthened attitudes towards the urgency of changing, the benefits towards the group and
the capacity of the group to cope with the requirements. A professor concludes:
“It did influence readiness for change. Most of the increase was for the department itself. … In general the discussions and meetings deepened our understanding. These discussions makes you think about things you have never realized. This ensured that certain aspects were seen as more positive.”
4.1.3 Team U-3
Task structure in team U-3 hampered collaboration. There was not much overlap between the
workload of individuals, because of the expertise and the strict division of tasks. A respondent noted:
“The team members are not instinctive or natural co operators, more soloists than team players. Our team is not set up on what we can achieve together.”
A member of U-3 provided a statement that characterizes their TMX relationship quality:
“The team comes to a good division of the workload, nothing more.”Task-oriented exchanges were mentioned far less than in the other two teams (n = 14). The U-3 team
tried to use meetings more to gather information about what was happening in the organization,
rather than the team and implications for the team itself. This was mentioned by a professor of the
U-3 team:
20 larger organization and all the rules and policies, so to say. The experience is more impeding than motivating. ”
In team U-3, the level of work communication and ideas and feedback sharing was quite low.
Employees did not put that much effort into collaboration and cooperation. Communication is not
organized and meetings with the team itself are not on a frequent basis. Poor work communication
was mentioned most as a low-quality task-oriented characteristic (n = 11), followed by minimal
sharing of both information and ideas (n = 7).
All respondents of team U-3 stated that they did not have much in common on a personal level. Most
colleagues work close to one another, but they rarely shared personal issues. The level of
relational-oriented team member exchanges was quite lower (n = 6) than the other investigated teams.
Responses of individuals towards the change were mixed. Two respondents were more defensive
toward the change, while another respondent stated that she already had a positive stance towards
the change, but that the exchanges or the lack of exchanges did not alter her level of readiness for
change. Group readiness for change was low, because there was no consensus on a need for change.
Next to that, three of the four respondents questioned the potential benefits for the group. This is
best illustrated by a teacher who states:
“These changes happen. It might be beneficial for the organization. However, for our own field of interest it will likely not be. I might be a little tad skeptical, so my expectations are not that high. It is a business process and it will often hurt.”
21
Table 3
Relationship and Task-oriented Team member exchanges in the case of the university (Tse & Dasborough, 2008)
U-1
U-2
U-3
Relationship-oriented TMX
Care and support
High
“I feel that there is a great need for coordination and support among ourselves
”
“I do receive support, lots of support and space to do what I want”
High
“If problems arise, then colleagues will say: can we do something for you?”
“For example, giving a second opinion, thinking, deepening in the matter at hand, invest time. You could say no problem at all, it is part of the job, and the atmosphere in which it is performed is very positive.”
Medium
“I think that my potential is recognized for 60%. That’s not much.”
“I am fairly satisfied about appreciation… However, it might receive more attention. That would increase the quality of both education and
research.”
Close to each other
Medium
“You can easily approach each other”
“The atmosphere is good. There is laughter, so to speak.”
High
“There is humor, and there is a collegial cooperation, in which I find a great deal of willingness and readiness”
Low
“
We are very different in our department, at least in terms of personality, but we are also just different in the department.”Personal Sharing
High
“We do talk about what everybody is doing, how is the work pressure? Where are you
High
“What we also do in our team is what do you encounter in your private life? That is useful
Low
22 going when you go on a
journey? ... I believe there is a genuine interest."
“You feel free to give your personal opinion, without thinking this might cost me.”
to name those things, get it of your chest by talking it over with each other.”
“If there is a critical evaluation, that can be shared and then briefly discuss the evaluation. How come? Or just to blow off some steam. Not in a
competitive atmosphere, but highly cooperative.”
“We start our meeting with personal matters. That can be matters in privacy, both negative and positive.”
getting frustrated and moving around, that is your
responsibility. I can not sense what is going on with you. Sometimes I see it, but you are responsible.”
Similar values,
standards
No data available
No data available
Low
23
Task-oriented
TMX
Ideas and feedback
sharing
Medium
“That goes fairly smoothly, someone makes a suggestion, which we then talk about. That is an open consultation, which is pretty accessible.”
“Me, myself? I am not a big initiator of suggestions, however if I would the environment allows me to.”
High
“You provide each other with feedback on everyone’s contribution”
“We are preparing the work for the most part together, so that’s natural, that we make constant suggestions.”
Low
“In my previous work I have seen the value of feedback and support. That culture is not present here.”
“If it fits in the overall picture of our research, than there is room for suggestions.” “The team comes to a good division of workload, nothing more”
Information and
Knowledge exchange
High
“The goodwill is there, we present studies together and we find ways to share information”
“We are constantly sharing information, sparring with one another.”
“There is certainly room to share information.”
High
“We are constantly facing changes. How to set up evaluations and exams. That will be discussed in the teams, how you deal with that as well.”
“During the joint preparation of a course we are sharing information about what we both have to offer.”
Medium
“Information is shared, however it is done cautiously.” “We do have meetings, but those are not on a frequent basis.”
24
Work communication
High
“We are in daily contact, actually.”
“What has certainly been discussed over the past few years, is the policy with respect to publishing. Also
appointments from assistants, those aspects are mentioned.”
High
“Consultation meetings and exchanges. These run smoothly. Next to that also the
collaboration with those colleagues you specifically work with.”
“We sit around the table just to see what everybody is doing and how it is going, where do you run into?”
Low
“I must say that everyone has his own field of interest and communication can sometimes be improved.”
“Most scientists love their own area of expertise and are hesitant in collaborating with others.”
“The interaction within our team is often minimal.” “Our communication is not organized.”
Work related problem
solving
Medium
“Well, we do discuss, if a new course is set up, the potential and actual problems that exist.”
Medium
“Sharing problems is something that I highly value in our team.” “In general I have the feeling that problems are recognized.”
Medium
“In general we come to clear solutions for different affairs.”
Task and job
responsibility/flexibility
High
“I am very flexible, perhaps too. I step in easily.”
“A colleague who, due to delays of work in Groningen, suddenly
Medium
“There is a collegial
cooperation, in which I find a great deal of willingness, for instance, to replace each other”
Medium
25 had a lot of teaching space. He
volunteered and asked what he could do.”
“For example, upcoming Saturday I would have to give a lecture, but a colleague takes over, because I go to Berlin for private reasons.
“The flexibility exist in the attitude, however due to specialization it remains limited.”
